Study Guide

Objectives (course unit)

Student
- can evaluate the ethics of customer work and service system
- can create a professional customer or educational relationship
- can justify the principles and principles of his / her guidance / education
- is familiar with the service systems supporting the well-being and social security of the clients and the related legal basis and information systems and is able to apply them from the point of view of service management
- identify and raise awareness of structures and practices that are detrimental to customer well-being and inclusion
- can work as a member of the work community

Content (course unit)

Social Expertise
- Ethical guidelines in the social field
- Theories of social work and social pedagogy
- Guidance and education
- Service system expertise and service management
- Critical reflection

Assessment criteria, pass/fail (course unit)

Rejected: Student has not achieved a good level in relation to the goals of the internship (grade 3)
* The student does not master the basics of ethical competence.
* The student does not master the basics of customer work knowledge.
* The student does not recognize and can not define phenomena and basic concepts related to the field.
* The student does not assume professional responsibility for his / her activities at the internship.
Passed: The student has achieved the general objectives of the internship at a good level (3)
* During the internship the student acquires the basic skills of ethical competence.
* During the internship the student acquires the basic skills of client work skills.
* The student is able to identify and define phenomena and basic concepts related to the field.
* The student takes responsibility and undertakes not only his / her own activities, but also client work and internship activities.

Assessment scale

Pass/Fail

Objectives (course unit)

In this course, we delve into empirically effective methods for client work. The focus lies on professional interaction, dialogue, and art-based techniques, which are functionally practiced during the course.

Upon completing the course, the student will:
• Grasp the theoretical foundation and context of client work, be familiar with the key theoretical approaches and frameworks in client work, and be able to reflect on their significance in client practice
• Understand the fundamentals of professional interaction
• Be knowledgeable about the basics of dialogic encounters and be able to apply dialogue in various coaching scenarios with individuals and groups, both in face-to-face and online meetings
• Recognize the importance of art-based and experiential methods in the work of a social worker, particularly in promoting participation, community, and everyday functioning
• Be proficient in using client work methods, tools, and/or approaches for developing their professional identity

Content (course unit)

• Familiarize themselves with research-based social work methods and theory
• Develop skills in professional interaction and dialogue
• Explore art-based methods (music, drama, visual, and physical expression), share experiences, and understand principles of emotional work
• Engage in practical exercises.

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

Student
• can describe phenomena related to goals, theory, and define fundamental concepts
• has not justified choices, solutions, or theoretical perspectives thoroughly; theoretical reasoning is straightforward

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

Student
• can apply theory and concepts, and organize information in relation to each other
• can narrow down problems and tasks, as well as justify solutions and choices
• can evaluate matters and examine them from different perspectives

Assessment criteria, excellent (5) (course unit)

Student
• can analyze information and actions, connecting them to a professional context
• can find improvement opportunities and justify various approaches and alternative solutions
• can creatively devise new solutions or combine existing ones

Assessment scale

0-5

Objectives (course unit)

In this course, we delve into empirically effective methods for client work. The focus lies on professional interaction, dialogue, and art-based techniques, which are functionally practiced during the course.

Upon completing the course, the student will:
• Grasp the theoretical foundation and context of client work, be familiar with the key theoretical approaches and frameworks in client work, and be able to reflect on their significance in client practice
• Understand the fundamentals of professional interaction
• Be knowledgeable about the basics of dialogic encounters and be able to apply dialogue in various coaching scenarios with individuals and groups, both in face-to-face and online meetings
• Recognize the importance of art-based and experiential methods in the work of a social worker, particularly in promoting participation, community, and everyday functioning
• Be proficient in using client work methods, tools, and/or approaches for developing their professional identity

Content (course unit)

• Familiarize themselves with research-based social work methods and theory
• Develop skills in professional interaction and dialogue
• Explore art-based methods (music, drama, visual, and physical expression), share experiences, and understand principles of emotional work
• Engage in practical exercises.

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

Student
• can describe phenomena related to goals, theory, and define fundamental concepts
• has not justified choices, solutions, or theoretical perspectives thoroughly; theoretical reasoning is straightforward

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

Student
• can apply theory and concepts, and organize information in relation to each other
• can narrow down problems and tasks, as well as justify solutions and choices
• can evaluate matters and examine them from different perspectives

Assessment criteria, excellent (5) (course unit)

Student
• can analyze information and actions, connecting them to a professional context
• can find improvement opportunities and justify various approaches and alternative solutions
• can creatively devise new solutions or combine existing ones

Assessment scale

0-5

Objectives (course unit)

Student:
- can perceive the life cycle as a continuum and as a mental, physical, and social synthesis taking different stages and events of life into account
- can describe attachment patterns, know how they are formed, and understand their significance in the cycle of life
- can describe the development of emotional life and its significance in the different stages of life
- can describe sexual development and the importance of sexuality education taking mental, physical, and social aspects into account

Content (course unit)

- Psychological information about the different stages of life
- Knowledge about attachment patterns and the significance of emotional life
- Knowledge about traumas
- Understanding about different possibilities of the life cycle in a relation to mental healing
- Sexual development and sexuality education

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

Can describe goal related phenomena, theory and define basic concepts. The choices, solutions and limits of perspective are not theoretically justified or the theoretical reasoning is straightforward.

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

Can apply theory and concepts and structure things in relation to each other. Can define problems and tasks and justify solutions and choices. Can evaluate things and look at them from different angles.

Assessment criteria, excellent (5) (course unit)

Is able to analyze information and activities and to combine them with professional context. Is able to search for development opportunities and to justify different approaches and solutions. Can create new solutions or combine existing ones creatively.

Assessment criteria, pass/fail (course unit)

Rejected: Goal-related phenomena, theory, and basic concepts are not sufficiently defined, described, or incorrect. Content management inconsistent and incomplete or incorrect. Knowledge objectives are not or only partially achieved.

Assessment scale

0-5

Objectives (course unit)

Students:
- have cultural awareness and sensitivity so that they can mediate between own and foreign cultures
- master the key terminology of social and health care so that they can make use of professional English literature in their work and professional growth
-can present a social work unit or project and describe the work of a Bachelor of Social Services
- can explain the principles of Finnish social services and income security
- can explain their education
- can write work related texts in neutral and formal style (e.g. e-mail, CV)
- can maintain, develop and assess their own language skills

Content (course unit)

Content
- face- to- face situations and appropriate language and register
the work and clientele of a Bachelor of Social Services
- Finnish social services and income security
Education
visits to social work units and presentations
authentic professional texts and key terminology of social and health care
business letter, cv and e-mail
- business calls

Further information (course unit)

Also open to international exchange students.

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

Abandoned
-the student is unable to participate in oral interaction because of problems in producing his / her own speech and / or understanding the speech of other parties
-pronunciation is difficult to understand
-the student masters a very narrow vocabulary that is not sufficient to handle the situation. Repeatedly uses inappropriate words and phrases
- Lack of mastery of infrastructure
- Student fails to properly handle written communication situations
- Does not write comprehensively
- Difficulties in finding information in text that deals with familiar topics Satisfactory (1-2) The student
- can make a simple and comprehensible presentation using ready-made materials and tools
- can explain the Finnish social security system in a concise way
- cope with routine oral and written interactions (eg e-mail, CV, presentation of work unit, self-report)
- provide simple, oral and, if necessary, written instructions to clients
- ask client for information about current and past life, correctly for successful treatment or follow-up
- to some extent aware of the style requirements of different types of texts
- to write in a comprehensible manner
- to understand the main points of normal-paced speech in a familiar context when repeating when needed
- to pronounce comprehensively
- to find the information basic grammar structures

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

The student
- knows how to prepare and give a concise but clear presentation on the topic in his / her field
- the student communicates clearly in key multidisciplinary and multicultural interaction situations (eg oral and written reporting) and is able to give and justify individual guidance in most common guidance situations and previous health or life situation and, if necessary, ask more specific questions and be able to answer the questions asked by the client
- fairly fluent in topics related to his / her field
- responds most appropriately to the messages of his / her interlocutor
- communicates most often in the style required by the situation
- speaks fairly fluently and clearly
- understands people with different accents when familiar
- speaks - be able to express it in other words, if needed
- understand and use the vocabulary of the field fairly accurately
- know how to use various sources and dictionaries
- use structures correctly and correct mistakes in language themselves if they have led to misunderstandings

Assessment criteria, excellent (5) (course unit)

The student
- is able to prepare and deliver a convincing, structured presentation with the necessary materials
- is able to explain the key issues of the Finnish social security system in a clear and structured way
- communicates proficiently in demanding multidisciplinary and multicultural interaction situations (eg reporting, meetings)
- is able to interview clients in the manner required by the situation and to communicate in challenging and unexpected client situations in a professional manner
- speaks fluently on topics related to his / her profession
- responds quickly and appropriately to messages from his / her interlocutor
- communicates in the style required by the situation - speaks fluently and purposefully with almost no linguistic errors be able to apply what he reads
- explain in other words and imperceptibly replace the shortcomings of the vocabulary
- understand and use skillfully and precisely the vocabulary of the field and the terminology of his specialty
- usually find different sources by using the appropriate terms
- uses versatile grammar structures and manages them almost perfectly

Assessment scale

0-5

Objectives (course unit)

The central objective of this course is for the student to understand the importance of English language proficiency, communication, and effective interaction as part of their professional competence.

Upon completing the course, the student will be able to:
• Communicate in English within social work contexts.
• Provide detailed instructions to clients and ask relevant questions in interviews with sensitivity.
• Understand and utilize English-language source materials in their work and professional development.

Content (course unit)

• Bachelor of Social Services tasks
• Client guidance and interview situations
• Authentic professional texts
• Key social work vocabulary

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

The student
• can communicate in familiar, simple, and routine situations in a manner that is mostly understandable
• can provide clients with simple oral and written instructions
• can ask clients necessary questions regarding their prior and current life situation
• can employ basic social services terminology passably
• understands the main points in relatively easy social work-related texts when consulting a dictionary
• can communicate in English but has problems with grammar and style
• manages simple conversations provided that the other person talks slowly and clearly, and sometimes repeats the information

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

The student
• communicates fairly clearly in multi-professional and multi-cultural interaction situations (verbal and written reports, documentation)
• can provide clients with individual instructions in the most common client guidance situations
• responds to the questions asked by clients fairly successfully
• can employ and utilize relevant social services terminology
• can search information in scientific publications and other professional sources to promote one’s professional growth
• can apply and utilize most of the information obtained
• discusses field-specific topics fairly fluently
• employs grammatical structures fairly successfully and self-corrects potential errors if causing misunderstandings
• can re-formulate one’s sentences if and when needed
• understands and employs field-specific terminology fairly accurately

Assessment criteria, excellent (5) (course unit)

The student
• communicates successfully even in demanding multi-professional and multi-cultural interaction situations (e.g., oral and written reports, documentation, potential extra-curricular activities, such as projects or international collaboration)
• interviews and instructs clients successfully adapting to the interaction situation
• employs and utilizes specific terminology and field-specific concepts
• speaks fluently and idiomatically
• can search for information in scientific publications and other professional sources, interprets it, and utilizes it with ease to promote one’s professional growth
• communicates effortlessly and in a way appropriate to the situation
• discusses field-specific topics fluently
• responds to questions in discussions appropriately and without delay
• employs grammatical structures almost flawlessly and self-corrects potential errors
• re-formulates one’s sentences when needed
• expresses oneself fluently and conveys the message to the reader/listener idiomatically without misunderstandings

Assessment criteria, pass/fail (course unit)

Reasons for failing the course:
• Written / Oral exam is failed
• The student has considerable problems in linguistic structures and grammar
• One's social services vocabulary is very limited, or almost non-existent
• One fails to convey the relevant message across to a listener or a reader
• Negligence or delays in submitting the assignments
• Non-compliance to attendance requirements

Assessment scale

0-5

Objectives (course unit)

The central objective of this course is for the student to understand the importance of English language proficiency, communication, and effective interaction as part of their professional competence.

Upon completing the course, the student will be able to:
• Communicate in English within social work contexts.
• Provide detailed instructions to clients and ask relevant questions in interviews with sensitivity.
• Understand and utilize English-language source materials in their work and professional development.

Content (course unit)

• Bachelor of Social Services tasks
• Client guidance and interview situations
• Authentic professional texts
• Key social work vocabulary

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

The student
• can communicate in familiar, simple, and routine situations in a manner that is mostly understandable
• can provide clients with simple oral and written instructions
• can ask clients necessary questions regarding their prior and current life situation
• can employ basic social services terminology passably
• understands the main points in relatively easy social work-related texts when consulting a dictionary
• can communicate in English but has problems with grammar and style
• manages simple conversations provided that the other person talks slowly and clearly, and sometimes repeats the information

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

The student
• communicates fairly clearly in multi-professional and multi-cultural interaction situations (verbal and written reports, documentation)
• can provide clients with individual instructions in the most common client guidance situations
• responds to the questions asked by clients fairly successfully
• can employ and utilize relevant social services terminology
• can search information in scientific publications and other professional sources to promote one’s professional growth
• can apply and utilize most of the information obtained
• discusses field-specific topics fairly fluently
• employs grammatical structures fairly successfully and self-corrects potential errors if causing misunderstandings
• can re-formulate one’s sentences if and when needed
• understands and employs field-specific terminology fairly accurately

Assessment criteria, excellent (5) (course unit)

The student
• communicates successfully even in demanding multi-professional and multi-cultural interaction situations (e.g., oral and written reports, documentation, potential extra-curricular activities, such as projects or international collaboration)
• interviews and instructs clients successfully adapting to the interaction situation
• employs and utilizes specific terminology and field-specific concepts
• speaks fluently and idiomatically
• can search for information in scientific publications and other professional sources, interprets it, and utilizes it with ease to promote one’s professional growth
• communicates effortlessly and in a way appropriate to the situation
• discusses field-specific topics fluently
• responds to questions in discussions appropriately and without delay
• employs grammatical structures almost flawlessly and self-corrects potential errors
• re-formulates one’s sentences when needed
• expresses oneself fluently and conveys the message to the reader/listener idiomatically without misunderstandings

Assessment criteria, pass/fail (course unit)

Reasons for failing the course:
• Written / Oral exam is failed
• The student has considerable problems in linguistic structures and grammar
• One's social services vocabulary is very limited, or almost non-existent
• One fails to convey the relevant message across to a listener or a reader
• Negligence or delays in submitting the assignments
• Non-compliance to attendance requirements

Assessment scale

0-5

Objectives (course unit)

The central objective of this course is for the student to understand the importance of English language proficiency, communication, and effective interaction as part of their professional competence.

