Study Guide

Objective

The Student:
- knows and can apply the Church's spiritual guidance tradition in a diverse way, considering the equal value of all people
- can support the spiritual development of individuals and groups in a safe and culturally sensitive way
- can plan, apply, and evaluate devotional life together with parishioners and employees in a way that supports participation and accessibility

Content

- the Christian foundation of spiritual work and calling
- spirituality and holiness
- spiritual development of the individual
- Interacting with people of diverse spiritual traditions
- special needs
- forms of spiritual work
- devotion, prayer
- the guiding conversation
- retreat and self-recovery
- The Bible, hymn book and Church manuals

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 criteria, approved/failed

The student possesses a basic competence in the subject / The student does not show sufficient competence in the subject

Qualifications

No previous knowledge

Objective

The student:
- has knowledge about the employment market and the social risks connected to unemployment and incapacity for work.
- can guide clients in employment promotion and rehabilitation activities as well as in working life-related economy matters.
- can relate critically and with a developmental approach to labour force related issues.

Content

- the view on work and unemployment
- labour market policy and statistics
- the social service system and legislation in relation to unemployment, incapacity for work, retirement
- social counselling in employment promotion and rehabilitation activities
- social counselling in matters related to economy, income security
- continuous learning

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- has knowledge of crime at the individual and community level.
- has knowledge of the rehabilitation activities within criminal justice and the third sector's activities.
- encompasses a conscious professional approach to clients and their relatives in crime prevention and criminal justice.

Content

- sociological and psychological explanatory models for crime
- criminal proceedings
- the organisation, forms of activity and rehabilitation of the The Criminal Sanctions Agency
- mediation in crime
- psychosocial forms of support through third sector organisations and associations
- victimology
- societal current trends and strategies

Evaluation scale

H-5

Qualifications

None

Objective

The Student:
- knows the theoretical foundations of social work, its target groups, and forms of activity
- develops a professional and client-centered approach to vulnerable individuals and groups in society
- knows the ethical foundations of social work

Content

- Human Rights
-key definitions and concepts
- central theories and methods in social work
- the client's interest, the child's best interests
- social work at individual, family, group, and societal level
- the target groups and forms of activity of social work
- the client process
- participation, distribution of power, critical thinking, and professionalism in social work
- ethics and ethical dilemmas in social work

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)

Studerande har en fördjupad kompetens och visar en djupare förståelse för ämnet i relation till det kommande yrket

Assessment criteria, approved/failed

The student possesses a basic competence in the subject / The student does not show sufficient competence in the subject

Qualifications

No previous knowledge

Objective

The Student:
- knows the history and mission of the diaconal work in today's church and society
- can plan, apply, document, evaluate and develop deaconal activities for individuals, families, and groups
- can apply humane, resource-strengthening, and participatory methods

Content

- the history, present and visions of the diaconal work
- target groups and forms of activity of the diaconal work
- methods of the diaconal work
- digital diaconal work
- political and prophetical diaconal work
- inclusive, community-promoting and empathetic approach

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 criteria, approved/failed

The student possesses a basic competence in the subject / The student does not show sufficient competence in the subject

Qualifications

No previous knowledge

Objective

The student:
- can work according to the principles of internal leadership in an interprofessional environment.
- knows the basics of entrepreneurship and can operate cost-effectively.
- has knowledge of entrepreneurship in social and health care.

Content

- entrepreneurship
- inner leadership
- entrepreneurship within social and health care enterprise
- budgeting and final accounts

Evaluation scale

H-5

Qualifications

None

Objective

The Student
- has insights into entrepreneurship within Social and Health Care
- knows what company establishment means
- develops skills for planning and implementing a business model
- develops an understanding for entrepreneurship and social innovations
- has the prerequisites to cooperate in inter professional activities

Content

Entrepreneurship within Social Welfare, Health Care and Beauty Care
Practical Entrepreneurship
The Procedure of Becoming an Approved Service Provider within Social Welfare and Health Care
Business Model
Social Innovations
Strategies to Strengthen Cooperation
Inter Professional Learning

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 prior prerequisite

Further information

-

Objective

The student:
- has knowledge of the central terminology within his/her field of education and can adopt the main content of specialised literature.
- can present his/her education, work experience and knowledge.
- is able to participate in professional and field-specific contexts both orally and in writing.

Content

- terminology concerning studies, working life and job applications in one's own professional field
- oral and written communication
- oral and written presentations
- language correctness and language planning

Evaluation scale

H-5

Qualifications

None

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

The Student:
- can orally and in writing deal with topics relating to one's own industry
- masters the central vocabulary of one's own industry
- masters the industry-typical communication situations
- can write and present central documents in professional Finnish, is aware of style differences and can use different styles in communication
- can understand the essence of various articles, texts and news related to one's own profession
- demonstrates the knowledge of Finnish required by law (424/2003) by civil servants and should demonstrate satisfactory (grade 1, 2 or 3) or good (grade 4 or 5) the ability to use Finnish in speech and writing.

Content

- the texts and terminology of their own area of work
- oral and written working life communication
- oral and written examination
- language correctness

Location and time

Autumn 2025.

Materials

Material on Moodle.

Teaching methods

We read texts and discuss topics within our own field. We learn to use the terminology in both speech and writing.

Interactive lessons
Lectures
Oral and written exercises in pairs and in groups
Assignments
Own work
Vocabulary tests
Oral and written examination

Exam schedules

Oral and written examination at the end of the course.

Student workload

3 x 27h = 81 hours.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Shows such skills in the Finnish language as are in accordance with the Act on the Knowledge of Languages Required of Personnel in Public Bodies (424/2003). This means that the student must show satisfactory (grade 1, 2 or 3) or good (grade 4 or 5) skills in speaking and writing Finnish. Written and oral skills are assessed separately
The ratings 4 or 5 are often required to get language supplements. In addition, some workplaces require that you have a good grade (4 or 5) in Finnish to get regular jobs.

Assessment methods and criteria

According to the common European Framework of Reference for languages (CEFR).

Students receive grades for both oral and written skills.

The assessment is based on the Common European Framework of Reference for Languages (CEFR). Level B1.1 and B1.2 indicate satisfactory knowledge (grades 1–3), and level B2 or higher indicates good knowledge (grades 4–5). To complete the course with a passing grade (grade 1), the student should demonstrate the knowledge required for level B1.1.

Qualifications

Knowledge on the B1 level

Objective

The Student:
- knows the basics of development work
- know and understand the basic concepts of research methodology and the research process
- know and understand key data collection, analysis and reporting methods and can apply them in their own field of science and profession
- can apply and evaluate research ethics in research and development activities
- can write and argue scientifically

Content

the parts and importance of development work and the research process for one's own profession
- basic concepts of research methodology
- qualitative and quantitative data collection and analysis methods
- scientific reporting
- ethical principles of research
- scientific writing and reasoning

Location and time

See schedule

Materials

1. Holme, I.M. & Solvang, B.K. (1992). Forskningsmetodik. Kvalitativa och kvantitativa metoder. Lund: Studentlitteratur.
2. Kvale, S. (1997) Kvalitativ forskningsintervju. Lund: Studentlitteratur.
3. Ejlertsson, Göran. 2019 eller tidigare. Statistik för hälsovetenskaperna. Lund: Studentlitteratur. Tredje upplagan eller tidigare.

Teaching methods

Lectures, exercises in computer class, literature, participation in seminars

Exam schedules

The examination or alternative method of evaluation takes place no later than at the end of the course, taking into consideration students' other courses.

Completion alternatives

Research methods (4 cr.)
This part of the course is graded according to the scale 1-5 based on examinations or written assignments or exercises.
Swedish (1 cr.):
This part of the course is graded pass/fail.

The evaluation is weighted according to the share of individual parts of the examination.

Student workload

27 h per credit, in total 135 h.

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

Research methods (4 cr.)
- The student is expected to demonstrate knowledge of scientific methodology through an examination, including performing a basic statistical analysis.
Swedish (1 cr.):
-The student shall demonstrate knowledge of academic writing through examination. To pass, the rules of academic writing must be followed in a written assignment.

