Study Guide

Objective

The Student:
- can identify risks and resources in the everyday lives of vulnerable children and families - has a good knowledge of the objectives and forms of service of child welfare
- know the central legislation of child welfare and the rights of the child
- is prepared to support children and families in demanding life situations through Resource-strengthening methods and to cooperate inter professionally with different actors and networks based on the best interests of the child
- can take a stand for the best interests of the child in ethical dilemmas

Content

- deficiencies in parenting, risk behaviour in the child and other risk factors
- the resource-strengthening perspective, protective factors of the child and its network
- the rights of the child and the child's perspective
-ethics and ethic dilemmas in child welfare
- the Child Welfare Act and the client process
- child welfare outpatient care and the methods of effective family work
- objectives, structure and methods of family care, institutional care and aftercare
- meeting children of different ages as a client, talking methods
- documentation

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

The student demonstrates superficial competence and basic understanding of the subject

Assessment criteria, good (3)

The student demonstrates a competence that is related and linked to the literature
The student can reflect and motivate from his/her point of view

Assessment criteria, excellent (5)

The student has an immerse competence and shows a deeper understanding of the subject in relation to the upcoming profession

Qualifications

No previous knowledge

Objective

The Student:
- can identify risks and resources in the everyday lives of vulnerable children and families - has a good knowledge of the objectives and forms of service of child welfare
- know the central legislation of child welfare and the rights of the child
- is prepared to support children and families in demanding life situations through Resource-strengthening methods and to cooperate inter professionally with different actors and networks based on the best interests of the child
- can take a stand for the best interests of the child in ethical dilemmas

Content

- deficiencies in parenting, risk behaviour in the child and other risk factors
- the resource-strengthening perspective, protective factors of the child and its network
- the rights of the child and the child's perspective
-ethics and ethic dilemmas in child welfare
- the Child Welfare Act and the client process
- child welfare outpatient care and the methods of effective family work
- objectives, structure and methods of family care, institutional care and aftercare
- meeting children of different ages as a client, talking methods
- documentation

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

The student demonstrates superficial competence and basic understanding of the subject

Assessment criteria, good (3)

The student demonstrates a competence that is related and linked to the literature
The student can reflect and motivate from his/her point of view

Assessment criteria, excellent (5)

The student has an immerse competence and shows a deeper understanding of the subject in relation to the upcoming profession

Assessment methods and criteria

For approved course:
Attendance or compensation information for all part-time study opportunities.
Approved examination assignments.

Examination assignments that are submitted after the agreed deadline are graded one mark lower.

Assessment criteria, fail (0)

The student's understanding is at a very general and superficial level.
The student has used AI-based tools to produce text that they present as their own, even though they have not written it themselves. The student has not participated in or compensated for all mandatory in-person sessions.

Assessment criteria, satisfactory (1-2)

In a fundamental way, students have been able to observe and analyze the knowledge and have been able to make their own applied reflections.

Assessment criteria, good (3-4)

Students have been able to observe and analyze the knowledge and, in addition to this, have demonstrated clarity over central concepts and definitions. The text shows logic in structure and students can also make relevant, reflective parallels to the area of ​​activity of early childhood education.

Assessment criteria, excellent (5)

Students show strong clarity and maturity in their understanding, beyond the ordinary. Can reflect on the various phenomena in an in-depth way and connect their theoretical knowledge to working life and the field of early childhood education. Students show commitment to their task.

Qualifications

No previous knowledge