Upon completing the course, the student will be able to:
• Communicate in English within social work contexts.
• Provide detailed instructions to clients and ask relevant questions in interviews with sensitivity.
• Understand and utilize English-language source materials in their work and professional development.

Content (course unit)

• Bachelor of Social Services tasks
• Client guidance and interview situations
• Authentic professional texts
• Key social work vocabulary

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

The student
• can communicate in familiar, simple, and routine situations in a manner that is mostly understandable
• can provide clients with simple oral and written instructions
• can ask clients necessary questions regarding their prior and current life situation
• can employ basic social services terminology passably
• understands the main points in relatively easy social work-related texts when consulting a dictionary
• can communicate in English but has problems with grammar and style
• manages simple conversations provided that the other person talks slowly and clearly, and sometimes repeats the information

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

The student
• communicates fairly clearly in multi-professional and multi-cultural interaction situations (verbal and written reports, documentation)
• can provide clients with individual instructions in the most common client guidance situations
• responds to the questions asked by clients fairly successfully
• can employ and utilize relevant social services terminology
• can search information in scientific publications and other professional sources to promote one’s professional growth
• can apply and utilize most of the information obtained
• discusses field-specific topics fairly fluently
• employs grammatical structures fairly successfully and self-corrects potential errors if causing misunderstandings
• can re-formulate one’s sentences if and when needed
• understands and employs field-specific terminology fairly accurately

Assessment criteria, excellent (5) (course unit)

The student
• communicates successfully even in demanding multi-professional and multi-cultural interaction situations (e.g., oral and written reports, documentation, potential extra-curricular activities, such as projects or international collaboration)
• interviews and instructs clients successfully adapting to the interaction situation
• employs and utilizes specific terminology and field-specific concepts
• speaks fluently and idiomatically
• can search for information in scientific publications and other professional sources, interprets it, and utilizes it with ease to promote one’s professional growth
• communicates effortlessly and in a way appropriate to the situation
• discusses field-specific topics fluently
• responds to questions in discussions appropriately and without delay
• employs grammatical structures almost flawlessly and self-corrects potential errors
• re-formulates one’s sentences when needed
• expresses oneself fluently and conveys the message to the reader/listener idiomatically without misunderstandings

Assessment criteria, pass/fail (course unit)

Reasons for failing the course:
• Written / Oral exam is failed
• The student has considerable problems in linguistic structures and grammar
• One's social services vocabulary is very limited, or almost non-existent
• One fails to convey the relevant message across to a listener or a reader
• Negligence or delays in submitting the assignments
• Non-compliance to attendance requirements

Assessment scale

0-5

Objectives (course unit)

The central objective of this course is for the student to understand the importance of English language proficiency, communication, and effective interaction as part of their professional competence.

Upon completing the course, the student will be able to:
• Communicate in English within social work contexts.
• Provide detailed instructions to clients and ask relevant questions in interviews with sensitivity.
• Understand and utilize English-language source materials in their work and professional development.

Content (course unit)

• Bachelor of Social Services tasks
• Client guidance and interview situations
• Authentic professional texts
• Key social work vocabulary

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

The student
• can communicate in familiar, simple, and routine situations in a manner that is mostly understandable
• can provide clients with simple oral and written instructions
• can ask clients necessary questions regarding their prior and current life situation
• can employ basic social services terminology passably
• understands the main points in relatively easy social work-related texts when consulting a dictionary
• can communicate in English but has problems with grammar and style
• manages simple conversations provided that the other person talks slowly and clearly, and sometimes repeats the information

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

The student
• communicates fairly clearly in multi-professional and multi-cultural interaction situations (verbal and written reports, documentation)
• can provide clients with individual instructions in the most common client guidance situations
• responds to the questions asked by clients fairly successfully
• can employ and utilize relevant social services terminology
• can search information in scientific publications and other professional sources to promote one’s professional growth
• can apply and utilize most of the information obtained
• discusses field-specific topics fairly fluently
• employs grammatical structures fairly successfully and self-corrects potential errors if causing misunderstandings
• can re-formulate one’s sentences if and when needed
• understands and employs field-specific terminology fairly accurately

Assessment criteria, excellent (5) (course unit)

The student
• communicates successfully even in demanding multi-professional and multi-cultural interaction situations (e.g., oral and written reports, documentation, potential extra-curricular activities, such as projects or international collaboration)
• interviews and instructs clients successfully adapting to the interaction situation
• employs and utilizes specific terminology and field-specific concepts
• speaks fluently and idiomatically
• can search for information in scientific publications and other professional sources, interprets it, and utilizes it with ease to promote one’s professional growth
• communicates effortlessly and in a way appropriate to the situation
• discusses field-specific topics fluently
• responds to questions in discussions appropriately and without delay
• employs grammatical structures almost flawlessly and self-corrects potential errors
• re-formulates one’s sentences when needed
• expresses oneself fluently and conveys the message to the reader/listener idiomatically without misunderstandings

Assessment criteria, pass/fail (course unit)

Reasons for failing the course:
• Written / Oral exam is failed
• The student has considerable problems in linguistic structures and grammar
• One's social services vocabulary is very limited, or almost non-existent
• One fails to convey the relevant message across to a listener or a reader
• Negligence or delays in submitting the assignments
• Non-compliance to attendance requirements

Location and time

On campus and online according to the timetable.

Exam schedules

See Methods and Grounds for Evaluation.

Assessment methods and criteria

The assessment is based on successful completion of the following tasks and activities:
• Presentation (pair task; individual grade incl. self- and peer assessment: 0-5)
• Written exam (individual task; individual grade: 0-5)
• Overall participation in the course such as attendance, engagement with the course materials, participation in class activities and completion of home assignments is also taken into consideration when determining the final grade.

All the parts of the assessment must be completed to receive credits for the course.

Assessment scale

0-5

Teaching methods

Presentations, discussions, role play, pair and group activities, independent study.

Learning materials

• Saarinen, Kirsi, and Juha Saarinen. Way to Welfare : English for Social Services. Helsingissä: Otava, 2008. Print.
• Materials in Moodle

Student workload

Total course – 3 cr x 27 h = 81 h study hours incl.:
• introductory lesson (online) – 1 x 1 h = 1 h
• contact lessons (on campus) – 5 x 3 h = 15 h
• written exam – 1 x 2 h = 2 h
• independent study – 63 h

Content scheduling

• Oral skills (presentations, interviews, telephone communication, social interaction)
• Writing skills (emails, summaries)
• Reading comprehension (professional texts)
• Grammar as needed

Completion alternatives

OPTION 1
Students who have completed corresponding studies at another university or university of applied sciences may apply for credit transfer in Hyvähot/CreTa (in English). Further information is available at https://intra.tuni.fi/fi/opetus/opetuksen-toteutus/hyvaksilukeminen/viestinta-ja-kieliopintojen-hyvaksilukeminen.

OPTION 2
Students who already have the skills and competences that are aligned with the course objectives may apply for recognition of prior learning through competences demonstration (application in Hyvähot/CreTa in English). Further information is available at https://intra.tuni.fi/fi/opetus/opetuksen-toteutus/hyvaksilukeminen/viestinta-ja-kieliopintojen-hyvaksilukeminen.

All alternative ways of completing the course should be discussed with the teacher at the beginning of the course.

Further information

• The course is B2 level according to the European Framework of Reference for Languages.
• Lessons are either on campus or online according to the timetable (see Scheduling of Work).
• There is no hybrid option (some students on campus, some online).
• Mandatory attendance – 80%.

Objectives (course unit)

After the course the student can the main concepts and theories of global multiculturalism and understands the meaning of the global and the local in the society. The student can observe and promote equality and anti-racist action in the society and organize the different theories of equality and racism. The student can promote the honouring encountering in the interaction and develop one’s expertise in the multicultural work. The student can analyse different theories of wellbeing and health in the finnish multicultural society.

Content (course unit)

It will betaught different theories and point of views, with which global and local will connect in the society and about what kind of questions about equality will arise in this connection. It will be taught different ways to promote equality by influencing the structures and developing the honouring encounter in the interaction. It will be taught different kind of theoretical frameworks in the intercultural communication in the work and in the work-places. During the course it will be acquinted in the well being and health in the multicultural society from the point of views of scientific knowledge, professional knowledge and expertise-by-experience.

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

the student can recognise, name and define the phenomenon and the basic concepts of the multicultural society.

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

the student organises the connections of the global and multicultural concepts and phenomenons. The student applies, explains and compares the global and multicultural fields and background in the finnish society.

Assessment criteria, excellent (5) (course unit)

the student understands large entities and the interactions in the global multicultural society. The student generalizes and analyses the global multicultural society as a research goal and combines the multicultural research and phenomenons to each other.

Assessment scale

0-5

Objectives (course unit)

In this course, we explore and practice interpersonal encounters. The focus lies on establishing communication and collaborative relationships, understanding the various dimensions of human well-being, and providing support accordingly.

Upon completing this course, the student will be able to:
• Recognize the different dimensions of well-being and create effective communication and collaborative relationships
• Justify the social significance of well-being within its entirety
• Evaluate, support, and enhance an individual’s functional capacity
• Successfully engage with individuals in various life situations
• Identify and understand the starting points and different stages of the communication process

Content (course unit)

• Consider holistic functional capacity
• Assess functional capacity using appropriate tools
• Take health, safety, and well-being into account in diverse environments
• Apply effective communication and interaction processes to support and enhance functional capacity
• Understand key legislation related to these interactions
• Engage in practical exercises related to encounters

Assessment criteria, pass/fail (course unit)

Student
• demonstrates achievement of the course objective
• applies relationships between phenomena and concepts in their work and can provide theoretical justifications
• defines problems and tasks, and justifies solutions and choices based on knowledge
• reflects on their own actions, competencies, and areas for development, including feedback received

Not Approved:

Student
• fails to demonstrate achievement of the course objectives
• does not apply relationships between phenomena and concepts in their work, nor can they provide theoretical justifications
• is unable to reflect on their own actions, competencies, or areas for development

Assessment scale

Pass/Fail

Objectives (course unit)

1. Bachelor of Social Services in Work with Senior Citizens and the Aged
Students
- are able to analyse their individual and professional identity in working with senior citizens and the aged
- adssopt the ethical values of work with the aged
2. Elderly People as Clients of Social and Health Care Services
Students
- can analyse and understand old age and ageing with the help of gerontological theories
- can apply gerontological information and principles of empowerment in work with senior citizens and the aged
3. Methods and Approaches to Work with Elderly Clients
Students
- can explain the process and experiences of ageing from the perspective of individuals, community, society and cultures
- can apply different methods and approaches to work with clients
- comprehend case management with senior citizens and elderly people
- are familiar with the most common memory disorders and can apply different work methods with memory disorder patients
- can apply different methods of client work in individual and group counselling
4. Phenomena and Special issues in Work with Senior Citizens and the Aged
- Assistive technology, accessibility
- Social rehabilitation of elderly people
- Family caregivers, supporting family members, intergenerational work
- Maltreatment
- Sociocultural work with the aged
- Relationships and sexuality
- Current studies
5. Advanced Knowledge of Legislation, Service system and Client Process
Students
- acquire information on key laws, service system, services, and benefits in work with senior citizens and the aged
-can assess client relationships from the perspective of legislation, service system, and client process

Content (course unit)

Different disciplines and practices of gerontology
- Environments and actors
- Services, rehabilitation, legislation, case management
- Multi-professionalism, expertise
- Sociocultural and preventive work
- Memory disorders and reminiscence
- Special issues and current advocacy work

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

Can identify and define phenomena related to the field and basic concepts and theory.

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

Objectives (course unit)

- can explain the importance of functional methods in social work
- deepen their knowledge and skills in using creative and operational methods with their clients
- practice the use of creative methods as a method of interaction and customer work

Content (course unit)

Socio-cultural inspiration in creative methods
- Reminiscence, album work
- Use of literature and writing in client work
- Drama, story theater - Storytelling / storytelling
- Music, pictorial and physical expression in customer work

Assessment criteria, pass/fail (course unit)

Approved: The student has participated in the contact teaching of the course and completed the tasks required during the course. The student recognizes and applies various creative and functional methods. Has a reflection of his / her experiences and views in relation to theory and professional skills.
Rejected: The student has not participated in the contact teaching of the course and has not completed the tasks required during the course. Student's Learning Objectives are not or only partially achieved.

Assessment scale

Pass/Fail

Objectives (course unit)

This course introduces students to digital tools and the communication and writing skills required in both academic and professional contexts. Additionally, it covers the fundamental principles of data protection.

Upon completing this course, students will:
• Be familiar with key text genres relevant to academic study and the workplace, and be able to apply them
• Know how to use information and library services for scholarly research (particularly article databases)
• Effectively utilize common digital tools used in professional settings
• Demonstrate purposeful and goal-oriented communication in workplace contexts
• Critically evaluate information and describe the basic principles of data security and privacy

Content (course unit)

• Communication
• Information retrieval
• Images and videos
• Data security and protection
• Digital tools
• MS Office programs


• TAMK’s IT applications

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

Student
• can describe phenomena related to goals, theory, and define fundamental concepts
• has not justified choices, solutions, or theoretical perspectives thoroughly; theoretical reasoning is straightforward

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

Student
• can apply theory and concepts, and organize information in relation to each other
• can narrow down problems and tasks, as well as justify solutions and choices
• can evaluate matters and examine them from different perspectives

Assessment criteria, excellent (5) (course unit)

Student
• can analyze information and actions, connecting them to a professional context
• can find improvement opportunities and justify various approaches and alternative solutions
• can creatively devise new solutions or combine existing ones

Assessment scale

0-5

Objectives (course unit)

This course introduces students to digital tools and the communication and writing skills required in both academic and professional contexts. Additionally, it covers the fundamental principles of data protection.