Assessment criteria, fail (0)

Research methods (4 cr.)
- The student has insufficient knowledge of scientific methods, and cannot perform a basic type of statistical analysis.

Assessment criteria, satisfactory (1-2)

Research methods (4 cr.)
The student has in the examination demonstrated a basic but very weak knowledge of scientific methods. Notable weaknesses are found in the student's understanding and application of statistical concepts, or the statistical analysis is not adequately performed.

Assessment criteria, good (3-4)

Research methods (4 cr.)
The student has in the examination demonstrated a notable knowledge of scientific methods. The student predominantly demonstrates a good understanding of and can apply statistical concepts, and only minor errors are found in the statistical analysis.

Assessment criteria, excellent (5)

Research methods (4 cr.)
The student has in the examination demonstrated an excellent knowledge of scientific methods. The student demonstrates a complete understanding of statistical concepts and makes only insignificant errors when applying them, and performs a statistical analysis without errors.

Qualifications

Research Methodology and Project Work

Objective

The Student:
- has basic insights into knowledge theory, theory of science, research, and development methodology
- understands the research process and how the different parts interact with each other
-has basic skills in carrying out projects, research and development work
-understand and can describe in qualitative and quantitative approaches and knowledge interests

Content

-basic science theory and research and development methodology concepts
-general logical rules and methodological principles and methods for data collection and analysis
-the basics of project activities

Location and time

See schedule

Materials

Recommended literature:
Ahnlund, P. & Sauer, L. 2021. Att forska i socialt arbete. Utmaningar, förhållningssätt och metoder. Lund: Studentlitteratur. According to instructions.
Denscombe, M. 2016. Forskningshandboken - för småskaliga forskningsprojekt inom samhällsvetenskaperna. Lund: Studentlitteratur.
Eklund, S. 2010. Arbeta i projekt - individen, gruppen, ledaren. Lund: Studentlitteratur.
Patel, R. & Davidson, R. (1994 eller senare upplaga). Forskningsmetodikens grunder. Att planera, genomföra och rapportera en undersökning. Lund: Studentlitteratur. 2. upplagan.
Rosing, H. (1984 eller tidigare upplaga) Vetenskapens logiska grunder. Hangö: Schildts.
Other literature suggested by the examiner.

Teaching methods

Lectures and small scale exercises

Exam schedules

The written assignments must be submitted before the end date of the course, alternatively the written test is held before the end date.

Completion alternatives

Written assignments, alternatively a written test.

Student workload

27 h per credit, 81 h in total.

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 criteria, approved/failed

The student possesses a basic competence in the subject / The student does not show sufficient competence in the subject

Assessment methods and criteria

Through the assignment and/or the written test, the student is expected to demonstrate fundamental knowledge of epistemology, research methodology, as well as scientific critique and assessment of sources

Assessment criteria, fail (0)

The student lacks fundamental knowledge of epistemology, research methodology, project management, as well as scientific criticque and assessment of sources

Assessment criteria, satisfactory (1-2)

The student has limited knowledge of epistemology, research methodology and project management, as well as scientific criticque and assessment of sources

Assessment criteria, good (3-4)

The student demonstrates good knowledge of epistemology, research methodology and project management, as well as scientific criticque and assessment of sources

Assessment criteria, excellent (5)

The student demonstrates excellent knowledge of epistemology, research methodology, project management, as well as scientific criticque and assessment of sources

Qualifications

No previous knowledge

Objective

The student:
- has knowledge of various disabilities as well as the impact of disabilities on an individual's living conditions.
- can guide people with disabilities in terms of rights and forms of service.
- can promote participation, self-determination and functional ability among people with disabilities.
- is able to consider accessibility aspects in client work and knows about alternatives and supplementary communication.

Content

- diagnoses and living conditions for people with disabilities in different life situations
- the service user perspective, the family- and kinship perspective, legal certainty and participation
- social counselling, service systems, forms of support and processes
- assistive tools and accessibility for people with disabilities
- alternative and supplementary communication

Evaluation scale

H-5

Qualifications

None

Objective

The Student:
- can identify the resources and risks of pupils and students in everyday life and the school community
- has knowledge of the role and tasks of the school counselor and includes a pupil- and student-centered approach
- has knowledge of objectives, central legislation and current governance documents in student and student care work
- can plan, apply and evaluate common and individual working methods that promote, maintain and create conditions for well-being in the school community in inter-professional cooperation

Content

- the professional image of the school counselor from preschool to second stage
- risks and resources in the everyday lives of schoolchildren and teenagers
- prevention and intervention in bullying
- the structure of pupil and student care, governance documents and legislation
- school professionals, actors, and partners
- health promotion and prevention in schools
- cooperation with guardians and other related parties
- student-centered working methods

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:
- is familiar with key methods used in social work
- are prepared to prevent individuals and groups from being marginalized in society
- can analyse factors that lead to vulnerability
- can critically reflect on various professional efforts in the social field and assess repercussions from both an individual and a larger societal and societal perspective
- have knowledge / understanding of the structure and structure of Finnish social protection
- can supervise clients on issues related to the central benefits of Finnish social security

Content

- services under the Social Welfare Act
- support in the child's home conditions and parenthood
-family center model
-methods to prevent and prevent marginalisation from a life cycle perspective
-factors leading to vulnerability
- use of preventive support measures
-social assistance

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:
- is familiar with key methods used in social work
- are prepared to prevent individuals and groups from being marginalized in society
- can analyse factors that lead to vulnerability
- can critically reflect on various professional efforts in the social field and assess repercussions from both an individual and a larger societal and societal perspective
- have knowledge / understanding of the structure and structure of Finnish social protection
- can supervise clients on issues related to the central benefits of Finnish social security

Content

- services under the Social Welfare Act
- support in the child's home conditions and parenthood
-family center model
-methods to prevent and prevent marginalisation from a life cycle perspective
-factors leading to vulnerability
- use of preventive support measures
-social assistance

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 work according to the Core Curriculum of Early Childhood Education and Care, values and recommendations
- can, in collaboration with other staff, plan, implement, document, evaluate and develop the activities and the learning environment
- can promote and support the child's and family's participation and opportunities for influence
- can promote equality and security for children and families and can work for an environment that respects diversity
- has a sensitive approach to the child and can support the guardians in the fostering work

Content

- legislation concerning early childhood education and care
- the Core Curriculum of Early Childhood Education and Care and recommendations within the field
- pedagogical documentation, child-centered evaluation and quality- and development work
- participation of children and families and opportunities for influence
- fostering cooperation
- cultural diversity as a resource
- the importance of the fostering and learning environment for the child's development, learning and well-being
- prevention of and intervention in bullying
- norm-critical pedagogy

Evaluation scale

H-5

Qualifications

None

Objective

The Student
- can work according to the Core Curriculum of Early Childhood Education and Care, values and recommendations
- can, in collaboration with other staff, plan, implement, document, evaluate and develop the activities and the learning environment
- can promote and support the child's and family's participation and opportunities for influence
- can promote equality and security for children and families and can work for an environment that respects diversity
- has a sensitive approach to the child and can support the guardians in the fostering work

Content

- legislation concerning early childhood education and care
- the Core Curriculum of Early Childhood Education and Care and recommendations within the field
- pedagogical documentation, child-centered evaluation and quality- and development work
- participation of children and families and opportunities for influence
- fostering cooperation
- cultural diversity as a resource
- the importance of the fostering and learning environment for the child's development, learning and well-being
- prevention of and intervention in bullying
- norm-critical pedagogy

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- has knowledge of the structure and development of the welfare system.
- has knowledge of how social policy is realised in various arenas in society.
- is familiar with national and global social policy concepts, trends and challenges.