Upon completing this course, students will:
• Be familiar with key text genres relevant to academic study and the workplace, and be able to apply them
• Know how to use information and library services for scholarly research (particularly article databases)
• Effectively utilize common digital tools used in professional settings
• Demonstrate purposeful and goal-oriented communication in workplace contexts
• Critically evaluate information and describe the basic principles of data security and privacy

Content (course unit)

• Communication
• Information retrieval
• Images and videos
• Data security and protection
• Digital tools
• MS Office programs


• TAMK’s IT applications

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

Student
• can describe phenomena related to goals, theory, and define fundamental concepts
• has not justified choices, solutions, or theoretical perspectives thoroughly; theoretical reasoning is straightforward

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

Student
• can apply theory and concepts, and organize information in relation to each other
• can narrow down problems and tasks, as well as justify solutions and choices
• can evaluate matters and examine them from different perspectives

Assessment criteria, excellent (5) (course unit)

Student
• can analyze information and actions, connecting them to a professional context
• can find improvement opportunities and justify various approaches and alternative solutions
• can creatively devise new solutions or combine existing ones

Assessment scale

0-5

Objectives (course unit)

This course introduces students to digital tools and the communication and writing skills required in both academic and professional contexts. Additionally, it covers the fundamental principles of data protection.

Upon completing this course, students will:
• Be familiar with key text genres relevant to academic study and the workplace, and be able to apply them
• Know how to use information and library services for scholarly research (particularly article databases)
• Effectively utilize common digital tools used in professional settings
• Demonstrate purposeful and goal-oriented communication in workplace contexts
• Critically evaluate information and describe the basic principles of data security and privacy

Content (course unit)

• Communication
• Information retrieval
• Images and videos
• Data security and protection
• Digital tools
• MS Office programs


• TAMK’s IT applications

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

Student
• can describe phenomena related to goals, theory, and define fundamental concepts
• has not justified choices, solutions, or theoretical perspectives thoroughly; theoretical reasoning is straightforward

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

Student
• can apply theory and concepts, and organize information in relation to each other
• can narrow down problems and tasks, as well as justify solutions and choices
• can evaluate matters and examine them from different perspectives

Assessment criteria, excellent (5) (course unit)

Student
• can analyze information and actions, connecting them to a professional context
• can find improvement opportunities and justify various approaches and alternative solutions
• can creatively devise new solutions or combine existing ones

Assessment scale

0-5

Objectives (course unit)

This course introduces students to digital tools and the communication and writing skills required in both academic and professional contexts. Additionally, it covers the fundamental principles of data protection.

Upon completing this course, students will:
• Be familiar with key text genres relevant to academic study and the workplace, and be able to apply them
• Know how to use information and library services for scholarly research (particularly article databases)
• Effectively utilize common digital tools used in professional settings
• Demonstrate purposeful and goal-oriented communication in workplace contexts
• Critically evaluate information and describe the basic principles of data security and privacy

Content (course unit)

• Communication
• Information retrieval
• Images and videos
• Data security and protection
• Digital tools
• MS Office programs


• TAMK’s IT applications

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

Student
• can describe phenomena related to goals, theory, and define fundamental concepts
• has not justified choices, solutions, or theoretical perspectives thoroughly; theoretical reasoning is straightforward

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

Student
• can apply theory and concepts, and organize information in relation to each other
• can narrow down problems and tasks, as well as justify solutions and choices
• can evaluate matters and examine them from different perspectives

Assessment criteria, excellent (5) (course unit)

Student
• can analyze information and actions, connecting them to a professional context
• can find improvement opportunities and justify various approaches and alternative solutions
• can creatively devise new solutions or combine existing ones

Assessment scale

0-5

Objectives (course unit)

The student
- is able to describe and evaluate the potential of welfare technology to maintain wellbeing and promote health.
- is able to find out the needs of different user groups and user experiences for different welfare technology solutions.
- knows methods of developing welfare technologies for the needs of different user groups.
- knows the principles of ethics in the user context of welfare technologies.
- knows and understands the importance of data protection in the context of welfare technologies.

Content (course unit)

- maintaining well-being and promoting health as concepts
- key concepts and content in welfare technologies
- the potential of technology in maintaining well-being and health
- the core content and concepts of user-oriented design
- methods to address users' needs
- methods for the joint development of need-based and user-oriented technologies
- ethics and user data protection in the context of welfare technology

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

The student
- is able to describe and explain the key concepts, contents and methods of welfare technologies and user-oriented design
- is able to describe methods to identify user needs and is able to co-develop need-based and user-oriented technologies and has tried some of these
- does not actively discuss ethical and data protection issues in the context of welfare technologies

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

The student
- is able to correctly apply key concepts of welfare technologies and user-centered design and to choose methods for different situations in the development process
- is able to use methods to identify user demands and is able to co-develop technologies
- contributes to the discussion on ethical and data protection issues in the context of welfare technologies

Assessment criteria, excellent (5) (course unit)

The student
- is able to apply and combine methods to identify user demands and is able co-develop need-based and user-driven technologies
- is able to analyze, document and critically evaluate study results
- is able to contribute constructively to the ethical and data protection discussion in the context of welfare technology and is able to ground their points of view

Location and time

Non-stop between 19.8.2024 and 16.12.2024.

Exam schedules

A numerically assessed exam with two possible attempts.

Assessment methods and criteria

1. Independent tasks: assessment pass/fail
2. Numerical exam (0-5)

Assessment scale

0-5

Teaching methods

100% online course on the Moodle learning platform (https://moodle.tuni.fi), a self-paced modules.

The course includes independent reading and writing assignments and a final exam on Moodle. The course is delivered only in Finnish.

The course is divided into modules. Passing all modules is a prerequisite for completing the course.

Learning materials

Moodle articles and other material presented on the course platform.
Material and literature found by the student.

Student workload

3 cr = 3 x 27 h students work (81h)

Content scheduling

1. Familiarisation with the course materials and completion of independent assignments
2. Independent completion of modules 1-6
3. Final examination
4. Course feedback

Further information

The course is delivered only in Finnish.

Objectives (course unit)

Learning Outcomes:
1. Supporting the child, adolescent and family - is involved in child-centered work, with a central understanding of the child and adolescent's growth and development, the rights of the child and the need for protection - identify challenges and opportunities related to age and different life-cycle transitions - is able to take into account the different cultural backgrounds of the child, adolescent and family - to identify and to broach issues of concern - is able to work constructively with carers of children and young people
2. Work orientations and methods - is able to utilize therapeutic and pedagogical work orientation in everyday life and develop appropriate practices to support the growth of children and adolescents - is aware of the potential for child-centered relationship-based work and the empowerment of children and adolescents - is able to deal with challenging educational situations using positive and appreciative pedagogy - Able to support family activity in family work and understand child-centered protection as the core of family work and parenting support - can take into account the different traumatic backgrounds of children / adolescents in their work - can structure the principles of early support and analyze how they are applied when working with children and families - Phenomena and special issues - identify risks related to child abuse and neglect, domestic violence - can apply research data related to specific issues
3. Family service systems and multi-professional networking - recognizing the responsibilities and opportunities of the kindergarten and school as both preventive and supportive to the protection of children; - knows the system of early support, the central service system for children, young people and family with special needs and is able to guide the client to the services - can guide and support children and families in the support they need in everyday situations - knows and knows the principles of the family center business model

Content (course unit)

- preventive and early support
- Positive and respectful pedagogy
- development challenges and transitions at different stages of life
- cooperation with guardians
- growing and immediate environment (nursery, early childhood education and school), meeting places, family centers, family services
- the best interests of the child, the individuality, participation and expertise of the child and the family
- multifunctionality, Build trust - protect your child online course ?, networking, service management
- children's rights agreement, social welfare law, documentation, confidentiality, disclosure of information

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

-Can identify and define phenomena related to the field and basic concepts and theory.

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

- To structure relationships 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

Objectives (course unit)

Learning Outcomes:
1. Supporting the child, adolescent and family - is involved in child-centered work, with a central understanding of the child and adolescent's growth and development, the rights of the child and the need for protection - identify challenges and opportunities related to age and different life-cycle transitions - is able to take into account the different cultural backgrounds of the child, adolescent and family - to identify and to broach issues of concern - is able to work constructively with carers of children and young people
2. Work orientations and methods - is able to utilize therapeutic and pedagogical work orientation in everyday life and develop appropriate practices to support the growth of children and adolescents - is aware of the potential for child-centered relationship-based work and the empowerment of children and adolescents - is able to deal with challenging educational situations using positive and appreciative pedagogy - Able to support family activity in family work and understand child-centered protection as the core of family work and parenting support - can take into account the different traumatic backgrounds of children / adolescents in their work - can structure the principles of early support and analyze how they are applied when working with children and families - Phenomena and special issues - identify risks related to child abuse and neglect, domestic violence - can apply research data related to specific issues
3. Family service systems and multi-professional networking - recognizing the responsibilities and opportunities of the kindergarten and school as both preventive and supportive to the protection of children; - knows the system of early support, the central service system for children, young people and family with special needs and is able to guide the client to the services - can guide and support children and families in the support they need in everyday situations - knows and knows the principles of the family center business model

Content (course unit)

- preventive and early support
- Positive and respectful pedagogy
- development challenges and transitions at different stages of life
- cooperation with guardians
- growing and immediate environment (nursery, early childhood education and school), meeting places, family centers, family services
- the best interests of the child, the individuality, participation and expertise of the child and the family
- multifunctionality, Build trust - protect your child online course ?, networking, service management
- children's rights agreement, social welfare law, documentation, confidentiality, disclosure of information

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

-Can identify and define phenomena related to the field and basic concepts and theory.

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

- To structure relationships 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

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)

- can explain the importance of functional methods in social work
- deepen their knowledge and skills in using creative and operational methods with their clients
- practice the use of creative methods as a method of interaction and customer work

Content (course unit)

- Socio-cultural inspiration in creative methods
- Reminiscence, album work
- Use of literature and writing in client work
- Drama, story theater - Storytelling / storytelling
- Music, pictorial and physical expression in customer work
- Individual implementation for kindergarten teacher qualified.

Assessment criteria, pass/fail (course unit)

Approved: The student has participated in the contact teaching of the course and completed the tasks required during the course. The student recognizes and applies various creative and functional methods. Has a reflection of his / her experiences and views in relation to theory and professional skills.
Rejected: The student has not participated in the contact teaching of the course and has not completed the tasks required during the course. Student's Learning Objectives are not or only partially achieved.

Assessment scale

Pass/Fail

Objectives (course unit)

Student:
- can design, implement and evaluate group leadership using art-based methods
- is able to justify the chosen method based on the client and the situation
- be able to take into account the specificities of group management when using art-based methods
- is able to receive feedback on his / her own guidance
- can give constructive feedback

Content (course unit)

- Principles and means of directing artistic and functional methods
- Functional design
- Individual guidance, group guidance
-Giving and receiving feedback
- The dimensions of art in promoting one's well-being -A person as a tool

Assessment criteria, pass/fail (course unit)

Approved: The student has participated in the contact teaching of the course and completed the tasks required during the course. The student recognizes and applies various creative and functional methods. Has a reflection of his / her experiences and views in relation to theory and professional skills.
Rejected: The student has not participated in the contact teaching of the course and has not completed the tasks required during the course. Student's Learning Objectives are not or only partially achieved.

Assessment scale

Pass/Fail

Objectives (course unit)

Objectives
1. Phenomena and Special Issues in Social Work with Youth and Adults
- can describe phenomena and special issues related to social work with youth and adults
- can analyze the significance of phenomena and special issues in client perspective, service system and one’s own professional agency

2. Advanced Knowledge of Legislation, Service System and Client Process
- know legislation on social work with youth and adults and can apply it in a client-centered way enabling client participation
- are familiar with the key service system in social work with youth and adults and can acquire information on it in client work

3. Operational environment in Social Work with Youth and Adults
- knows the abilities of action in Social Work with Youth and Adults
- knows the current trends in society and Social Work with Youth and Adults
- Can practise Social Work with Youth and Adults in public services, civil society and different arenas of every-day-life

4. Client process
- can describe, implement and assess different stages of client process in social work with youth and adults
- Can apply and develop methods and the theoretical basis in Social Work with Youth and Adults

Content (course unit)

1. Bachelor of Social Services in Social Work with Youth and Adults
- Values, ethics, attitude, multi-disciplinary information in social services, the identity of Bachelor of Social Services and task structure in social welfare, multi-professional co-operation
2. Youth and Adults as Clients of Social Work
- Social polarization in youth and adult work, social inclusion and integration
- Rehabilitative approach to improving employment situation, field of criminal sanctions, student welfare services
3. Methods and Approaches to Work
- Goal-orientation, methodicalness, assessment, client-specific plan, dialogue, case management
- Approaches to social work, everyday life and client-oriented approach in non-institutional and institutional care
- Applying different approaches to client work in individual and group counselling, reformative social work, crisis work
- Expertise by experience, peer support, and voluntary work
4. Phenomena and Special Issues in Social Work with Youth and Adults
- Mental health and substance abuse work, special education, vocational rehabilitation and employment or some other topical issue
- Current studies
5. Advanced Knowledge of Legislation, Service System and Client Process
- Acquiring information on key laws, service system, services and benefits in social work with youth and adults, income support, and debt counselling
- Management of client process

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

- Situational, (imitative) and concise professional skills
- Is able to identify and define phenomena and basic concepts of adult and youth social work.
- Identifies the different dimensions of adult and youth work

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

- Structured, evaluative and applied professional knowledge
- To structure the different dimensions of adult and youth social work and their realization in everyday life using the concepts of social work
- Strengthen the relationship between phenomena and concepts related to adult and youth work.
- Apply concepts related to adult and youth social work to everyday perceptions

Assessment criteria, excellent (5) (course unit)

- Extensive, creative and developing professional expertise
- The assignments demonstrate analytical, diverse and critical thinking
- Comprehensive understanding of adult and youth work
- Comprehensive analysis of the different dimensions of adult and youth work
- Understands the meaning of key concepts and has a broad base and is able to evaluate the relationships between different aspects of adult and youth work.

Assessment scale

0-5

Objectives (course unit)

Objectives
1. Phenomena and Special Issues in Social Work with Youth and Adults
- can describe phenomena and special issues related to social work with youth and adults
- can analyze the significance of phenomena and special issues in client perspective, service system and one’s own professional agency

2. Advanced Knowledge of Legislation, Service System and Client Process
- know legislation on social work with youth and adults and can apply it in a client-centered way enabling client participation
- are familiar with the key service system in social work with youth and adults and can acquire information on it in client work

3. Operational environment in Social Work with Youth and Adults
- knows the abilities of action in Social Work with Youth and Adults
- knows the current trends in society and Social Work with Youth and Adults
- Can practise Social Work with Youth and Adults in public services, civil society and different arenas of every-day-life

4. Client process
- can describe, implement and assess different stages of client process in social work with youth and adults
- Can apply and develop methods and the theoretical basis in Social Work with Youth and Adults

Content (course unit)

1. Bachelor of Social Services in Social Work with Youth and Adults
- Values, ethics, attitude, multi-disciplinary information in social services, the identity of Bachelor of Social Services and task structure in social welfare, multi-professional co-operation
2. Youth and Adults as Clients of Social Work
- Social polarization in youth and adult work, social inclusion and integration
- Rehabilitative approach to improving employment situation, field of criminal sanctions, student welfare services
3. Methods and Approaches to Work
- Goal-orientation, methodicalness, assessment, client-specific plan, dialogue, case management
- Approaches to social work, everyday life and client-oriented approach in non-institutional and institutional care
- Applying different approaches to client work in individual and group counselling, reformative social work, crisis work
- Expertise by experience, peer support, and voluntary work
4. Phenomena and Special Issues in Social Work with Youth and Adults
- Mental health and substance abuse work, special education, vocational rehabilitation and employment or some other topical issue
- Current studies
5. Advanced Knowledge of Legislation, Service System and Client Process
- Acquiring information on key laws, service system, services and benefits in social work with youth and adults, income support, and debt counselling
- Management of client process

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

- Situational, (imitative) and concise professional skills
- Is able to identify and define phenomena and basic concepts of adult and youth social work.
- Identifies the different dimensions of adult and youth work

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

- Structured, evaluative and applied professional knowledge
- To structure the different dimensions of adult and youth social work and their realization in everyday life using the concepts of social work
- Strengthen the relationship between phenomena and concepts related to adult and youth work.
- Apply concepts related to adult and youth social work to everyday perceptions

Assessment criteria, excellent (5) (course unit)

- Extensive, creative and developing professional expertise
- The assignments demonstrate analytical, diverse and critical thinking
- Comprehensive understanding of adult and youth work
- Comprehensive analysis of the different dimensions of adult and youth work
- Understands the meaning of key concepts and has a broad base and is able to evaluate the relationships between different aspects of adult and youth work.

Assessment scale

0-5

Objectives (course unit)

Students
- can use national and international information sources in planning their bachelor’s thesis
- can use applicable information critically
- know copyrights and respect them
- can consider research-related and field-specific ethical principles
- can select and define a working life oriented thesis topic which supports their learning
- can make a thesis plan in accordance with TAMK’s thesis guidelines and justify their choices
- know applicable research methods of the field of education
- can choose suitable data collection and analysis methods for the thesis
- know the meaning of evidence-based operation in the field of education

Content (course unit)

Course is accepted when at least thesis plan and thesis contract or permit are accepted.

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

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

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

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment scale

0-5

Objectives (course unit)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

Pass/Fail

Objectives (course unit)

The focus of practice is to recognize the values and professional ethical principles in social work, as well as the support needs of clients. During this course, you will practice creating a dialogic interaction with clients using various methods in social work.

Upon completing the course, the student will:
• Identify social work values and professional ethical principles, and describe their significance in the practice setting
• Understand the importance of social work within the operational environment
• Be able to establish a dialogic interaction with clients
• Recognize the needs of individuals in different life situations
• Apply social work methods to support clients’ functional capacity

Content (course unit)

• Social work ethical guidelines
• Communication skills
• Client work and guidance
• Methods in client work
• Self-reflection skills

Assessment criteria, pass/fail (course unit)

Approved:

Student:
• skills, knowledge, and attitude demonstrate competence in the field of social work
• analyzes the relationships between relevant phenomena and concepts, and is able to apply these in their practice at the internship site and in their internship report
• akes responsibility and is committed not only to their own actions but also to client work and the functioning of the internship site

Not approved:
Student:
• skills, knowledge, and attitude do not demonstrate competence in the field of social work
• theoretical expertise remains at a descriptive and declarative level
• fails to apply the relationships between phenomena and concepts in their practice at the internship site or in the internship report
• does not take professional responsibility for their actions at the internship site

Assessment scale

Pass/Fail

Objectives (course unit)

Students
- deepen their understanding of the concept of social inclusion in a client group or operating environment
- know risk factors that weaken participation possibilities
- deepen their skills in client work methods that support resources, social inclusion and functioning ability especially in risk groups
- recognise their own personal skills and abilities in using methods with diverse client groups
- plan, implement and evaluate a project in small groups in cooperation with working life

Content (course unit)

- social innovations and cooperation with partners at TAMK
- planning, implementation and evaluation of own project in groups
- recording or video tape recording of a guidance situation or equivalent, self-reflection and feedback
- multidisciplinary project work, network

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

Can use the concept of inclusion when working with different client groups

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

Knows the dimensions and factors of project development and inclusiveness development.

Assessment criteria, excellent (5) (course unit)

Manages project design, implementation and evaluation and can use project work to increase inclusiveness and social capital.

Location and time

ORIENTATION AND COMMENCEMENT (Mandatory attendance)

INSTRUCTION CLASSES (Mandatory attendance)


Independent work of the project group every week 13.12. until, see chapter order. If necessary, it will continue in January 2025.

Exam schedules

The final report of the project will be returned after the end of the project no later than January 26, 2025.

Assessment methods and criteria

- Concept paper return accepted/rejected
- Project plan return according to TAMK's general evaluation framework on a scale of 0 to 5
- The final report of the project according to TAMK's general evaluation framework on a scale of 0 to 5
- Attached is the working time tracking of each team member. If the number of hours spent is insufficient, it will affect the evaluation of the course by lowering the grade.

Assessment scale

0-5

Teaching methods

Project work
Teamwork (in teams of 5)
Working in working life networks
Studying literature and articles
Report writing
Guidance discussions

Learning materials

Materials provided by the teachers, which can be found on Moodle.

Student workload

6 credits = 162h
- Steering times
- Project work
- Report and literature

Practical training and working life cooperation

The project is implemented in cooperation with working life.

International connections

The course is attended by exchange students who integrate into project groups.

Objectives (course unit)

Student:
- deepens and clarifies one’s own educational awareness and applying one’s own ideas in practical educational situations.
- recognize one’s role and responsibilities in supporting the growth, development and learning of a child.
- can apply the main goals and values of early childhood education while working in kindergarten.
- knows the basic task and social importance of day care.
- can establish a safe and confidential interaction with children and is able to take into account the individual needs of children.
- knows the basics of National and municipal Core Curriculum for early childhood education and knows the main goals and purpose of ECEC.
- can plan, implement and evaluate pedagogically meaningful activities, utilizing different educational methods according the transversal competences and learning areas
- understands the importance of goal-oriented approach in pedagogy and can set realistic goals for the growth and development of children.
- knows child and family services and determines the provision of services in the municipality where takes place.
- participates in daily co-operation with guardians and achieves certainty and skills to meet different families

Content (course unit)

Pedagogical competence
Skills for collaboration, interaction and service system knowledge
Ethical competence
Research- and development-based approach

Assessment criteria, pass/fail (course unit)

Rejected: Student has not achieved a good level in relation to the goals of the internship (grade 3) * Students' skills, thinking, knowledge and attitude do not indicate advanced social skills. * The student's theoretical knowledge remains on a descriptive and determinative level. The student is not able to apply the relations between phenomena and concepts in his / her practice at the internship place or in the internship report. * The student does not assume professional responsibility for his / her activities at the internship. Admitted: * Student skills, thinking, knowledge and attitude demonstrate advanced social skills. * The student will structure the relationships between related phenomena and concepts and be able to apply them in his / her work placement and in his / her practice report. * The student takes responsibility and undertakes not only his / her own activities, but also client work and internship activities.

Assessment scale

0-5

Objectives (course unit)

Students
- understand the significance of a project in the implementation of a strategy
- are able to plan, implement, and assess a project
- can make a budget plan for their project
- know the basics of meeting and negotiation skills and can apply them in the planning and implementation of the project

Content (course unit)

- Process and management of a project
- Evaluation of a project
- Financing and budget
- Searching for financing methods on a national and EU level
- Stages and documents of meetings and negotiations
- Effective speaking and presentation and the importance of argumentation

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

The student has sufficiently achieved the knowledge and skills objectives set for the course. He / she knows the basic concepts of project life cycle and project work and recognizes the responsibilities and roles of the project organization. They are aware of the importance of a project plan from the perspective of the project lifecycle and are aware of the importance of communication and documentation in project work. The student recognizes the importance of project monitoring, evaluation and quality assurance as part of project implementation.

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

The student has achieved well-defined knowledge and learning objectives and skills in the course. They are able to explain the importance of a project plan from the perspective of the project life cycle and to structure the importance of communication and documentation in project work. The student is able to explain the importance of project monitoring, evaluation and quality assurance as part of project implementation and is able to compare different project financing forms and financing processes.

Assessment criteria, excellent (5) (course unit)

The student has excelled in the knowledge and skills of the course. They will be able to analyze the basic concepts of project life cycle and project work, responsibilities and roles of a project organization in relation to developing professional skills. They will be able to analyze the significance of a project plan from the perspective of the project life cycle and will be able to analyze and analyze the importance of communication and documentation in a project context. The student is able to analyze and develop project monitoring, evaluation and quality as part of project work and to compare different project financing forms and financing processes.

Assessment scale

0-5

Objectives (course unit)

1. Social worker in a  a mental health and intoxicant work
Student:
-  Is able to identify Social Work approach in a mental health and intoxicant work
-   is able to analyze his/her own professional identity in a mental health and intoxicant work
  2. Customer of substance abuse and mental health problems
   Student:
- is able to identify and face the substance abuse and problem users and their relatives
- is able to help and support clients within their own professional perspective and, if necessary, guide them in the mental health and substance abuse service system
-  knows the basics of service, needs assessment and her/his professional role in it
-  knows the importance of early support and is able to apply early support methods in their work
  3.   Work Orientations and Methods
- Understand the impact of mental disorders and drug addictions on people of different ages and their families
- is able to justify and apply different work orientations in a customer-oriented manner
- is able to develop preventive and structural work in social work
- is able to use methods of motivational interview and early support
- consider the child's perspective and family-oriented work orientation
- know the basics of community care and rehabilitation
- can work in multiprofessional networks
  3. Service system and development
-  Knows the basics of substance abuse and mental health law
- Is familiar with the mental health and substance abuse services system and knows how to guide the customer to the services
- Can critically evaluate customer processes and service system functioning

Content (course unit)

- Risks and disadvantages of problem use and mental disorders in different age groups
- Medicalization and neoliberalism
- Psychiatry, diagnoses and medicines for mental health
- Dialogical support
- Motivational interview
- Mini-intervention and early support
- Substance and mental health in a society
- Rehabilitation and recovery orientation
- Communality in substance abuse and mental health work
- Risks and Disadvantages of Different Drug and Mental Disorders
- Low threshold
- Harm reduction and substitution treatment
- Care Treatment Recommendations
- Peer support, self-help and professional of experience
- Multidisciplinary and professional cooperation

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

- Situational, (imitative) and limited professional skills
- Can identify and define phenomena and basic concepts of substance abuse and mental health work.
- Identify the different dimensions of substance abuse and mental health work

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

- Structured, evaluative and applied professional knowledge
- To structure the different dimensions of substance abuse and mental health work and their implementation in everyday life, using the concepts of social work
- To structure the relationship between phenomena and concepts related to substance abuse and mental health.
- Apply concepts related to substance abuse and mental health to everyday perceptions

Assessment criteria, excellent (5) (course unit)

- Extensive, creative and developing professional expertise
- The assignments demonstrate analytical, diverse and critical thinking
- To have a broad understanding of substance abuse and mental health
- Comprehensive analysis of the different dimensions of substance abuse and mental health work
- Understands the meaning of key concepts and has a broad base and is able to evaluate relationships between different sub-areas of substance abuse and mental health.

Assessment scale

0-5

Objectives (course unit)

The student
- knows the history, structure, principles, service deliveries and basic legislation of the social-, health- and rehabilitation systems;
- knows in general the practices of the social and health care professions;
- knows the actual challenges of the social-, health- and rehabilitation systems

Content (course unit)

- the ideology of welfare and its development;
- guiding principles of the central legislation;
- official control of the professions of social and health care;
- public politics;
- the structure and options of the service system (public, private and third sector);
- the basic concepts and questions of the economy;
- the challenges of service integration, ageing, client-focus, technology, digitalisation, medicalisation, multi-culturalism and economics

Prerequisites (course unit)

none

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

The student has sufficiently achieved the knowledge and skills objectives set for the course. They can name the concepts of the social and health service system and the operating environment of rehabilitation and can describe the basic principles of the system.

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

The student has well achieved the knowledge and skills set for the course and is able to distinguish between the organization and responsibilities of the services provided by the social and health service system and the rehabilitation environment from the point of view of the organizations.

Assessment criteria, excellent (5) (course unit)

The student has excelled in the knowledge and skills set for the course and is able to describe and analyze the suitability of the social and health service system and the rehabilitation environment in accordance with the client's individual needs.

Assessment scale

0-5

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

The student hasn't sufficiently achieved the knowledge and skills objectives set for the course. Student can't name the concepts of the social and health service system or the operating environment of rehabilitation and can't describe the basic principles of the system. The student hasn't passed all the assignment's required in the course.

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

The student has sufficiently achieved the knowledge and skills objectives set for the course. They can name the concepts of the social and health service system and the operating environment of rehabilitation and can describe the basic principles of the system.

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

The student has well achieved the knowledge and skills set for the course and is able to distinguish between the organization and responsibilities of the services provided by the social and health service system and the rehabilitation environment from the point of view of the organizations.

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

The student has excelled in the knowledge and skills set for the course and is able to describe and analyze the suitability of the social and health service system and the rehabilitation environment in accordance with the client's individual needs.

Objectives (course unit)

The student
- knows the history, structure, principles, service deliveries and basic legislation of the social-, health- and rehabilitation systems;
- knows in general the practices of the social and health care professions;
- knows the actual challenges of the social-, health- and rehabilitation systems

Content (course unit)

- the ideology of welfare and its development;
- guiding principles of the central legislation;
- official control of the professions of social and health care;
- public politics;
- the structure and options of the service system (public, private and third sector);
- the basic concepts and questions of the economy;
- the challenges of service integration, ageing, client-focus, technology, digitalisation, medicalisation, multi-culturalism and economics

Prerequisites (course unit)

none

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

The student has sufficiently achieved the knowledge and skills objectives set for the course. They can name the concepts of the social and health service system and the operating environment of rehabilitation and can describe the basic principles of the system.