Content

- the central concepts of social policy, welfare models and subfields
- the historical development of the welfare system
- the state, municipalities, the third and the private sectors as welfare actors
- strategies, trends and challenges in the welfare sector and the welfare economy
- opportunities to influence within issues related to social policy

Evaluation scale

Approved/Rejected

Qualifications

None

Objective

The student:
- has knowledge of the structure and development of the welfare system.
- has knowledge of how social policy is realised in various arenas in society.
- is familiar with national and global social policy concepts, trends and challenges.

Content

- the central concepts of social policy, welfare models and subfields
- the historical development of the welfare system
- the state, municipalities, the third and the private sectors as welfare actors
- strategies, trends and challenges in the welfare sector and the welfare economy
- opportunities to influence within issues related to social policy

Evaluation scale

Approved/Rejected

Qualifications

None

Objective

The student:
- is familiar with the theoretical basics of social work, its target groups and forms of activity.
- develops a professional and client-centered approach to vulnerable individuals and groups in society.

Content

- human rights and equality
- central definitions and concepts
- social work at individual, family, group and community level
- the social work's target groups and forms of activity
- the client process
- participation, separation of powers and professionalism in social work

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- is familiar with the theoretical basics of social work, its target groups and forms of activity.
- develops a professional and client-centered approach to vulnerable individuals and groups in society.

Content

- human rights and equality
- central definitions and concepts
- social work at individual, family, group and community level
- the social work's target groups and forms of activity
- the client process
- participation, separation of powers and professionalism in social work

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- knows the central theoretical and conceptual perspectives of sociology.
- can interpret and explain the relationship between the individual and society from a sociological perspective.
- is familiar with current sociological research.

Content

- central sociological concepts and theories
- classics in sociology
- the fields of research within sociology
- the relation between the individual and society
- contemporary central themes

Evaluation scale

H-5

Qualifications

None

Objective

The Student:
- knows the basic concepts of sociology and current research areas of particular importance to social workers
- can identify the basic features and changes in Finnish society from a social science perspective
- understands the factors that affect human and group social behavior

Content

-everyday sociology
-social roles
-socialization and identity
-social stratification
-poverty and social exclusion
- close relationships and their importance
- disease and health from a sociological perspective
- gender, gender minorities, gender, and gender equality
-ethnicity, religion, and culture from a sociological perspective

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 criteria, approved/failed

The student possesses a basic competence in the subject / The student does not show sufficient competence in the subject

Qualifications

No previous knowledge

Objective

The student:
- has knowledge of service systems and legislation within the area of immigration and integration.
- can work with a culture-sensitive and integration promoting approach.
- can promote intercultural encounters and environments.

Content

- immigration, integration, refugee and asylum
- cultural sensitivity and cultural competence
- integration laws
- the integration process
- the service system for asylum seekers and quota refugees

Location and time

Scheduled lectures
15.9 8.15-16
16.9 8.15-16
30.9 12.15-16 ONLINE
6.10 8.15-16
7.10 8.15-16

Please inform teacher if you cannot attend first lecture.

All scheduled lectures are mandatory. In case of absence, a compensatory assignment must be completed. However, to complete the course students must attend at least two class sessions (2/4)

Materials

Refugee’s Journey to the Municipality training, IOM
Paloma training THL
My story, workbook Centre for Psychotraumatology
Act on the Promotion of Immigrant Integration
(1386/2010)
Aliens Act
(301/2004)
Act on the Integration of Immigrants and Reception of Asylum Seekers
https://www.finlex.fi/en/laki/kaannokset/1999/en19990493.pdf

Teaching methods

The course is conducted through four in-person study days and one online session, consisting of lectures, workshops, study visits, and literature studies.

Employer connections

Study visit to local organizations that work with immigrant/integration.

Exam schedules

Deadlines
part I: deadline 26.9, Quota Refugee Assignment
part II: deadline 3.10, Integration Services Assignment
Part III: deadline 10.10, Assignment on Inclusion and Intercultural Competence

Student workload

3 credits consisting of

1 credit attendance in class (Approved/Not approved)
0,5 credit Quota refugee assignment (Approved/ Not approved)
0,5 credit Integration services assignment (1-5)
1 credit Assignment on Inclusion and Intercultural Competence (1-5)

Further information

The Course is conducted in English but Assignments can be written in Swedish.
Language skills are not assessed and do not affect the assessment.

Direct copy from AI such as chatgtp or copilot are prohibited when making essay or other text documents. Copy from AI is considered cheating. Use of AI is allowed when used correctly according to Novias rules, but must be clearly documented in submitted assignments.

Evaluation scale

H-5

Assessment methods and criteria

Assessment on a scale 1-5

Assessment criteria

Ability to apply Theoretical Framework on Multicultural Practice, comprehending the Level of Complexity in working with Immigrants and Good Ethical and Professional Approach and Attitude.

Feedback will be provided in Moodle within 3 weeks of all Assignments being handed in.

Qualifications

None

Objective

The student:
- has knowledge of service systems and legislation within the area of immigration and integration.
- can work with a culture-sensitive and integration promoting approach.
- can promote intercultural encounters and environments.

Content

- immigration, integration, refugee and asylum
- cultural sensitivity and cultural competence
- integration laws
- the integration process
- the service system for asylum seekers and quota refugees

Location and time

Scheduled teaching sessions:

Friday 24.10 8.15 - 16
Saturday 25.10 9 - 15

All scheduled Lectures are Mandatory. In case of Absence, a Compensatory Assignment must be completed.

Materials

Refugee’s Journey to the Municipality training, IOM
Paloma training THL
My story, workbook Centre for Psychotraumatology
Act on the Promotion of Immigrant Integration
(1386/2010)
Aliens Act
(301/2004)
Act on the Integration of Immigrants and Reception of Asylum Seekers
https://www.finlex.fi/en/laki/kaannokset/1999/en19990493.pdf

Teaching methods

Course in conducted through Class Lectures and Individual Assignments in Moodle.

Exam schedules

Attendance in class 24-25.10
Assignments in Moodle can be handed in individually during 10.10-15.12
Part I: International Refugee Work
Part II: Quota Refugee Reception
Part III: Life in a Reception Center
Part IV: Culture Sensitive Approach

Student workload

3 credits consisting of

1 credit attendance in class (Approved/Not approved)
2 credits individual assignments in Moodle

Further information

Direct copy from AI such as chatgtp or copilot are prohibited when making essay or other text documents. Copy from AI is considered cheating. Use of AI is allowed when used correctly according to Novias rules, but must be clearly documented in submitted assignments.

Evaluation scale

H-5

Assessment methods and criteria

Assessment on a scale 1-5

Assessment criteria

Ability to apply Theoretical Framework on Multicultural Practice, comprehending the Level of Complexity in working with Immigrants and Good Ethical and Professional Approach and Attitude.

Feedback will be provided in Moodle within 3 weeks of all Assignments being handed in.

Qualifications

None

Objective

The student:
- has knowledge of his/her professional field and its basic concept.
- has knowledge of the structure and organisation of social- and health care, its service systems, and future visions.
- has knowledge of legislation within social- and health care.
- has basic skills in interprofessional work.
- sees social and health care as a fundamental right to promote equal health and welfare.

Content

- the social field
- the social work profession
- management structures and service systems
- the basics of social legislation
- general legislation in social- and health care
- interprofessional work
- link between social and health care and sustainable development and responsibility

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- has knowledge of his/her professional field and its basic concept.
- has knowledge of the structure and organisation of social- and health care, its service systems, and future visions.
- has knowledge of legislation within social- and health care.
- has basic skills in interprofessional work.
- sees social and health care as a fundamental right to promote equal health and welfare.