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

The student has well achieved the knowledge and skills set for the course and is able to distinguish between the organization and responsibilities of the services provided by the social and health service system and the rehabilitation environment from the point of view of the organizations.

Assessment criteria, excellent (5) (course unit)

The student has excelled in the knowledge and skills set for the course and is able to describe and analyze the suitability of the social and health service system and the rehabilitation environment in accordance with the client's individual needs.

Assessment scale

0-5

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

The student hasn't sufficiently achieved the knowledge and skills objectives set for the course. Student can't name the concepts of the social and health service system or the operating environment of rehabilitation and can't describe the basic principles of the system. The student hasn't passed all the assignment's required in the course.

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

The student has sufficiently achieved the knowledge and skills objectives set for the course. They can name the concepts of the social and health service system and the operating environment of rehabilitation and can describe the basic principles of the system.

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

The student has well achieved the knowledge and skills set for the course and is able to distinguish between the organization and responsibilities of the services provided by the social and health service system and the rehabilitation environment from the point of view of the organizations.

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

The student has excelled in the knowledge and skills set for the course and is able to describe and analyze the suitability of the social and health service system and the rehabilitation environment in accordance with the client's individual needs.

Objectives (course unit)

- is able to evaluate the service needs of different customer groups and to plan, implement and evaluate the customer service process
- apply well-founded methods in the guidance and rehabilitation of individuals, families, groups and communities in demanding life situations
- Can apply the principles of documentation in customer work
- can analyze the results of research into the effectiveness of client work methods and use the information in his / her own activities
- can apply the methods of service management and multidisciplinary networking in real situations
- can apply and leverage digitalisation to promote customer and community engagement.

Content (course unit)

- Service needs assessment, customer plans
- Identifying, meeting and supporting a traumatized person
- Motivational interview, solution-focused guidance, testing new perspectives and operational structures in guidance discussion
- Service Control
- Social information system for client work documentation
- Supporting family relationships
- Multidisciplinary and networking methods, experiential expertise
- Detective, walkable and communal approach

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

- can identify and define basic concepts. Knowledge is descriptive and determinative.

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

- structure the relationship between key concepts and phenomena
- can apply concepts and theory in a structured way
- reflect on their own experience and learning in relation to the objectives of the course

Assessment criteria, excellent (5) (course unit)

- understand horizontal entities and the relationships between them
- combine and analyze information in a professional context
- demonstrates sound and developing competence in one's own thinking and in the social field

Assessment criteria, pass/fail (course unit)

Rejected (0) Knowledge objectives are not or only partially achieved. Content management is inconsistent and incomplete and / or incorrect. The relationship to knowledge is borrowing.

Assessment scale

0-5

Objectives (course unit)

Students:
- are aware of the multi-disciplinary and diverse aspects of social services
- can explain the historical development and theoretical traditions of social pedagogy and social work
- are familiar with different approaches to social work and social pedagogy
- understand the significance of social work and social pedagogy in society
- can explain the importance of social pedagogy in early childhood education and social work
- can explain the significance of social pedagogy in client work

Content (course unit)

- The historical development and theoretical traditions of social work and social pedagogy
- Preventive, rehabilitative, communal, and structural social work
- Pedagogy of the oppressed, socio-cultural motivation
- Social pedagogy in early childhood education, civic education, and social work
- Community, inclusion, dialogue, and functionality as principles of client work

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

Describes and knows the basic ideas, concepts and practices of social pedagogical orientation.

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

Student is able to explain the starting points and significances of social pedagogical work and approach in social work in a versatile and comprehensive way. Student is able to analyze social reality and work by using theoretical consepts of social pedagogy.

Assessment criteria, excellent (5) (course unit)

Student is able to create a holistic and theoretically grounded understanding of social pedagogy and is able to critically analyze one's own work approach and social reality.

Assessment criteria, pass/fail (course unit)

The student has not completed all areas of the course.

Assessment scale

0-5

Objectives (course unit)

Knows what is social works mission at the society
Know the basics of social work and social rehabilitation in child protection, mental health and substance abuse work, adult social work and disability
Identifies social work and social rehabilitation as his/her own area of expertise
Know the social work orientation in child protection, mental health and substance abuse work, adult social work and disability
Knows the basics of client documentation
Know the basics of work and service system in child protection, mental health and substance abuse work, adult social work, and disability
Knows ethical principles and professional values in different fields of service system.
Recognizes his/her own attitudes towards different client groups ja develop professionality in client work and multi-professional groups

Content (course unit)

Social problems and social work
Poverty, Poverty, Marginalization and Exclusion in Child Protection, Mental and Substance Abuse, Adult Social Work and Disability
Social rehabilitation in child protection, mental health and substance abuse work, adult social work and disability
Control, Partnership, Care and Interaction in client work
Prevention, early support and rehabilitative social work, community social work and structural social work
Child protection
Child protection legislation and international agreements
Child protection as a customer processes from prevention to after-care
Mental health and substance abuse work
Different intoxicants and mental disorders
Societal and individual phenomena related to drug addiction and mental disorders
Recovery orientation
Becoming aware of his/her attitudes towards substance abuse and mental health problems
Social work at substance abuse and mental health work
Disabled
Different models of disability
Inclusion and accessibility
Facing Disability
Social disability

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

Is able to identify and define the phenomena related to the objectives of the course and the basic concepts and theory. The relationship to knowledge is largely telling and descriptive.

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

To structure relationships between phenomena and concepts related to the objectives of the course. Can apply concepts and theory in a structured way. Has a reflection of his / her experiences and views in relation to theory and professional skills. Relationship to knowledge self-extract, problematization involved.

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 approach. The relationship to knowledge is analytical, argumentative and analytical.

Assessment criteria, pass/fail (course unit)

Abandoned Student's Learning Objectives are not or only partially achieved. Content management is inconsistent and incomplete or / and incorrect. Relationship to knowledge borrowing.

Assessment scale

0-5

Objectives (course unit)

Student
- is able to analyze himself and his professional identity as a developer, an influencer, a collaborator and a lifelong learner
- is able to critically reflect on his / her views and activities as well as social phenomena and ethics at various levels and to actively develop them
- can analyze their professional growth process as a whole, as well as their vision, knowledge and challenges as a social worker now and in the future.

Content (course unit)

- Developmental approach, autonomy, flexibility, responsibility, multidisciplinary and professional, lifelong and lifelong learning and learning
- Critical and emancipatory reflection, professional vision, courage and attitude, promotion of ethical values ​​in the social field and courageous prevention of harm, client advocacy
- Presenting a summary of the process of professional growth at the end of 3rd or 4th year of all studies and final discussion with your tutor

Assessment criteria, pass/fail (course unit)

Abandoned: The student examines his / her own knowledge and growth with regard to the contents of the course and the whole process of professional growth on a descriptive and general level
Admitted: Students reflect on their growth, knowledge and professional identity with regard to the contents of the course and the whole process of professional growth, substantiating and theorising

Assessment scale

Pass/Fail

Objectives (course unit)

During the course, a picture is formed of oneself and a bachelor of social services in the field of social work.

Upon completing the course, the student will:
• Analyze their own identity in general and in relation to social work values, ethical principles, and professional practice.
• Analyze their own starting points and proactivity as a self-directed actor and learner, and engage in reflection both individually and collaboratively.
• Understand the foundations of social work ethics and various conceptions of humanity as part of their professional agency.
• Be aware of sustainable development and the ever-changing global nature of social work, as well as the societal, human rights, and moral principles and values expected of professionals.

Content (course unit)

• Personal life history, self-image, and identity, professional growth, and social work competencies
• Self-directed learner, socio-constructivist learning, active and ethical agency, internal motivation
• Self-assessment and reflection skills, listening to and appreciating others’ perspectives, receiving and giving feedback
• Collaboration, group dynamics, interpersonal communication skills
• Human rights, respect for human dignity, and social justice
• Autonomy, confidentiality, and discretion
• Sustainable development and a sustainable lifestyle

Assessment criteria, pass/fail (course unit)

Approved:

Student
• demonstrates achievement of the course objectives
• applies relationships between phenomena and concepts in their work and can provide theoretical justifications
• defines problems and tasks, and justifies solutions and choices based on knowledge
• reflects on their own actions, competencies, and areas for development, including feedback received

Not Approved:

Student
• fails to demonstrate achievement of the course objectives
• does not apply relationships between phenomena and concepts in their work, nor can they provide theoretical justifications
• is unable to reflect on their own actions, competencies, or areas for development

Assessment scale

Pass/Fail

Objectives (course unit)

- can identify the key factors that influence individual growth and learning
- can describe the main concepts, approaches and theories in education
- understands the importance of thinking, will, motivation and emotions in learning and is able to
apply this knowledge to support growth and learning
- recognizes one’s own strengths and development challenges as a educator /pedagogy and develops educational awareness
- can define underlying values, ethical principles and significance of special education at individual, community and social level
- can explain special support needs, assessment methods, support measures
and principles of eco-cultural and multi-professional special education
- can structure the principles of special education, phenomena, supportive activities and the role of social worker in different phases of life

Content (course unit)

Education:
- educational awareness and knowledge as concepts and phenomena
- I as an educator
- education and authority
- different concepts of learning
- the influencing factors of learning, motivation and belief, and support for learning
Special Education:
- approaches and basic concepts of special education, as well as human perception, human dignity, self-determination, participation, segregation, integration, inclusion
- socio-emotional difficulties, neuropsychiatric disorders, language disorders, learning difficulties, supportive and compensatory methods of communication, self-esteem, peer support, eco-culture,
multi-professional network in special education
- An own implementation of ECEC special education, where content focuses on ECEC and day care environment. Supporting child's development and learning, identifying the need for support and providing targeted support are essential. Special education in ECEC focuses on support for child development and learning.

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

Can identify and define phenomena related to the field and basic concepts and theory. The relationship to knowledge is largely telling and descriptive.

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

To structure relationships between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Has a reflection of his / her experiences and views in relation to theory and professional skills. Relationship to knowledge self-extract, problematization involved.

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 approach. The relationship to knowledge is analytical, argumentative and analytical.

Assessment criteria, pass/fail (course unit)

Abandoned Student's Learning Objectives are not or only partially achieved. Content management is inconsistent and incomplete or / and incorrect. Relationship to knowledge borrowing.

Assessment scale

0-5

Objectives (course unit)

- can identify the key factors that influence individual growth and learning
- can describe the main concepts, approaches and theories in education
- understands the importance of thinking, will, motivation and emotions in learning and is able to
apply this knowledge to support growth and learning
- recognizes one’s own strengths and development challenges as a educator /pedagogy and develops educational awareness
- can define underlying values, ethical principles and significance of special education at individual, community and social level
- can explain special support needs, assessment methods, support measures
and principles of eco-cultural and multi-professional special education
- can structure the principles of special education, phenomena, supportive activities and the role of social worker in different phases of life

Content (course unit)

Education:
- educational awareness and knowledge as concepts and phenomena
- I as an educator
- education and authority
- different concepts of learning
- the influencing factors of learning, motivation and belief, and support for learning
Special Education:
- approaches and basic concepts of special education, as well as human perception, human dignity, self-determination, participation, segregation, integration, inclusion
- socio-emotional difficulties, neuropsychiatric disorders, language disorders, learning difficulties, supportive and compensatory methods of communication, self-esteem, peer support, eco-culture,
multi-professional network in special education
- An own implementation of ECEC special education, where content focuses on ECEC and day care environment. Supporting child's development and learning, identifying the need for support and providing targeted support are essential. Special education in ECEC focuses on support for child development and learning.

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

Can identify and define phenomena related to the field and basic concepts and theory. The relationship to knowledge is largely telling and descriptive.

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

To structure relationships between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Has a reflection of his / her experiences and views in relation to theory and professional skills. Relationship to knowledge self-extract, problematization involved.

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 approach. The relationship to knowledge is analytical, argumentative and analytical.

Assessment criteria, pass/fail (course unit)

Abandoned Student's Learning Objectives are not or only partially achieved. Content management is inconsistent and incomplete or / and incorrect. Relationship to knowledge borrowing.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Student
- can analyze the significance and role of one's own and professional identity in ethical client work
- is able to reflect the systematic nature of his / her work and the connections between theory and practice in client work
- is able to analyze himself / herself as the client's ethical and professional face, as well as his / her ability to work as an actor, learner and member of the work community.

Content (course unit)

- Attitudes and prejudices, emotions, coping, professional boundaries, exclusion, disadvantage, equality, inclusion
- Reflection before, during and after operations, theoretical reflection
- Dialogue, work community skills

Assessment criteria, pass/fail (course unit)

Abandoned: The student examines his / her own skills and growth in the content of the course at a descriptive and general level Admitted: The student reflects on his / her growth and knowledge through the contents of the course, substantiating and theorising

Assessment scale

Pass/Fail

Objectives (course unit)

- analyse the diversity of gender and sexuality in the everyday life of the service user and in the society
- to meet the diversity of sexuality and to get tools to support the sexual wellbeing of the service users
- to analyse the meaning of the gender in the society, in the human-interaction and in the one’s action

Content (course unit)

- the concpets of gender and sexuality
- the sexual well-being and the rights of sexuality
- support and counselling services
- the evaluation of the gender affections

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

the student can recocnize, name and define the phenomenons and the basic concepts of the gender and the sexuality.

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

the student organises the connections of the gender and the sexuality concepts and phenomenons. The student applies, explains and compares the gender and the sexuality fields and background in the society and in the action of the person.

Assessment criteria, excellent (5) (course unit)

the student understands large entities and the interactions of gender and sexuality. The student generalizes and analyses the gender and the sexuality as a research goal and combines the concept into the research and in the professional context.

Assessment scale

0-5

Objectives (course unit)

- analyse the diversity of gender and sexuality in the everyday life of the service user and in the society
- to meet the diversity of sexuality and to get tools to support the sexual wellbeing of the service users
- to analyse the meaning of the gender in the society, in the human-interaction and in the one’s action

Content (course unit)

- the concpets of gender and sexuality
- the sexual well-being and the rights of sexuality
- support and counselling services
- the evaluation of the gender affections

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

the student can recocnize, name and define the phenomenons and the basic concepts of the gender and the sexuality.