Content

- the social field
- the social work profession
- management structures and service systems
- the basics of social legislation
- general legislation in social- and health care
- interprofessional work
- link between social and health care and sustainable development and responsibility

Evaluation scale

H-5

Qualifications

None

Objective

The student
- knows his own college and his education
- is familiar with the functions and tools that support the study process
- reflects on studies, future plans and is aware of the importance of personal development in relation to lifelong learning and profession
- can create his/her own knowledge and create his/her own personal learning environments
- can search and critically evaluate information
- can work with others in groups and teams

Content

- Study information and learning in a higher education context
- Group processes
- Information search
- Introduction to your own profession

Evaluation scale

Approved/Rejected

Assessment criteria, approved/failed

The student possesses a basic competence in the subject / The student does not show sufficient competence in the subject

Qualifications

No previous knowledge

Objective

The student:
- is familiar with his/her UAS and field of education.
- understands the link between the education and the agenda for sustainable development, responsibility and carbon neutrality.
- knows what is expected of a UAS student.
- is able to use general digital programmes to produce text, film and audio files as well as to communicate.
- can realise small-scale projects.
- has knowledge of the central national and international databases within his/her own field of science.
- knows the basics of a scientific approach and is able to search and review scientific information.

Content

- the central documents and virtual platforms of the university and education
- sustainability, responsibility and carbon neutrality in the social field
- study style, reading and note-taking technique
- time planning and stress management
- text processing and implementation of Novia UAS's writing instructions
- audio and video recording and editing
- different forms of communication by using digital programmes
- project methodology
- searching for scientific information in various databases
- Perspective of knowledge in different fields of science
- Evaluating the reliability and scientific credibility of the information

Evaluation scale

Approved/Rejected

Qualifications

None

Objective

The student:
- is familiar with his/her UAS and field of education.
- understands the link between the education and the agenda for sustainable development, responsibility and carbon neutrality.
- knows what is expected of a UAS student.
- is able to use general digital programmes to produce text, film and audio files as well as to communicate.
- can realise small-scale projects.
- has knowledge of the central national and international databases within his/her own field of science.
- knows the basics of a scientific approach and is able to search and review scientific information.

Content

- the central documents and virtual platforms of the university and education
- sustainability, responsibility and carbon neutrality in the social field
- study style, reading and note-taking technique
- time planning and stress management
- text processing and implementation of Novia UAS's writing instructions
- audio and video recording and editing
- different forms of communication by using digital programmes
- project methodology
- searching for scientific information in various databases
- Perspective of knowledge in different fields of science
- Evaluating the reliability and scientific credibility of the information

Evaluation scale

Approved/Rejected

Qualifications

None

Objective

The student:
- has knowledge of client groups in need of social service guidance and social rehabilitation.
- can work with client processes, mapping support measures and service planning.
- has knowledge of structured documentation within social care.
- can participate and mentor individuals and groups in need of social service guidance and social rehabilitation in a participatory manner.

Content

- concepts and theoretical frame of reference
- central legislation, service systems and social benefits
- service and client plans
- the client process
- mapping of service needs (ICF)
- principles for structured documentation
- client-related interest surveillance and guardianship
- professional role and personal professionalism
- communication and conversation technique
- client-centered, resource-enhancing and participation-promoting ways of working
- relationship and supervision skills

Evaluation scale

H-5

Qualifications

None

Objective

Student:
- can communicate orally and in writing in a structured and linguistically well-functioning way
- knows the process of scientific writing and can use reference systems
- can use different ways to search for information and report according to the rules for standard layout

Students with Finnish as their schooling language must demonstrate such knowledge of Swedish as is required by public employees according to the law (424/2003). This means that these students should show satisfactory (grades 1-3) or good (grades 4-5) ability to use Swedish in speech and writing. Oral and written ability are assessed separately

Content

Plain language and scientific writing
Oral presentation

Location and time

Lectures on campus

Materials

Material directed by the lecturer

Teaching methods

Lectures on communication, searching for information, source criticism, academic writing and techniques for presenting.

Discussions, exercises and assignments.

Exam schedules

Presentation (0-5), essay (0-5) and other assignments (pass/fail).

Student workload

3 x 27h = 81h

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 criteria, fail (0)

Inadequate competencies and uncompleted/failed assignments.

Assessment criteria, satisfactory (1-2)

Superficial competencies and a basic understanding of the subject. The student has partly followed instructions.

Assessment criteria, good (3-4)

Adequate competencies and the ability to make connections to the literature. The student is able to reflect on their views and explain their reasoning. The student has followed the instructions.

Assessment criteria, excellent (5)

The student demonstrates advanced competencies and shows a deeper understanding of the subject in relation to their future profession. The student has followed the instructions and completed the assignments well.

Qualifications

Graduation from the second stage

Objective

The Student:
- can identify goals, strategies, visions, and development needs in the social field of activity
- has knowledge of practical leadership functions, human resources and financial management, administrative procedures, and management principles in the social field
- is prepared to act as a team leader for a working community in the social field, considering ethical principles and sustainable development
- is prepared to review, reflect on and define development needs in his own leadership
-knows about current changes in social and health care

Content

-leadership theories
-strategic leadership in social and health care: vision, mission, strategy, and business planning
-human resources management and administration in the public sector
conflict management
-leader's control documents, national development programs and trends in social and health care
-quality management
-leadership – to find your own values and personal leadership
- current changes

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 follow and promote the organization's goals and strategies - have knowledge of the employee's rights and obligations
-has the ability and tools to take care of one's own well-being at work and actively promote the working health of the working community - has a general readiness to interpret and apply the laws, regulations, collective agreements and other norms that regulate labour market conditions with particular emphasis on the social field

Content

- workers' and employer's rights and obligations
- employment agreements, collective agreements, and interest monitoring
- occupational health and guidance
- work security
- law on professionals in social care, identification, security, and reporting obligations
-central features of Finnish labour legislation
- privacy and data protection under the General Data Protection Regulation (GDPR)

Location and time

Autumn 2025

Materials

Niklas Bruun. 2022. Den finska arbetsrättens grunder. Helsingfors: Alma Talent.
Eller
Niklas Bruun & Anders von Koskull. Allmän arbetsrätt. 2006 eller 2003. Helsingfors: Schildts Förlag,
or other literature designated by the examiner.

Teaching methods

Individual assignments, alternatively test.

Exam schedules

The assignment must be submitted no later than the last day of the implementation.

Completion alternatives

Lectures, written assignments, alternatively test.

Student workload

27 h per credit, in total 54 h

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

A written assignment through which the student's knowledge of Finnish labor legislation is assessed, alternatively through a test.

Assessment criteria, fail (0)

The student demonstrates poor knowledge of Finnish labor legislation

Assessment criteria, satisfactory (1-2)

The student demonstrates a very basic but weak knowledge of Finnish labor legislation

Assessment criteria, good (3-4)

The student demonstrates notable knowledge of Finnish labor legislation

Assessment criteria, excellent (5)

The student demonstrates excellent knowledge of Finnish labor legislation

Qualifications

No previous knowledge

Objective

The Student:
- has knowledge about central concepts within mentorship for children and youth
- has understanding of childhood and living conditions in our contemporary society
- knows how to build relationships and communicate with children and families with different backgrounds
– is able to plan, implement, and evaluate activities based on the needs of the child to support the child's ability to play, learn, and manage different situations

Content

- children's right to participation
- communication with the child and their guardians
- activities
- guidance
- values and attitudes when encountering other cultures
- the role as a mentor

Location and time

The course begins with two training days on campus in October.
The course is primarily carried out through mentorship meetings with a child over the course of an academic year. The mentor meets with their child approximately once a week at any location.
Throughout the year, the mentor participates in both individual supervision sessions and group supervision.
The course concludes with a joint celebration event for both children and mentors.

Materials

Grander, Martin & Sild Lönroth, Carina (2011). Mentorskap för barn och unga. Malmö: Malmö Högskola.
Prieto-Flores, Òscar, Feu, Jordi (red.) (2021). Mentoring Children and Young People for Social Inclusion. Global Approaches to Empowerment. London: Routledge.

Teaching methods

Training days.
Mentorship meetings with the child throughout the entire academic year.
Supervision with a teacher, both in groups and individually.

Exam schedules

The course is assessed through a report on the mentorship process as well as short reports throughout the academic year on the progress of the mentorship.

Evaluation scale

Approved/Rejected

Assessment methods and criteria

The course is graded on a pass/fail basis.

Objective

The Student:
- has basic knowledge of central perspectives in behavioral sciences
- understands the theories' relevance to social pedagogical work
-can take a value position, critically examine, and question behavioral theories as a basis for the application of pedagogical strategies
- understands how pedagogical approaches can affect individuals and groups and their experiences of pedagogical activities in different forms
- realizes how different factors such as heredity, environment, biological factors and the individual's own intentions and motivation interact in human lifelong development
- can analyze and understand their own lifeline and see connections and interactions between different factors in the light of existing theory about life cycle perspectives
- has the knowledge and ability to reflect on their own learning
- masters basic information retrieval and source criticism

Content

-the relevance of theories in social work
- basic behavioral theories
- pedagogical strategies in social activities
- the idea of lifelong learning
- strategies for own learning

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 criteria, approved/failed

The student possesses a basic competence in the subject / The student does not show sufficient competence in the subject

Qualifications

No previous knowledge

Objective

The student:
- knows about practical foremanship, staff administration as well as activity planning within the social field.
- is able to identify goals, visions strategies and development needs in the social field.
- is able to lead activities in accordance with the ethical principles of the social field and is able to define development needs within his/her own leadership.

Content

- the role of the leader
- personnel management and administration
- strategic work: vision, mission and strategy as well as operational planning
- quality management and work
- crisis and security planning
- budgeting and final accounts
- work contracts
- workers’ protection
- personnel development

Evaluation scale

Approved/Rejected

Qualifications

Practical studies 24 cr

Objective

The student:
- knows about practical foremanship, staff administration as well as activity planning within the social field.
- is able to identify goals, visions strategies and development needs in the social field.
- is able to lead activities in accordance with the ethical principles of the social field and is able to define development needs within his/her own leadership.

Content

- the role of the leader
- personnel management and administration
- strategic work: vision, mission and strategy as well as operational planning
- quality management and work
- crisis and security planning
- budgeting and final accounts
- work contracts
- workers’ protection
- personnel development

Evaluation scale

Approved/Rejected

Qualifications

Practical studies 24 cr

Objective

The student:
- is able to work with a preventive, participation-promoting and recourse enhancing approach.
- is able to plan, implement and evaluate socio-pedagogical activities.
- can analyze service and activities in relation to sustainable development, responsibility and carbon neutrality.
- can work professionally and apply the professional ethical principles.

Content

- socio-pedagogical work within the social field

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- is able to plan, execute, document and evaluate activities in accordance with the central principles, goals, methods and content within the professional area.
- has the ability to encounter clients and client groups professionally.
- has a development-oriented and resource-enhancing approach.
- can incorporate working methods and methods in relevant theory and can argue for his/her choices.

Content

-Internships in social work, early childhood education, diakonia or church youth work

Evaluation scale

Approved/Rejected

Qualifications

80 cr

Objective

The student:
- is able to support and guide clients in everyday life and crisis.
- can promote client participation and self-determination.
- knows how to apply resource-enhancing methods in working with clients in vulnerable life situations.
- Has a professional, sustainable and development-oriented approach.

Content

-client work within the social field

Evaluation scale

H-5

Qualifications

60 cr

Objective

The student:
- has knowledge of mental health, ill- health and traumatic crises.
- is able to encounter, guide and support clients and relatives in crisis or with mental illness.
- is familiar with methods and working approaches within mental health care and crisis work.

Content

- promotion of mental wellbeing
- prevention of mental illness
- the most common mental disorders
- reactions in acute crises
- encountering people with mental illness
- psychosocial work and approaches
- medicines in mental health care
- mental health care legislation, regulatory documents and service systems
- the organisation of the crisis work, forms of support during the various stages of the crisis

Location and time

3.11-16.12.2025 Turku

Materials

Will be updated later

Teaching methods

Lectures, self-studies, group work, study visits/external lecturers and workshops

Employer connections

The course includes a study visit or a guest lecture from working life.

Exam schedules

Mandatory attendance and preparatory work must be compensated no later than one week after the absence, unless otherwise agreed.
Group assignment deadline 1.12.2025, seminars 2–3.12.2025
Individual portfolio deadline 16.12.2025

International connections

Exchange students participate in the course

Completion alternatives

1. Mandatory attendance, preparatory work, simulation 1.5 ECTS
2. Group assignment with seminars, 1.5 ECTS
3. Individual learning portfolio, 2 ECTS

Student workload

Mandatory attendance: 44 hours
Self-studies: 91 hours

Further information

A pass/fail grading scale is used when validating previously acquired knowledge.

Questions regarding the course should be posted in the course's guidance forum on Moodle. The course coordinator will typically respond to questions in the forum every Monday during the course period.

Students are not allowed to use artificial intelligence to generate content for examinations. However, AI may be used for idea generation, planning, and language review.

Evaluation scale

H-5

Assessment methods and criteria

1. Mandatory Attendance and Preparatory Work (Graded: Pass/Fail)
- Active participation and completion of preparatory tasks
- Professional attitude and conduct

2. Group Assignment and Seminars (Graded: Fail/1–5)
- Professional and ethical approach
- Theoretical knowledge and its application to the group’s case
- Active participation and individual responsibility in group work and during the seminar

3. Individual Learning Portfolio (Graded: Fail/1–5)
- Professional attitude and conduct
- Ability to follow given instructions
- Ability to connect theory with practice
- Capacity for reflection

Qualifications

None

Objective

The Student:
-has knowledge of the processes that an aging individual undergoes
- knows the factors that contribute to a good quality of life for the elderly
- knows the structure and content of the various forms of care for the elderly
- can take a stand on ethical dilemmas in working with older people
- can apply working methods that support functional capacity and promote self-determination, quality of life and participation

Content

- the basic theories of social gerontology
-self-determination, participation and empowerment
-resource-strengthening methods
- central legislation, forms of service and current developments
-service guidance for the elderly and their loved ones
- the memory of a lived life
-health and well-being
-loneliness
-ageism

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:
- has knowledge and perspectives on different disabilities in relation to society and underlying factors
- knows the central legislation of the disability area
- can supervise and coordinate service based on the client's needs
- can participate in the planning, realisation, development and evaluation of various Resource-strengthening forms of support in interprofessional cooperation
- can take a stand on ethical dilemmas in working with people with disabilities
- can apply working methods that promote self-determination, development, quality of life and participation for people with disabilities

Content

- the principles of human rights
- different disabilities
-societal structures and phenomena that affect functional capacity and perceptions of disabilities
-self-determination, participation and empowerment
-accessibility
-Resource-strengthening methods
-central legislation and forms of service in social care and disability services
-ethics

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 criteria, fail (0)

Students' understanding is on an extremely general and superficial level.Failed assignments and home exams. Students use unedited AI-generated text as their own writing. Absence/no compensation for compulsory study sessions. Does not use Novia's writing instructions as they must be used according to the examination task.

Assessment criteria, satisfactory (1-2)

Students have in a basic way 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 have shown clarity about key concepts and definitions. The text shows logic in structure and students can also make relevant, reflective parallels to worklife, legislation and client cases.

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 can connect them to working life, legislation and client cases. Students show strong commitment to their task.

Qualifications

No previous knowledge

Objective

The Student:
- can, in consultation with the client and related parties, supervise and coordinate service considering the client's individual needs, rights and security, as well as the client process and the cross-sectoral service system
- can assess the client's need for service at different times in the life cycle of inter professional collaboration
- can operate in digital environments and can give guidance to clients in the use of e-services
- can evaluate and document the work in a client centered way
- is familiar with the prospects of welfare services

Content

- assessment of service needs
-client process
-simulation of client situations
-documentation
-client meeting and work security
-digital aids and supervision methods
- interprofessional cooperation
-current development in service document

Evaluation scale

H-5

Qualifications

No previous knowledge

Objective

The Student:
-know the structure, governance, monitoring and visions of social and health care
- has an insight into central legislation and the decision-making process in public administration and social care
- can identify central authorities and levels of government and their responsibilities in social and health care
- can account for the basics of client security
- have basic skills in interprofessional work
- know the qualifications and professional skills needed in the exercise of social work.