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

the student organises the connections of the gender and the sexuality concepts and phenomenons. The student applies, explains and compares the gender and the sexuality fields and background in the society and in the action of the person.

Assessment criteria, excellent (5) (course unit)

the student understands large entities and the interactions of gender and sexuality. The student generalizes and analyses the gender and the sexuality as a research goal and combines the concept into the research and in the professional context.

Assessment scale

0-5

Objectives (course unit)

- can interview and instruct patients/clients in situations typical of one’s special field
- can communicate in Swedish as part of a multi-professional team
- understand and can utilize articles and texts in one’s own field
- can further develop their Swedish skills by utilizing dictionaries and other language learning tools

Content (course unit)

- patient/client interview
- guidance and instruction sessions prior to and during examinations
- authentic professional texts, relevant terminology in the field

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

The student understands the main points in easy professional texts regarding their work
* The student can communicate in a simple manner in situations typical to the work community
* The student can use the basic vocabulary of social work and health care
* The student is able to use the basic grammar structures

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

The student is able to find and use the most important professional publications of their field
* The student can communicate clearly enough in situations typical to the work community (patient instructions)
* The student is able to use and understand the most important vocabulary and concepts of social work and health care
* The student mostly uses grammatical structures correctly

Assessment criteria, excellent (5) (course unit)

The student is able to find, use and apply even fairly challenging professional publications of their field
* The student can communicate fluently in situations typical to the work community
* The student is able to use and understand even more challenging vocabulary and concepts of social work and health care
* The student uses complex grammatical structures nearly flawlessly

Assessment scale

0-5

Objectives (course unit)

- can interview and instruct patients/clients in situations typical of one’s special field
- can communicate in Swedish as part of a multi-professional team
- understand and can utilize articles and texts in one’s own field
- can further develop their Swedish skills by utilizing dictionaries and other language learning tools

Content (course unit)

- patient/client interview
- guidance and instruction sessions prior to and during examinations
- authentic professional texts, relevant terminology in the field

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

The student understands the main points in easy professional texts regarding their work
* The student can communicate in a simple manner in situations typical to the work community
* The student can use the basic vocabulary of social work and health care
* The student is able to use the basic grammar structures

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

The student is able to find and use the most important professional publications of their field
* The student can communicate clearly enough in situations typical to the work community (patient instructions)
* The student is able to use and understand the most important vocabulary and concepts of social work and health care
* The student mostly uses grammatical structures correctly

Assessment criteria, excellent (5) (course unit)

The student is able to find, use and apply even fairly challenging professional publications of their field
* The student can communicate fluently in situations typical to the work community
* The student is able to use and understand even more challenging vocabulary and concepts of social work and health care
* The student uses complex grammatical structures nearly flawlessly

Assessment scale

0-5

Objectives (course unit)

- can interview and instruct patients/clients in situations typical of one’s special field
- can communicate in Swedish as part of a multi-professional team
- understand and can utilize articles and texts in one’s own field
- can further develop their Swedish skills by utilizing dictionaries and other language learning tools

Content (course unit)

- patient/client interview
- guidance and instruction sessions prior to and during examinations
- authentic professional texts, relevant terminology in the field

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

The student understands the main points in easy professional texts regarding their work
* The student can communicate in a simple manner in situations typical to the work community
* The student can use the basic vocabulary of social work and health care
* The student is able to use the basic grammar structures

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

The student is able to find and use the most important professional publications of their field
* The student can communicate clearly enough in situations typical to the work community (patient instructions)
* The student is able to use and understand the most important vocabulary and concepts of social work and health care
* The student mostly uses grammatical structures correctly

Assessment criteria, excellent (5) (course unit)

The student is able to find, use and apply even fairly challenging professional publications of their field
* The student can communicate fluently in situations typical to the work community
* The student is able to use and understand even more challenging vocabulary and concepts of social work and health care
* The student uses complex grammatical structures nearly flawlessly

Assessment scale

0-5

Objectives (course unit)

Student:
- can communicate in Swedish by using key social terms and phrases
- understands and is able to utilize professional articles in their field in Swedish-language publications
- is able to record the key issues related to the customer's situation
- is able to maintain, develop and evaluate his / her own language skills and language learning skills as part of his / her professional competence
- have attained a written command of a second foreign language required by the law of the polytechnic required for the work in the relevant field;

Content (course unit)

- Key social terminology
- Authentic texts of one's own profession
- Practicing communication situations typical of the social sector
- Jobs and customer groups for social workers
- Reporting on training and work experience

Prerequisites (course unit)

The secondary level of the second language (Swedish) is required to pass the Baccalaureate (equivalent to the B language course in upper secondary school) or equivalent. The entry level corresponds to the European reference skill level B1.

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

The student understands the main points in easy professional texts regarding their work
* The student can communicate in a simple manner in situations typical to the work community
* The student can use the basic vocabulary of social work and health care
* The student is able to use the basic grammar structures

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

The student is able to find and use the most important professional publications of their field
* The student can communicate clearly enough in situations typical to the work community (patient instructions)
* The student is able to use and understand the most important vocabulary and concepts of social work and health care
* The student mostly uses grammatical structures correctly

Assessment criteria, excellent (5) (course unit)

The student is able to find, use and apply even fairly challenging professional publications of their field
* The student can communicate fluently in situations typical to the work community
* The student is able to use and understand even more challenging vocabulary and concepts of social work and health care
* The student uses complex grammatical structures nearly flawlessly

Assessment scale

0-5

Objectives (course unit)

Student:
- can communicate in Swedish by using key social terms and phrases
- understands and is able to utilize professional articles in their field in Swedish-language publications
- is able to record the key issues related to the customer's situation
- is able to maintain, develop and evaluate his / her own language skills and language learning skills as part of his / her professional competence
- have attained a written command of a second foreign language required by the law of the polytechnic required for the work in the relevant field;

Content (course unit)

- Key social terminology
- Authentic texts of one's own profession
- Practicing communication situations typical of the social sector
- Jobs and customer groups for social workers
- Reporting on training and work experience

Prerequisites (course unit)

The secondary level of the second language (Swedish) is required to pass the Baccalaureate (equivalent to the B language course in upper secondary school) or equivalent. The entry level corresponds to the European reference skill level B1.

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

The student understands the main points in easy professional texts regarding their work
* The student can communicate in a simple manner in situations typical to the work community
* The student can use the basic vocabulary of social work and health care
* The student is able to use the basic grammar structures

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

The student is able to find and use the most important professional publications of their field
* The student can communicate clearly enough in situations typical to the work community (patient instructions)
* The student is able to use and understand the most important vocabulary and concepts of social work and health care
* The student mostly uses grammatical structures correctly

Assessment criteria, excellent (5) (course unit)

The student is able to find, use and apply even fairly challenging professional publications of their field
* The student can communicate fluently in situations typical to the work community
* The student is able to use and understand even more challenging vocabulary and concepts of social work and health care
* The student uses complex grammatical structures nearly flawlessly

Assessment scale

0-5

Objectives (course unit)

Student:
- can communicate in Swedish by using key social terms and phrases
- understands and is able to utilize professional articles in their field in Swedish-language publications
- is able to record the key issues related to the customer's situation
- is able to maintain, develop and evaluate his / her own language skills and language learning skills as part of his / her professional competence
- have attained a written command of a second foreign language required by the law of the polytechnic required for the work in the relevant field;

Content (course unit)

- Key social terminology
- Authentic texts of one's own profession
- Practicing communication situations typical of the social sector
- Jobs and customer groups for social workers
- Reporting on training and work experience

Prerequisites (course unit)

The secondary level of the second language (Swedish) is required to pass the Baccalaureate (equivalent to the B language course in upper secondary school) or equivalent. The entry level corresponds to the European reference skill level B1.

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

The student understands the main points in easy professional texts regarding their work
* The student can communicate in a simple manner in situations typical to the work community
* The student can use the basic vocabulary of social work and health care
* The student is able to use the basic grammar structures

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

The student is able to find and use the most important professional publications of their field
* The student can communicate clearly enough in situations typical to the work community (patient instructions)
* The student is able to use and understand the most important vocabulary and concepts of social work and health care
* The student mostly uses grammatical structures correctly

Assessment criteria, excellent (5) (course unit)

The student is able to find, use and apply even fairly challenging professional publications of their field
* The student can communicate fluently in situations typical to the work community
* The student is able to use and understand even more challenging vocabulary and concepts of social work and health care
* The student uses complex grammatical structures nearly flawlessly

Assessment scale

0-5

Objectives (course unit)

Students
- can do a small-scale study
- can expand their knowledge base by methodical information acquisition

Content (course unit)

- Getting acquainted with prior studies on a chosen client group, approach to work or social phenomenon
- Small-scale study on that subject
- Written report according to the guidelines of Bachelor’s thesis
- Participation in information acquisition teaching by searching for current information sources from library databases (Information Acquisition Skills)
- Students specializing in early childhood education will do a study on family work or early childhood education

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

- the scope and definition of the research problem are unclear - minor, one-sided use of source material
- the topic is left to a general, superficial level
- descriptive reflection and scant connection with professionalism
- TAMK's instructions have been insufficiently followed in reporting. There is a lack of understanding in the text language mistakes.

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

- the scope of the research problem and its definition are clear
- relatively diverse use of source material
- rich and structured content
- Reflecting on the key concepts of work in a professional context
- the report is good and written according to TAMK's instructions

Assessment criteria, excellent (5) (course unit)

- clear and justified definition of the research problem and definition of the objective
- versatile use of source material, dialogue between sources, comprehensive source material
- the content is thorough and of a consistent style

Assessment criteria, pass/fail (course unit)

Abandoned:
- the content of the work is too narrow and unstructured
- most of the text is peer-reviewed and reflective
- many shortcomings in the language of the report, in the layout of the report and in the labeling of the sources

Assessment scale

0-5

Objectives (course unit)

Students
- can do a small-scale study
- can expand their knowledge base by methodical information acquisition

Content (course unit)

- Getting acquainted with prior studies on a chosen client group, approach to work or social phenomenon
- Small-scale study on that subject
- Written report according to the guidelines of Bachelor’s thesis
- Participation in information acquisition teaching by searching for current information sources from library databases (Information Acquisition Skills)
- Students specializing in early childhood education will do a study on family work or early childhood education

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

- the scope and definition of the research problem are unclear - minor, one-sided use of source material
- the topic is left to a general, superficial level
- descriptive reflection and scant connection with professionalism
- TAMK's instructions have been insufficiently followed in reporting. There is a lack of understanding in the text language mistakes.

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

- the scope of the research problem and its definition are clear
- relatively diverse use of source material
- rich and structured content
- Reflecting on the key concepts of work in a professional context
- the report is good and written according to TAMK's instructions

Assessment criteria, excellent (5) (course unit)

- clear and justified definition of the research problem and definition of the objective
- versatile use of source material, dialogue between sources, comprehensive source material
- the content is thorough and of a consistent style

Assessment criteria, pass/fail (course unit)

Abandoned:
- the content of the work is too narrow and unstructured
- most of the text is peer-reviewed and reflective
- many shortcomings in the language of the report, in the layout of the report and in the labeling of the sources

Assessment scale

0-5

Objectives (course unit)

Students
- can describe the research process
- can write a research framework
- can describe the importance of theory in research
- can plan data collection according to a research frame: draw up an interview frame, an observation frame, and a questionnaire
- can analyse qualitative and quantitative data

Content (course unit)

- Research process
- Research frame
- Qualitative and quantitative research
- Methods of data collection and analysis
- Participatory action research
- Research ethics

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

- can name the main stages of the research process and the components of the research design
- be able to name and describe different methods of obtaining information, coupled with qualitative and quantitative research
- can describe the main features of qualitative and quantitative analysis

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

- can explain the progress of the research process
- can form a coherent research setting
- can design the data collection according to the research design: make the interview frame, observation frame and questionnaire
- can analyze qualitative and quantitative research material

Assessment criteria, excellent (5) (course unit)

- can apply statistical methods of analysis
- is able to apply all stages of the research process reasonably and consistently to form a coherent research setting

Assessment criteria, pass/fail (course unit)

Abandoned - can only describe parts of the research process and approach - can randomly name data acquisition methods - can describe the material without any analysis methods

Assessment scale

0-5

Objectives (course unit)

Students
- can describe the research process
- can write a research framework
- can describe the importance of theory in research
- can plan data collection according to a research frame: draw up an interview frame, an observation frame, and a questionnaire
- can analyse qualitative and quantitative data

Content (course unit)

- Research process
- Research frame
- Qualitative and quantitative research
- Methods of data collection and analysis
- Participatory action research
- Research ethics

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

- can name the main stages of the research process and the components of the research design
- be able to name and describe different methods of obtaining information, coupled with qualitative and quantitative research
- can describe the main features of qualitative and quantitative analysis

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

- can explain the progress of the research process
- can form a coherent research setting
- can design the data collection according to the research design: make the interview frame, observation frame and questionnaire
- can analyze qualitative and quantitative research material

Assessment criteria, excellent (5) (course unit)

- can apply statistical methods of analysis
- is able to apply all stages of the research process reasonably and consistently to form a coherent research setting

Assessment criteria, pass/fail (course unit)

Abandoned - can only describe parts of the research process and approach - can randomly name data acquisition methods - can describe the material without any analysis methods

Assessment scale

0-5

Objectives (course unit)

1. Bachelor of Social Services and Disability Studies
Students
- can analyse myths, beliefs and preconceptions concerning disabilities, can help to face and analyse them, and can promote positive attitudes
- recognise their professional role in work with people with disabilities and can work in multi-professional networks
2. Disability Studies and Theoretical Principles
Students
- deepen their knowledge of disabilities, international norms, and declarations and their application
- are familiar with the historical principles and concepts of the field and sociological disability studies
- can analyse the social status of disabled people and promote equal possibilities on different levels
3. Methods of Client Work and Service Systems
Students
- know methods which promote autonomy, participation and equal rights of disabled people, the client’s awareness of own rights and obligations
- can give individual support and ensure that the client receives services guaranteed by the law
- can promote self-motivated life, positive identity, and development of self-esteem with people of different ages
- can give support to people who suddenly become disabled
- can apply different methods to support and promote functional ability and supported decision-making
- can promote inclusion in cultural activities, exercise and social interaction
- can support relationships with family, relatives and acquaintances
- are familiar with peer group activities and disability organizations
4. Special Issues
Students
- can search for information on special issues, such as need for support in living, working, adult day services, and early childhood education concerning different disability groups
- can apply legal use of restrictions if necessary and still maintain a professional and respectful attitude

Content (course unit)

- Disability studies, history, conceptual framework, international norms
- The role of Bachelor of Social Services in working with people with disabilities
- Social participation and equal opportunities
- Individual support, services guaranteed by the law, self-motivated life in different disability groups
- Self-esteem, identity
- Support and promotion of functional ability, supported decision-making
- Inclusion, accessibility, Design for All
- Social network, family, and community
- Peer group activities and disability organisations
- Current and special issues

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 scale

0-5

Objectives (course unit)

Student
- Expands one’s knowledge in early childhood education through systematic knowledge acquisition
- can make a written thesis using research methods and topical research on early childhood education as references
- can present the entity of thesis and essential content orally using observation tools

Content (course unit)

- The topic of seminar work is related to early childhood education
- Familiarization with previous research on early childhood education
- The student focuses on a phenomenon of interest that is related to the work of a kindergarten teacher.
- Preparation of thesis from subject mentioned above and following to the written report instructions of thesis made in TAMK.
- Participation in data searching instruction arranged by library and learning to search topical sources of information from databases

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

- the scope and definition of the research problem are unclear
- minor, one-sided use of source material - the topic is left to a general, superficial level
- descriptive reflection and scant connection with professionalism
- TAMK's instructions have been insufficiently followed in reporting.
- There is a lack of understanding in the text language mistakes.

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

- the scope of the research problem and its definition are clear
- relatively diverse use of source material
- rich and structured content - Reflecting on the key concepts of work in a professional context
- the report is good and written according to TAMK's instructions

Assessment criteria, excellent (5) (course unit)

- clear and justified definition of the research problem and definition of the objective
- versatile use of source material, dialogue between sources, comprehensive source material
- the content is thorough and of a consistent style

Assessment scale

0-5

Objectives (course unit)

1. Early Childhood Educator
Students
- deepen and clarify own pedagogical awareness and can apply own perceptions in practical situations
- understand the meaning of pedagogical relationship
- can apply child orientation and child participation in own work
- recognize and question own beliefs, values, and attitudes concerning childhood, parenthood, and professionalism
2. Theoretical Principles of Early Childhood Education
Students
- can apply key principles and values of early childhood education
- know the main objectives of early childhood education and the documents governing it
- understand the learning and development process of a child
- can explain and justify own decisions and the principles of own work
- recognize the characteristics of children’s culture and community and can use them in own work
3. Education and Pedagogy
Students
- can support and guide a child in the different stages of growth, development, and learning
- can observe and assess the development and needs of a child
- can plan, implement and evaluate pedagogically meaningful activities for children
- can guide a child individually and in a group taking key pedagogical principles into account
- recognize the meaning of care, upbringing, and education in a child’s everyday life
- know the most important contents and methods of early childhood education
- can plan and construct a meaningful growth and learning environment for a child
- can support and promote a child’s spontaneous play and guide it if necessary
4. Environment and Basic Task of Day Care
Students
- know and can apply documents and legislation governing early education and day care
- can take the basic task of day care into account in own work and in the development of own work
- know and understand the different forms of day care
5. Multi-professional Networking and Educational Partnership
Students
- know the basic principles of educational partnership
- can initiate and maintain educational partnership in the different stages and situations of a child’s development
- can help to consolidate the different growth environments of a child
- can assess the need for early support and know what early intervention is
- understand the principles of multi-professional networking and can apply them in own work

Content (course unit)

- The values and philosophical basis of early childhood education
· The role of early childhood education in sóciety
· Alternative pedagogies
· Theories and concepts of children’s learning
- Support of children’s growth and learning
· Child participation and belongingness in early childhood education
· Pedagogical activities: observation, planning, guidance, documentation and assessment
· The child’s individual Early Childhood Education and care Plan
· Transversal competencies and learning areas
· Learning environments of early Childhood Education and care
·The importance of children’s play, plays as a source of learning, play theories
· Challenging educational situations
· Different forms of Early Childhood Education and care
· Evaluation and development of operations in Early Childhood Education and care
· Cooperation with guardians and multidisciplinary cooperation

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

Can identify and define phenomena related to the field and basic concepts and theory.

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

Objectives (course unit)

1. Early Childhood Educator
Students
- deepen and clarify own pedagogical awareness and can apply own perceptions in practical situations
- understand the meaning of pedagogical relationship
- can apply child orientation and child participation in own work
- recognize and question own beliefs, values, and attitudes concerning childhood, parenthood, and professionalism
2. Theoretical Principles of Early Childhood Education
Students
- can apply key principles and values of early childhood education
- know the main objectives of early childhood education and the documents governing it
- understand the learning and development process of a child
- can explain and justify own decisions and the principles of own work
- recognize the characteristics of children’s culture and community and can use them in own work
3. Education and Pedagogy
Students
- can support and guide a child in the different stages of growth, development, and learning
- can observe and assess the development and needs of a child
- can plan, implement and evaluate pedagogically meaningful activities for children
- can guide a child individually and in a group taking key pedagogical principles into account
- recognize the meaning of care, upbringing, and education in a child’s everyday life
- know the most important contents and methods of early childhood education
- can plan and construct a meaningful growth and learning environment for a child
- can support and promote a child’s spontaneous play and guide it if necessary
4. Environment and Basic Task of Day Care
Students
- know and can apply documents and legislation governing early education and day care
- can take the basic task of day care into account in own work and in the development of own work
- know and understand the different forms of day care
5. Multi-professional Networking and Educational Partnership
Students
- know the basic principles of educational partnership
- can initiate and maintain educational partnership in the different stages and situations of a child’s development
- can help to consolidate the different growth environments of a child
- can assess the need for early support and know what early intervention is
- understand the principles of multi-professional networking and can apply them in own work

Content (course unit)

- The values and philosophical basis of early childhood education
· The role of early childhood education in sóciety
· Alternative pedagogies
· Theories and concepts of children’s learning
- Support of children’s growth and learning
· Child participation and belongingness in early childhood education
· Pedagogical activities: observation, planning, guidance, documentation and assessment
· The child’s individual Early Childhood Education and care Plan
· Transversal competencies and learning areas
· Learning environments of early Childhood Education and care
·The importance of children’s play, plays as a source of learning, play theories
· Challenging educational situations
· Different forms of Early Childhood Education and care
· Evaluation and development of operations in Early Childhood Education and care
· Cooperation with guardians and multidisciplinary cooperation

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

Can identify and define phenomena related to the field and basic concepts and theory.

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

Objectives (course unit)

Learning Outcomes:
- The student identifies new and cross-cutting service needs and markets
- The student is able to innovate and develop service products in a customer-oriented manner
- The student is able to segment and differentiate between different customer groups and name a potential customer, create and maintain customer relationships
- The student is able to utilize different networking situations in his / her own activities
- The student is able to analyze the industry-specific knowledge and competitive situation of his / her future company or the service he / she is developing.
- The student is able to do business planning

Content (course unit)

The student takes responsibility for his / her own learning and competence goals, building a meaningful whole, for example, at the TAMK campus. On the path of innovation, the student consciously develops, evaluates and implements his or her own or his or her service. In the “Think entrepreneur” path, a student builds his or her own business.

Assessment criteria, pass/fail (course unit)

Case by case assessment according to the student's HOPS plan.

Assessment scale

0-5

Objectives (course unit)

In this course, we delve into empirically effective methods for client work. The focus lies on professional interaction, dialogue, and art-based techniques, which are functionally practiced during the course.

Upon completing the course, the student will:
• Grasp the theoretical foundation and context of client work, be familiar with the key theoretical approaches and frameworks in client work, and be able to reflect on their significance in client practice
• Understand the fundamentals of professional interaction
• Be knowledgeable about the basics of dialogic encounters and be able to apply dialogue in various coaching scenarios with individuals and groups, both in face-to-face and online meetings
• Recognize the importance of art-based and experiential methods in the work of a social worker, particularly in promoting participation, community, and everyday functioning
• Be proficient in using client work methods, tools, and/or approaches for developing their professional identity

Content (course unit)

• Familiarize themselves with research-based social work methods and theory
• Develop skills in professional interaction and dialogue
• Explore art-based methods (music, drama, visual, and physical expression), share experiences, and understand principles of emotional work
• Engage in practical exercises.

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

Student
• can describe phenomena related to goals, theory, and define fundamental concepts
• has not justified choices, solutions, or theoretical perspectives thoroughly; theoretical reasoning is straightforward

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

Student
• can apply theory and concepts, and organize information in relation to each other
• can narrow down problems and tasks, as well as justify solutions and choices
• can evaluate matters and examine them from different perspectives

Assessment criteria, excellent (5) (course unit)

Student
• can analyze information and actions, connecting them to a professional context
• can find improvement opportunities and justify various approaches and alternative solutions
• can creatively devise new solutions or combine existing ones

Assessment scale

0-5

Objectives (course unit)

The focus of practice is to recognize the values and professional ethical principles in social work, as well as the support needs of clients. During this course, you will practice creating a dialogic interaction with clients using various methods in social work.

Upon completing the course, the student will:
• Identify social work values and professional ethical principles, and describe their significance in the practice setting
• Understand the importance of social work within the operational environment
• Be able to establish a dialogic interaction with clients
• Recognize the needs of individuals in different life situations
• Apply social work methods to support clients’ functional capacity

Content (course unit)

• Social work ethical guidelines
• Communication skills
• Client work and guidance
• Methods in client work
• Self-reflection skills

Assessment criteria, pass/fail (course unit)

Approved:

Student:
• skills, knowledge, and attitude demonstrate competence in the field of social work
• analyzes the relationships between relevant phenomena and concepts, and is able to apply these in their practice at the internship site and in their internship report
• akes responsibility and is committed not only to their own actions but also to client work and the functioning of the internship site

Not approved:
Student:
• skills, knowledge, and attitude do not demonstrate competence in the field of social work
• theoretical expertise remains at a descriptive and declarative level
• fails to apply the relationships between phenomena and concepts in their practice at the internship site or in the internship report
• does not take professional responsibility for their actions at the internship site

Assessment scale

Pass/Fail

Objectives (course unit)

Students:
- are aware of the multi-disciplinary and diverse aspects of social services
- can explain the historical development and theoretical traditions of social pedagogy and social work
- are familiar with different approaches to social work and social pedagogy
- understand the significance of social work and social pedagogy in society
- can explain the importance of social pedagogy in early childhood education and social work
- can explain the significance of social pedagogy in client work

Content (course unit)

- The historical development and theoretical traditions of social work and social pedagogy
- Preventive, rehabilitative, communal, and structural social work
- Pedagogy of the oppressed, socio-cultural motivation
- Social pedagogy in early childhood education, civic education, and social work
- Community, inclusion, dialogue, and functionality as principles of client work

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

Describes and knows the basic ideas, concepts and practices of social pedagogical orientation.

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

Student is able to explain the starting points and significances of social pedagogical work and approach in social work in a versatile and comprehensive way. Student is able to analyze social reality and work by using theoretical consepts of social pedagogy.

Assessment criteria, excellent (5) (course unit)

Student is able to create a holistic and theoretically grounded understanding of social pedagogy and is able to critically analyze one's own work approach and social reality.

Assessment criteria, pass/fail (course unit)

The student has not completed all areas of the course.

Assessment scale

0-5

Objectives (course unit)

Learning Outcomes:
1. Supporting the child, adolescent and family - is involved in child-centered work, with a central understanding of the child and adolescent's growth and development, the rights of the child and the need for protection - identify challenges and opportunities related to age and different life-cycle transitions - is able to take into account the different cultural backgrounds of the child, adolescent and family - to identify and to broach issues of concern - is able to work constructively with carers of children and young people
2. Work orientations and methods - is able to utilize therapeutic and pedagogical work orientation in everyday life and develop appropriate practices to support the growth of children and adolescents - is aware of the potential for child-centered relationship-based work and the empowerment of children and adolescents - is able to deal with challenging educational situations using positive and appreciative pedagogy - Able to support family activity in family work and understand child-centered protection as the core of family work and parenting support - can take into account the different traumatic backgrounds of children / adolescents in their work - can structure the principles of early support and analyze how they are applied when working with children and families - Phenomena and special issues - identify risks related to child abuse and neglect, domestic violence - can apply research data related to specific issues
3. Family service systems and multi-professional networking - recognizing the responsibilities and opportunities of the kindergarten and school as both preventive and supportive to the protection of children; - knows the system of early support, the central service system for children, young people and family with special needs and is able to guide the client to the services - can guide and support children and families in the support they need in everyday situations - knows and knows the principles of the family center business model

Content (course unit)

- preventive and early support
- Positive and respectful pedagogy
- development challenges and transitions at different stages of life
- cooperation with guardians
- growing and immediate environment (nursery, early childhood education and school), meeting places, family centers, family services
- the best interests of the child, the individuality, participation and expertise of the child and the family
- multifunctionality, Build trust - protect your child online course ?, networking, service management
- children's rights agreement, social welfare law, documentation, confidentiality, disclosure of information

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

-Can identify and define phenomena related to the field and basic concepts and theory.

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

- To structure relationships 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

Objectives (course unit)

Student
- Expands one’s knowledge in early childhood education through systematic knowledge acquisition
- can make a written thesis using research methods and topical research on early childhood education as references
- can present the entity of thesis and essential content orally using observation tools

Content (course unit)

- The topic of seminar work is related to early childhood education
- Familiarization with previous research on early childhood education
- The student focuses on a phenomenon of interest that is related to the work of a kindergarten teacher.
- Preparation of thesis from subject mentioned above and following to the written report instructions of thesis made in TAMK.
- Participation in data searching instruction arranged by library and learning to search topical sources of information from databases

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

- the scope and definition of the research problem are unclear
- minor, one-sided use of source material - the topic is left to a general, superficial level
- descriptive reflection and scant connection with professionalism
- TAMK's instructions have been insufficiently followed in reporting.
- There is a lack of understanding in the text language mistakes.