Content

-the basic features of social and health care management structures and service systems
- the legal principles of public administration
-the basics of social law
- client security basics
- inter professional work
- central and current change work in social and health care
-the areas of work for the Bachelor of Social Services

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 criteria, approved/failed

The student possesses a basic competence in the subject / The student does not show sufficient competence in the subject

Qualifications

No previous knowledge

Objective

The student:
- has knowledge of the theory within social gerontology and is able to critically reflect on the categorisation of the elderly.
- knows how to encounter seniors and their relatives and is able to guide them in the social service system.
- can apply, plan and evaluate resource-enhancing methods for the elderly in order to promote health and functional ability.

Content

- perspectives on aging in different contexts
- societal trends and development opportunities in social gerontology
- physical, mental and social challenges among the elderly
- forms of service and services for the elderly / third sector
- social counselling and service planning
- digital welfare technology as support in everyday life for the elderly
- kinship care and family support
- resource-enhancing methods

Evaluation scale

H-5

Qualifications

None

Objective

The Student:
- understands how the individual can preserve and increase their competence and readiness to develop using Resource-strengthening methods
- can account for the main ideas of individual and group-based social pedagogical methods
- understands what characterizes the adult as a learning individual, can use dialogue-based methods in the meeting with the adult
- understands the value of self-government as a principle in the meeting with the adult and how the social worker can support self-control principles in social pedagogical work
- is prepared to lead and motivate personnel teams
-can, based on Motivational Conversations as a conversation method, stage a conversation and dialogue with the adult as an individual as well as with groups
- masters key tools of the conversation method
- have a positive approach to their own and others' development potential
- understands the connection between the choice of strategies and social sustainability thinking

Content

-the features of adulthood from a learning perspective
-resource-strengthening methods among adults
-the idea of leading oneself
-motivational conversations with individuals and groups
-social pedagogical work and social sustainability thinking
-team work

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:
- understands how the individual can preserve and increase their competence and readiness to develop using Resource-strengthening methods
- can account for the main ideas of individual and group-based social pedagogical methods
- understands what characterizes the adult as a learning individual, can use dialogue-based methods in the meeting with the adult
- understands the value of self-government as a principle in the meeting with the adult and how the social worker can support self-control principles in social pedagogical work
- is prepared to lead and motivate personnel teams
-can, based on Motivational Conversations as a conversation method, stage a conversation and dialogue with the adult as an individual as well as with groups
- masters key tools of the conversation method
- have a positive approach to their own and others' development potential
- understands the connection between the choice of strategies and social sustainability thinking

Content

-the features of adulthood from a learning perspective
-resource-strengthening methods among adults
-the idea of leading oneself
-motivational conversations with individuals and groups
-social pedagogical work and social sustainability thinking
-team work

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:
- is able to communicate coherently and in a professional manner both orally and in writing
- demonstrates appropriate knowledge of the process of academic writing and a proper use of references
- can search for information and report in accordance with the rules for standard layout

Content

- writing texts that are comprehensible for recipients by considering language advice and language correctness
- different language styles and recognizing the difference between refined and unrefined use of Swedish
- oral communication and oral presentations
- Novia's requirements for academic writing

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- is able to communicate coherently and in a professional manner both orally and in writing
- demonstrates appropriate knowledge of the process of academic writing and a proper use of references
- can search for information and report in accordance with the rules for standard layout

Content

- writing texts that are comprehensible for recipients by considering language advice and language correctness
- different language styles and recognizing the difference between refined and unrefined use of Swedish
- oral communication and oral presentations
- Novia's requirements for academic writing

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- is able to communicate coherently and in a professional manner both orally and in writing
- demonstrates appropriate knowledge of the process of academic writing and a proper use of references
- can search for information and report in accordance with the rules for standard layout

Content

- writing texts that are comprehensible for recipients by considering language advice and language correctness
- different language styles and recognizing the difference between refined and unrefined use of Swedish
- oral communication and oral presentations
- Novia's requirements for academic writing

Evaluation scale

H-5

Qualifications

None

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

The Student:
- has knowledge of the labor market
- can identify social risks linked to unemployment and incapacity for work
- can describe rehabilitative employment promotion activities
- has knowledge of service systems and legislation regarding employment promotion activities
- knows the different forms and causes of immigration.
- can describe the integration process
- can identify social risks linked to migration and cultural change
-- has knowledge of service systems and legislation on immigration and integration

Content

-employment and unemployment
- labor market policy
- methods of employment promotion and integration promotion
- various employment promotion bodies
-youth workshops
-social benefits and psychosocial forms of support
- immigration, integration, refugee and asylum
- the integration process
- the service system for asylum seekers and quota refugees
-legislation in the field of employment promotion and integration promotion

Evaluation scale

H-5

Qualifications

No previous knowledge

Objective

The Student:
- has knowledge of the labor market
- can identify social risks linked to unemployment and incapacity for work
- can describe rehabilitative employment promotion activities
- has knowledge of service systems and legislation regarding employment promotion activities
- knows the different forms and causes of immigration.
- can describe the integration process
- can identify social risks linked to migration and cultural change
-- has knowledge of service systems and legislation on immigration and integration

Content

-employment and unemployment
- labor market policy
- methods of employment promotion and integration promotion
- various employment promotion bodies
-youth workshops
-social benefits and psychosocial forms of support
- immigration, integration, refugee and asylum
- the integration process
- the service system for asylum seekers and quota refugees
-legislation in the field of employment promotion and integration promotion

Evaluation scale

H-5

Qualifications

No previous knowledge

Objective

The Student:
- can describe the history and mission of youth work in today's Church and society
- can plan, lead, apply, document, evaluate and develop the Church's youth and special youth work.
- can apply suitability-promoting and resource-enhancing methods in meeting individuals and groups.
- can interact with parish employees, volunteers and other actors to support youth development and participation.

Content

- history, current state, and future visions of youth work
- social justice
- participatory and outreach approaches
- spiritual work among young people
- digital youth work
- special youth work and work among young adults
- inter-professional work, cooperation with schools, youth organizations and other actors
- creative methods

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 preliminary requirements

Objective

The student
- is familiar with key concepts within interdisciplinary perspectives related to the course's themes
- is acquainted with new research in the field of wellbeing and happiness
- can identify central factors that promote welfare, well-being, and happiness in everyday life at both individual and collective levels

Content

Basic theories on the relationship between welfare, well-being, and happiness
Conceptual understanding of well-being and happiness
Research on happiness and well-being
Factors that promote happiness and well-being
Factors that contribute to decreased happiness and well-being

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 on and motivate 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 prior knowledge required

Objective

The student:
- knows the legal and ethical principles of patient- and client work.
- is capable of professional interaction in interprofessional teams.
- encompasses the ethical values within the social field.

Content

- the position and rights of the client / patient
- the dimensions of professional interaction
- ethical recommendations
- professional encounter

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- knows the legal and ethical principles of patient- and client work.
- is capable of professional interaction in interprofessional teams.
- encompasses the ethical values within the social field.

Content

- the position and rights of the client / patient
- the dimensions of professional interaction
- ethical recommendations
- professional encounter

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- is able to communicate coherently and in a professional manner both orally and in writing
- demonstrates appropriate knowledge of the process of academic writing and a proper use of references
- can search for information and report in accordance with the rules for standard layout

Content

- writing texts that are comprehensible for recipients by considering language advice and language correctness
- different language styles and recognizing the difference between refined and unrefined use of Swedish
- oral communication and oral presentations
- Novia's requirements for academic writing

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- is familiar with the theoretical basics of social work, its target groups and forms of activity.
- develops a professional and client-centered approach to vulnerable individuals and groups in society.