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

- the scope of the research problem and its definition are clear
- relatively diverse use of source material
- rich and structured content - Reflecting on the key concepts of work in a professional context
- the report is good and written according to TAMK's instructions

Assessment criteria, excellent (5) (course unit)

- clear and justified definition of the research problem and definition of the objective
- versatile use of source material, dialogue between sources, comprehensive source material
- the content is thorough and of a consistent style

Assessment scale

0-5

Objectives (course unit)

Students
- can do a small-scale study
- can expand their knowledge base by methodical information acquisition

Content (course unit)

- Getting acquainted with prior studies on a chosen client group, approach to work or social phenomenon
- Small-scale study on that subject
- Written report according to the guidelines of Bachelor’s thesis
- Participation in information acquisition teaching by searching for current information sources from library databases (Information Acquisition Skills)
- Students specializing in early childhood education will do a study on family work or early childhood education

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

- the scope and definition of the research problem are unclear - minor, one-sided use of source material
- the topic is left to a general, superficial level
- descriptive reflection and scant connection with professionalism
- TAMK's instructions have been insufficiently followed in reporting. There is a lack of understanding in the text language mistakes.

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

- the scope of the research problem and its definition are clear
- relatively diverse use of source material
- rich and structured content
- Reflecting on the key concepts of work in a professional context
- the report is good and written according to TAMK's instructions

Assessment criteria, excellent (5) (course unit)

- clear and justified definition of the research problem and definition of the objective
- versatile use of source material, dialogue between sources, comprehensive source material
- the content is thorough and of a consistent style

Assessment criteria, pass/fail (course unit)

Abandoned:
- the content of the work is too narrow and unstructured
- most of the text is peer-reviewed and reflective
- many shortcomings in the language of the report, in the layout of the report and in the labeling of the sources

Assessment scale

0-5

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)

1. Social worker in a  a mental health and intoxicant work
Student:
-  Is able to identify Social Work approach in a mental health and intoxicant work
-   is able to analyze his/her own professional identity in a mental health and intoxicant work
  2. Customer of substance abuse and mental health problems
   Student:
- is able to identify and face the substance abuse and problem users and their relatives
- is able to help and support clients within their own professional perspective and, if necessary, guide them in the mental health and substance abuse service system
-  knows the basics of service, needs assessment and her/his professional role in it
-  knows the importance of early support and is able to apply early support methods in their work
  3.   Work Orientations and Methods
- Understand the impact of mental disorders and drug addictions on people of different ages and their families
- is able to justify and apply different work orientations in a customer-oriented manner
- is able to develop preventive and structural work in social work
- is able to use methods of motivational interview and early support
- consider the child's perspective and family-oriented work orientation
- know the basics of community care and rehabilitation
- can work in multiprofessional networks
  3. Service system and development
-  Knows the basics of substance abuse and mental health law
- Is familiar with the mental health and substance abuse services system and knows how to guide the customer to the services
- Can critically evaluate customer processes and service system functioning

Content (course unit)

- Risks and disadvantages of problem use and mental disorders in different age groups
- Medicalization and neoliberalism
- Psychiatry, diagnoses and medicines for mental health
- Dialogical support
- Motivational interview
- Mini-intervention and early support
- Substance and mental health in a society
- Rehabilitation and recovery orientation
- Communality in substance abuse and mental health work
- Risks and Disadvantages of Different Drug and Mental Disorders
- Low threshold
- Harm reduction and substitution treatment
- Care Treatment Recommendations
- Peer support, self-help and professional of experience
- Multidisciplinary and professional cooperation

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

- Situational, (imitative) and limited professional skills
- Can identify and define phenomena and basic concepts of substance abuse and mental health work.
- Identify the different dimensions of substance abuse and mental health work

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

- Structured, evaluative and applied professional knowledge
- To structure the different dimensions of substance abuse and mental health work and their implementation in everyday life, using the concepts of social work
- To structure the relationship between phenomena and concepts related to substance abuse and mental health.
- Apply concepts related to substance abuse and mental health to everyday perceptions

Assessment criteria, excellent (5) (course unit)

- Extensive, creative and developing professional expertise
- The assignments demonstrate analytical, diverse and critical thinking
- To have a broad understanding of substance abuse and mental health
- Comprehensive analysis of the different dimensions of substance abuse and mental health work
- Understands the meaning of key concepts and has a broad base and is able to evaluate relationships between different sub-areas of substance abuse and mental health.

Assessment scale

0-5

Objectives (course unit)

Objectives
1. Phenomena and Special Issues in Social Work with Youth and Adults
- can describe phenomena and special issues related to social work with youth and adults
- can analyze the significance of phenomena and special issues in client perspective, service system and one’s own professional agency

2. Advanced Knowledge of Legislation, Service System and Client Process
- know legislation on social work with youth and adults and can apply it in a client-centered way enabling client participation
- are familiar with the key service system in social work with youth and adults and can acquire information on it in client work

3. Operational environment in Social Work with Youth and Adults
- knows the abilities of action in Social Work with Youth and Adults
- knows the current trends in society and Social Work with Youth and Adults
- Can practise Social Work with Youth and Adults in public services, civil society and different arenas of every-day-life

4. Client process
- can describe, implement and assess different stages of client process in social work with youth and adults
- Can apply and develop methods and the theoretical basis in Social Work with Youth and Adults

Content (course unit)

1. Bachelor of Social Services in Social Work with Youth and Adults
- Values, ethics, attitude, multi-disciplinary information in social services, the identity of Bachelor of Social Services and task structure in social welfare, multi-professional co-operation
2. Youth and Adults as Clients of Social Work
- Social polarization in youth and adult work, social inclusion and integration
- Rehabilitative approach to improving employment situation, field of criminal sanctions, student welfare services
3. Methods and Approaches to Work
- Goal-orientation, methodicalness, assessment, client-specific plan, dialogue, case management
- Approaches to social work, everyday life and client-oriented approach in non-institutional and institutional care
- Applying different approaches to client work in individual and group counselling, reformative social work, crisis work
- Expertise by experience, peer support, and voluntary work
4. Phenomena and Special Issues in Social Work with Youth and Adults
- Mental health and substance abuse work, special education, vocational rehabilitation and employment or some other topical issue
- Current studies
5. Advanced Knowledge of Legislation, Service System and Client Process
- Acquiring information on key laws, service system, services and benefits in social work with youth and adults, income support, and debt counselling
- Management of client process

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

- Situational, (imitative) and concise professional skills
- Is able to identify and define phenomena and basic concepts of adult and youth social work.
- Identifies the different dimensions of adult and youth work

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

- Structured, evaluative and applied professional knowledge
- To structure the different dimensions of adult and youth social work and their realization in everyday life using the concepts of social work
- Strengthen the relationship between phenomena and concepts related to adult and youth work.
- Apply concepts related to adult and youth social work to everyday perceptions

Assessment criteria, excellent (5) (course unit)

- Extensive, creative and developing professional expertise
- The assignments demonstrate analytical, diverse and critical thinking
- Comprehensive understanding of adult and youth work
- Comprehensive analysis of the different dimensions of adult and youth work
- Understands the meaning of key concepts and has a broad base and is able to evaluate the relationships between different aspects of adult and youth work.

Assessment scale

0-5

Objectives (course unit)

Learning Outcomes:
1. Supporting the child, adolescent and family - is involved in child-centered work, with a central understanding of the child and adolescent's growth and development, the rights of the child and the need for protection - identify challenges and opportunities related to age and different life-cycle transitions - is able to take into account the different cultural backgrounds of the child, adolescent and family - to identify and to broach issues of concern - is able to work constructively with carers of children and young people
2. Work orientations and methods - is able to utilize therapeutic and pedagogical work orientation in everyday life and develop appropriate practices to support the growth of children and adolescents - is aware of the potential for child-centered relationship-based work and the empowerment of children and adolescents - is able to deal with challenging educational situations using positive and appreciative pedagogy - Able to support family activity in family work and understand child-centered protection as the core of family work and parenting support - can take into account the different traumatic backgrounds of children / adolescents in their work - can structure the principles of early support and analyze how they are applied when working with children and families - Phenomena and special issues - identify risks related to child abuse and neglect, domestic violence - can apply research data related to specific issues
3. Family service systems and multi-professional networking - recognizing the responsibilities and opportunities of the kindergarten and school as both preventive and supportive to the protection of children; - knows the system of early support, the central service system for children, young people and family with special needs and is able to guide the client to the services - can guide and support children and families in the support they need in everyday situations - knows and knows the principles of the family center business model

Content (course unit)

- preventive and early support
- Positive and respectful pedagogy
- development challenges and transitions at different stages of life
- cooperation with guardians
- growing and immediate environment (nursery, early childhood education and school), meeting places, family centers, family services
- the best interests of the child, the individuality, participation and expertise of the child and the family
- multifunctionality, Build trust - protect your child online course ?, networking, service management
- children's rights agreement, social welfare law, documentation, confidentiality, disclosure of information

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

-Can identify and define phenomena related to the field and basic concepts and theory.

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

- To structure relationships 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

Objectives (course unit)

1. Early Childhood Educator
Students
- deepen and clarify own pedagogical awareness and can apply own perceptions in practical situations
- understand the meaning of pedagogical relationship
- can apply child orientation and child participation in own work
- recognize and question own beliefs, values, and attitudes concerning childhood, parenthood, and professionalism
2. Theoretical Principles of Early Childhood Education
Students
- can apply key principles and values of early childhood education
- know the main objectives of early childhood education and the documents governing it
- understand the learning and development process of a child
- can explain and justify own decisions and the principles of own work
- recognize the characteristics of children’s culture and community and can use them in own work
3. Education and Pedagogy
Students
- can support and guide a child in the different stages of growth, development, and learning
- can observe and assess the development and needs of a child
- can plan, implement and evaluate pedagogically meaningful activities for children
- can guide a child individually and in a group taking key pedagogical principles into account
- recognize the meaning of care, upbringing, and education in a child’s everyday life
- know the most important contents and methods of early childhood education
- can plan and construct a meaningful growth and learning environment for a child
- can support and promote a child’s spontaneous play and guide it if necessary
4. Environment and Basic Task of Day Care
Students
- know and can apply documents and legislation governing early education and day care
- can take the basic task of day care into account in own work and in the development of own work
- know and understand the different forms of day care
5. Multi-professional Networking and Educational Partnership
Students
- know the basic principles of educational partnership
- can initiate and maintain educational partnership in the different stages and situations of a child’s development
- can help to consolidate the different growth environments of a child
- can assess the need for early support and know what early intervention is
- understand the principles of multi-professional networking and can apply them in own work

Content (course unit)

- The values and philosophical basis of early childhood education
· The role of early childhood education in sóciety
· Alternative pedagogies
· Theories and concepts of children’s learning
- Support of children’s growth and learning
· Child participation and belongingness in early childhood education
· Pedagogical activities: observation, planning, guidance, documentation and assessment
· The child’s individual Early Childhood Education and care Plan
· Transversal competencies and learning areas
· Learning environments of early Childhood Education and care
·The importance of children’s play, plays as a source of learning, play theories
· Challenging educational situations
· Different forms of Early Childhood Education and care
· Evaluation and development of operations in Early Childhood Education and care
· Cooperation with guardians and multidisciplinary cooperation

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

Can identify and define phenomena related to the field and basic concepts and theory.

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

Objectives (course unit)

1. Bachelor of Social Services in Work with Senior Citizens and the Aged
Students
- are able to analyse their individual and professional identity in working with senior citizens and the aged
- adssopt the ethical values of work with the aged
2. Elderly People as Clients of Social and Health Care Services
Students
- can analyse and understand old age and ageing with the help of gerontological theories
- can apply gerontological information and principles of empowerment in work with senior citizens and the aged
3. Methods and Approaches to Work with Elderly Clients
Students
- can explain the process and experiences of ageing from the perspective of individuals, community, society and cultures
- can apply different methods and approaches to work with clients
- comprehend case management with senior citizens and elderly people
- are familiar with the most common memory disorders and can apply different work methods with memory disorder patients
- can apply different methods of client work in individual and group counselling
4. Phenomena and Special issues in Work with Senior Citizens and the Aged
- Assistive technology, accessibility
- Social rehabilitation of elderly people
- Family caregivers, supporting family members, intergenerational work
- Maltreatment
- Sociocultural work with the aged
- Relationships and sexuality
- Current studies
5. Advanced Knowledge of Legislation, Service system and Client Process
Students
- acquire information on key laws, service system, services, and benefits in work with senior citizens and the aged
-can assess client relationships from the perspective of legislation, service system, and client process

Content (course unit)

Different disciplines and practices of gerontology
- Environments and actors
- Services, rehabilitation, legislation, case management
- Multi-professionalism, expertise
- Sociocultural and preventive work
- Memory disorders and reminiscence
- Special issues and current advocacy work

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

Can identify and define phenomena related to the field and basic concepts and theory.

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

Objectives (course unit)

1. Bachelor of Social Services and Disability Studies
Students
- can analyse myths, beliefs and preconceptions concerning disabilities, can help to face and analyse them, and can promote positive attitudes
- recognise their professional role in work with people with disabilities and can work in multi-professional networks
2. Disability Studies and Theoretical Principles
Students
- deepen their knowledge of disabilities, international norms, and declarations and their application
- are familiar with the historical principles and concepts of the field and sociological disability studies
- can analyse the social status of disabled people and promote equal possibilities on different levels
3. Methods of Client Work and Service Systems
Students
- know methods which promote autonomy, participation and equal rights of disabled people, the client’s awareness of own rights and obligations
- can give individual support and ensure that the client receives services guaranteed by the law
- can promote self-motivated life, positive identity, and development of self-esteem with people of different ages
- can give support to people who suddenly become disabled
- can apply different methods to support and promote functional ability and supported decision-making
- can promote inclusion in cultural activities, exercise and social interaction
- can support relationships with family, relatives and acquaintances
- are familiar with peer group activities and disability organizations
4. Special Issues
Students
- can search for information on special issues, such as need for support in living, working, adult day services, and early childhood education concerning different disability groups
- can apply legal use of restrictions if necessary and still maintain a professional and respectful attitude

Content (course unit)

- Disability studies, history, conceptual framework, international norms
- The role of Bachelor of Social Services in working with people with disabilities
- Social participation and equal opportunities
- Individual support, services guaranteed by the law, self-motivated life in different disability groups
- Self-esteem, identity
- Support and promotion of functional ability, supported decision-making
- Inclusion, accessibility, Design for All
- Social network, family, and community
- Peer group activities and disability organisations
- Current and special issues

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 scale

0-5