Content

- human rights and equality
- central definitions and concepts
- social work at individual, family, group and community level
- the social work's target groups and forms of activity
- the client process
- participation, separation of powers and professionalism in social work

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- knows the legal and ethical principles of patient- and client work.
- is capable of professional interaction in interprofessional teams.
- encompasses the ethical values within the social field.

Content

- the position and rights of the client / patient
- the dimensions of professional interaction
- ethical recommendations
- professional encounter

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- has knowledge of mental health, ill- health and traumatic crises.
- is able to encounter, guide and support clients and relatives in crisis or with mental illness.
- is familiar with methods and working approaches within mental health care and crisis work.

Content

- promotion of mental wellbeing
- prevention of mental illness
- the most common mental disorders
- reactions in acute crises
- encountering people with mental illness
- psychosocial work and approaches
- medicines in mental health care
- mental health care legislation, regulatory documents and service systems
- the organisation of the crisis work, forms of support during the various stages of the crisis

Location and time

3.11-16.12.2025 Turku

Materials

Will be updated later

Teaching methods

Lectures, self-studies, group work, study visits/external lecturers and workshops

Employer connections

The course includes a study visit or a guest lecture from working life.

Exam schedules

Mandatory attendance and preparatory work must be compensated no later than one week after the absence, unless otherwise agreed.
Group assignment deadline 1.12.2025, seminars 2–3.12.2025
Individual portfolio deadline 16.12.2025

International connections

Exchange students participate in the course

Completion alternatives

1. Mandatory attendance, preparatory work, simulation 1.5 ECTS
2. Group assignment with seminars, 1.5 ECTS
3. Individual learning portfolio, 2 ECTS

Student workload

Mandatory attendance: 44 hours
Self-studies: 91 hours

Further information

A pass/fail grading scale is used when validating previously acquired knowledge.

Questions regarding the course should be posted in the course's guidance forum on Moodle. The course coordinator will typically respond to questions in the forum every Monday during the course period.

Students are not allowed to use artificial intelligence to generate content for examinations. However, AI may be used for idea generation, planning, and language review.

Evaluation scale

H-5

Assessment methods and criteria

1. Mandatory Attendance and Preparatory Work (Graded: Pass/Fail)
- Active participation and completion of preparatory tasks
- Professional attitude and conduct

2. Group Assignment and Seminars (Graded: Fail/1–5)
- Professional and ethical approach
- Theoretical knowledge and its application to the group’s case
- Active participation and individual responsibility in group work and during the seminar

3. Individual Learning Portfolio (Graded: Fail/1–5)
- Professional attitude and conduct
- Ability to follow given instructions
- Ability to connect theory with practice
- Capacity for reflection

Qualifications

None

Objective

The student:
- has knowledge about the employment market and the social risks connected to unemployment and incapacity for work.
- can guide clients in employment promotion and rehabilitation activities as well as in working life-related economy matters.
- can relate critically and with a developmental approach to labour force related issues.

Content

- the view on work and unemployment
- labour market policy and statistics
- the social service system and legislation in relation to unemployment, incapacity for work, retirement
- social counselling in employment promotion and rehabilitation activities
- social counselling in matters related to economy, income security
- continuous learning

Evaluation scale

H-5

Qualifications

None

Objective

The Student:
- can orally and in writing deal with topics relating to one's own industry
- masters the central vocabulary of one's own industry
- masters the industry-typical communication situations
- can write and present central documents in professional Finnish, is aware of style differences and can use different styles in communication
- can understand the essence of various articles, texts and news related to one's own profession
- demonstrates the knowledge of Finnish required by law (424/2003) by civil servants and should demonstrate satisfactory (grade 1, 2 or 3) or good (grade 4 or 5) the ability to use Finnish in speech and writing.

Content

- the texts and terminology of their own area of work
- oral and written working life communication
- oral and written examination
- language correctness

Location and time

Autumn 2025.

Materials

Material on Moodle.

Teaching methods

We read texts and discuss topics within our own field. We learn to use the terminology in both speech and writing.

Interactive lessons
Lectures
Oral and written exercises in pairs and in groups
Assignments
Own work
Vocabulary tests
Oral and written examination

Exam schedules

Oral and written examination at the end of the course.

Student workload

3 x 27h = 81 hours.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Shows such skills in the Finnish language as are in accordance with the Act on the Knowledge of Languages Required of Personnel in Public Bodies (424/2003). This means that the student must show satisfactory (grade 1, 2 or 3) or good (grade 4 or 5) skills in speaking and writing Finnish. Written and oral skills are assessed separately
The ratings 4 or 5 are often required to get language supplements. In addition, some workplaces require that you have a good grade (4 or 5) in Finnish to get regular jobs.

Assessment methods and criteria

According to the common European Framework of Reference for languages (CEFR).

Students receive grades for both oral and written skills.

The assessment is based on the Common European Framework of Reference for Languages (CEFR). Level B1.1 and B1.2 indicate satisfactory knowledge (grades 1–3), and level B2 or higher indicates good knowledge (grades 4–5). To complete the course with a passing grade (grade 1), the student should demonstrate the knowledge required for level B1.1.

Qualifications

Knowledge on the B1 level

Objective

The Student:
- can, in consultation with the client and related parties, supervise and coordinate service considering the client's individual needs, rights and security, as well as the client process and the cross-sectoral service system
- can assess the client's need for service at different times in the life cycle of inter professional collaboration
- can operate in digital environments and can give guidance to clients in the use of e-services
- can evaluate and document the work in a client centered way
- is familiar with the prospects of welfare services

Content

- assessment of service needs
-client process
-simulation of client situations
-documentation
-client meeting and work security
-digital aids and supervision methods
- interprofessional cooperation
-current development in service document

Evaluation scale

H-5

Qualifications

No previous knowledge

Objective

The Student:
- knows the basics of development work
- know and understand the basic concepts of research methodology and the research process
- know and understand key data collection, analysis and reporting methods and can apply them in their own field of science and profession
- can apply and evaluate research ethics in research and development activities
- can write and argue scientifically

Content

the parts and importance of development work and the research process for one's own profession
- basic concepts of research methodology
- qualitative and quantitative data collection and analysis methods
- scientific reporting
- ethical principles of research
- scientific writing and reasoning

Location and time

See schedule

Materials

1. Holme, I.M. & Solvang, B.K. (1992). Forskningsmetodik. Kvalitativa och kvantitativa metoder. Lund: Studentlitteratur.
2. Kvale, S. (1997) Kvalitativ forskningsintervju. Lund: Studentlitteratur.
3. Ejlertsson, Göran. 2019 eller tidigare. Statistik för hälsovetenskaperna. Lund: Studentlitteratur. Tredje upplagan eller tidigare.

Teaching methods

Lectures, exercises in computer class, literature, participation in seminars

Exam schedules

The examination or alternative method of evaluation takes place no later than at the end of the course, taking into consideration students' other courses.

Completion alternatives

Research methods (4 cr.)
This part of the course is graded according to the scale 1-5 based on examinations or written assignments or exercises.
Swedish (1 cr.):
This part of the course is graded pass/fail.

The evaluation is weighted according to the share of individual parts of the examination.

Student workload

27 h per credit, in total 135 h.

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

Research methods (4 cr.)
- The student is expected to demonstrate knowledge of scientific methodology through an examination, including performing a basic statistical analysis.
Swedish (1 cr.):
-The student shall demonstrate knowledge of academic writing through examination. To pass, the rules of academic writing must be followed in a written assignment.

Assessment criteria, fail (0)

Research methods (4 cr.)
- The student has insufficient knowledge of scientific methods, and cannot perform a basic type of statistical analysis.

Assessment criteria, satisfactory (1-2)

Research methods (4 cr.)
The student has in the examination demonstrated a basic but very weak knowledge of scientific methods. Notable weaknesses are found in the student's understanding and application of statistical concepts, or the statistical analysis is not adequately performed.

Assessment criteria, good (3-4)

Research methods (4 cr.)
The student has in the examination demonstrated a notable knowledge of scientific methods. The student predominantly demonstrates a good understanding of and can apply statistical concepts, and only minor errors are found in the statistical analysis.

Assessment criteria, excellent (5)

Research methods (4 cr.)
The student has in the examination demonstrated an excellent knowledge of scientific methods. The student demonstrates a complete understanding of statistical concepts and makes only insignificant errors when applying them, and performs a statistical analysis without errors.

Qualifications

Research Methodology and Project Work

Objective

The Student:
- is familiar with key methods used in social work
- are prepared to prevent individuals and groups from being marginalized in society
- can analyse factors that lead to vulnerability
- can critically reflect on various professional efforts in the social field and assess repercussions from both an individual and a larger societal and societal perspective
- have knowledge / understanding of the structure and structure of Finnish social protection
- can supervise clients on issues related to the central benefits of Finnish social security

Content

- services under the Social Welfare Act
- support in the child's home conditions and parenthood
-family center model
-methods to prevent and prevent marginalisation from a life cycle perspective
-factors leading to vulnerability
- use of preventive support measures
-social assistance

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:
- has knowledge and perspectives on different disabilities in relation to society and underlying factors
- knows the central legislation of the disability area
- can supervise and coordinate service based on the client's needs
- can participate in the planning, realisation, development and evaluation of various Resource-strengthening forms of support in interprofessional cooperation
- can take a stand on ethical dilemmas in working with people with disabilities
- can apply working methods that promote self-determination, development, quality of life and participation for people with disabilities

Content

- the principles of human rights
- different disabilities
-societal structures and phenomena that affect functional capacity and perceptions of disabilities
-self-determination, participation and empowerment
-accessibility
-Resource-strengthening methods
-central legislation and forms of service in social care and disability services
-ethics

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 criteria, fail (0)

Students' understanding is on an extremely general and superficial level.Failed assignments and home exams. Students use unedited AI-generated text as their own writing. Absence/no compensation for compulsory study sessions. Does not use Novia's writing instructions as they must be used according to the examination task.

Assessment criteria, satisfactory (1-2)

Students have in a basic way 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 have shown clarity about key concepts and definitions. The text shows logic in structure and students can also make relevant, reflective parallels to worklife, legislation and client cases.

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 can connect them to working life, legislation and client cases. Students show strong commitment to their task.

Qualifications

No previous knowledge

Objective

The Student:
- has basic knowledge of central perspectives in behavioral sciences
- understands the theories' relevance to social pedagogical work
-can take a value position, critically examine, and question behavioral theories as a basis for the application of pedagogical strategies
- understands how pedagogical approaches can affect individuals and groups and their experiences of pedagogical activities in different forms
- realizes how different factors such as heredity, environment, biological factors and the individual's own intentions and motivation interact in human lifelong development
- can analyze and understand their own lifeline and see connections and interactions between different factors in the light of existing theory about life cycle perspectives
- has the knowledge and ability to reflect on their own learning
- masters basic information retrieval and source criticism

Content

-the relevance of theories in social work
- basic behavioral theories
- pedagogical strategies in social activities
- the idea of lifelong learning
- strategies for own learning

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 criteria, approved/failed

The student possesses a basic competence in the subject / The student does not show sufficient competence in the subject

Qualifications

No previous knowledge

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

See syllabus

Content

See syllabus

Evaluation scale

H-5

Qualifications

See syllabus

Objective

The student:
- has knowledge of the central terminology within his/her field of education and can adopt the main content of specialised literature.
- can present his/her education, work experience and knowledge.
- is able to participate in professional and field-specific contexts both orally and in writing.

Content

- terminology concerning studies, working life and job applications in one's own professional field
- oral and written communication
- oral and written presentations
- language correctness and language planning

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- has knowledge of the theory within social gerontology and is able to critically reflect on the categorisation of the elderly.
- knows how to encounter seniors and their relatives and is able to guide them in the social service system.
- can apply, plan and evaluate resource-enhancing methods for the elderly in order to promote health and functional ability.

Content

- perspectives on aging in different contexts
- societal trends and development opportunities in social gerontology
- physical, mental and social challenges among the elderly
- forms of service and services for the elderly / third sector
- social counselling and service planning
- digital welfare technology as support in everyday life for the elderly
- kinship care and family support
- resource-enhancing methods

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- is familiar with the theoretical basics of social work, its target groups and forms of activity.
- develops a professional and client-centered approach to vulnerable individuals and groups in society.

Content

- human rights and equality
- central definitions and concepts
- social work at individual, family, group and community level
- the social work's target groups and forms of activity
- the client process
- participation, separation of powers and professionalism in social work

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- has knowledge of the structure and development of the welfare system.
- has knowledge of how social policy is realised in various arenas in society.
- is familiar with national and global social policy concepts, trends and challenges.

Content

- the central concepts of social policy, welfare models and subfields
- the historical development of the welfare system
- the state, municipalities, the third and the private sectors as welfare actors
- strategies, trends and challenges in the welfare sector and the welfare economy
- opportunities to influence within issues related to social policy

Evaluation scale

Approved/Rejected

Qualifications

None

Objective

The student:
- has knowledge of service systems and legislation within the area of immigration and integration.
- can work with a culture-sensitive and integration promoting approach.
- can promote intercultural encounters and environments.

Content

- immigration, integration, refugee and asylum
- cultural sensitivity and cultural competence
- integration laws
- the integration process
- the service system for asylum seekers and quota refugees

Location and time

Scheduled teaching sessions:

Friday 24.10 8.15 - 16
Saturday 25.10 9 - 15

All scheduled Lectures are Mandatory. In case of Absence, a Compensatory Assignment must be completed.

Materials

Refugee’s Journey to the Municipality training, IOM
Paloma training THL
My story, workbook Centre for Psychotraumatology
Act on the Promotion of Immigrant Integration
(1386/2010)
Aliens Act
(301/2004)
Act on the Integration of Immigrants and Reception of Asylum Seekers
https://www.finlex.fi/en/laki/kaannokset/1999/en19990493.pdf

Teaching methods

Course in conducted through Class Lectures and Individual Assignments in Moodle.

Exam schedules

Attendance in class 24-25.10
Assignments in Moodle can be handed in individually during 10.10-15.12
Part I: International Refugee Work
Part II: Quota Refugee Reception
Part III: Life in a Reception Center
Part IV: Culture Sensitive Approach

Student workload

3 credits consisting of

1 credit attendance in class (Approved/Not approved)
2 credits individual assignments in Moodle

Further information

Direct copy from AI such as chatgtp or copilot are prohibited when making essay or other text documents. Copy from AI is considered cheating. Use of AI is allowed when used correctly according to Novias rules, but must be clearly documented in submitted assignments.

Evaluation scale

H-5

Assessment methods and criteria

Assessment on a scale 1-5

Assessment criteria

Ability to apply Theoretical Framework on Multicultural Practice, comprehending the Level of Complexity in working with Immigrants and Good Ethical and Professional Approach and Attitude.

Feedback will be provided in Moodle within 3 weeks of all Assignments being handed in.

Qualifications

None

Objective

The student:
- has knowledge of his/her professional field and its basic concept.
- has knowledge of the structure and organisation of social- and health care, its service systems, and future visions.
- has knowledge of legislation within social- and health care.
- has basic skills in interprofessional work.
- sees social and health care as a fundamental right to promote equal health and welfare.

Content

- the social field
- the social work profession
- management structures and service systems
- the basics of social legislation
- general legislation in social- and health care
- interprofessional work
- link between social and health care and sustainable development and responsibility

Evaluation scale

H-5

Qualifications

None

Objective

The Student:
- has basic insights into knowledge theory, theory of science, research, and development methodology
- understands the research process and how the different parts interact with each other
-has basic skills in carrying out projects, research and development work
-understand and can describe in qualitative and quantitative approaches and knowledge interests

Content

-basic science theory and research and development methodology concepts
-general logical rules and methodological principles and methods for data collection and analysis
-the basics of project activities

Location and time