Study Guide

Objective

The Student:
- is familiar with the latest research on addiction among young people
- has knowledge of trends and risks in the area of addiction and use of drugs
- can sense and assess the need for treatment and guide young people within the service system
- has a professional approach towards young people and the concept of addiction

Content

- the development of the addictive career for young people
- young people's attitudes and access to alcohol, drugs and games
- patterns and trends focusing on young people in Finland, the Nordic countries and globally
- preventive work, screening tests, treatment methods and services

Evaluation scale

Approved/Rejected

Qualifications

None

Objective

The student:
- can identify risks and resources in relation to addictive disorder.
- has knowledge of the legislation in substance abuse care and can guide in the substance abuse care service system.
- can apply resource-enhancing methods to individuals, families and groups.
- is able to reflect critically on ethical aspects in relation to addictive disorder and substance abuse clients.

Content

- the physical, mental and social risks of addictive disorder
- turning points, motivation and social networks as a resource for change management
- national and global trends
- substance abuse care legislation and forms of service
- co-dependency
- treatment methods, self-help groups, digital forms of support and interprofessional work

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- can identify risks and resources in relation to addictive disorder.
- has knowledge of the legislation in substance abuse care and can guide in the substance abuse care service system.
- can apply resource-enhancing methods to individuals, families and groups.
- is able to reflect critically on ethical aspects in relation to addictive disorder and substance abuse clients.

Content

- the physical, mental and social risks of addictive disorder
- turning points, motivation and social networks as a resource for change management
- national and global trends
- substance abuse care legislation and forms of service
- co-dependency
- treatment methods, self-help groups, digital forms of support and interprofessional work

Evaluation scale

Approved/Rejected

Qualifications

None

Objective

The student:
- can identify risks and resources in relation to addictive disorder.
- has knowledge of the legislation in substance abuse care and can guide in the substance abuse care service system.
- can apply resource-enhancing methods to individuals, families and groups.
- is able to reflect critically on ethical aspects in relation to addictive disorder and substance abuse clients.

Content

- the physical, mental and social risks of addictive disorder
- turning points, motivation and social networks as a resource for change management
- national and global trends
- substance abuse care legislation and forms of service
- co-dependency
- treatment methods, self-help groups, digital forms of support and interprofessional work

Evaluation scale

H-5

Qualifications

None

Objective

The Student:
- knows the idea and values of social pedagogy and understands the importance of a social pedagogical approach in the meeting with individuals of different ages
- masters central social pedagogical concepts and definitions
- understands the explanation models and theories of social education
- understands how social pedagogical thinking can be the basis for social sustainability

Content

- basic social pedagogical perspectives and values
-social education as a field of knowledge
-the importance of pedagogy in social work
concepts and definitions

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 the idea and values of social pedagogy and understands the importance of a social pedagogical approach in the meeting with individuals of different ages
- masters central social pedagogical concepts and definitions
- understands the explanation models and theories of social education
- understands how social pedagogical thinking can be the basis for social sustainability

Content

- basic social pedagogical perspectives and values
-social education as a field of knowledge
-the importance of pedagogy in social work
concepts and definitions

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 account for the historical background of social policy in Finland and internationally
- know key social policy concepts such as equality, social justice, and citizenship
- understands the importance of social policy as a social activity and scientific discipline
- can identify different welfare models to organize and finance social policy
- is aware of the specificities and contemporary challenges of Finnish social policy.

Content

-social policy as a science and as a policy area
-the basic concepts, functioning and sub-areas of social policy
-the emergence and historical development of social policy
-differences between Finnish social policy and other social policy models
- different approaches to the achievement of social policy and different critical approaches to social policy

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:
- 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 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 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

Approved/Rejected

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:
- 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:
- 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:
- 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:
- 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:
- is able to identify risks and resources in the lives of vulnerable children, young people and families.
- has knowledge about legislation and service within child protection.
- is able to apply resource promoting methods and embodies a child-centered working method.
- is able to work systemically and interprofessionally within various child protection service types.

Content

- the risk perspective, family violence, child abuse, neglect, parental deficiencies
- the resource-enhancing perspective, protective factors, resilience
- the Child Protection Act and the client process
- the child protection service system
- systemic working method
- open care and methods of child protection, family work
- family care and institutional care structure and methods
- after-care in child care
- to encounter the child as a client, child roles, conversation methodology
- parental support
- documentation

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- is able to identify risks and resources in the lives of vulnerable children, young people and families.
- has knowledge about legislation and service within child protection.
- is able to apply resource promoting methods and embodies a child-centered working method.
- is able to work systemically and interprofessionally within various child protection service types.

Content

- the risk perspective, family violence, child abuse, neglect, parental deficiencies
- the resource-enhancing perspective, protective factors, resilience
- the Child Protection Act and the client process
- the child protection service system
- systemic working method
- open care and methods of child protection, family work
- family care and institutional care structure and methods
- after-care in child care
- to encounter the child as a client, child roles, conversation methodology
- parental support
- documentation

Evaluation scale

H-5

Qualifications

None

Objective

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

Content

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

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

The student demonstrates superficial competence and basic understanding of the subject

Assessment criteria, good (3)

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

Assessment criteria, excellent (5)

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

Qualifications

No previous knowledge

Objective

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

Content

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

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

The student demonstrates superficial competence and basic understanding of the subject

Assessment criteria, good (3)

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

Assessment criteria, excellent (5)

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

Assessment methods and criteria

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

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

Assessment criteria, fail (0)

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

Assessment criteria, satisfactory (1-2)

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

Assessment criteria, good (3-4)

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

Assessment criteria, excellent (5)

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

Qualifications

No previous knowledge

Objective

The Student:
- has knowledge of the living conditions, resources, and needs of children, youths and families in everyday life
- can guide children and families in the service system
- can plan, apply, and evaluate Church activities for children and families
- can apply Church values in the work with children and families
- can work inter-professionally within Church and society

Content

- different families with children
- children's and adolescents' identity development
- service and service guidance for children, youth and families
- forms of activity for child and family work in Church
- Church early childhood education
- methods and materials in the children and family work of the Church
- respectful, culturally sensitive, and participatory support for the spiritual upbringing of families

Location and time

E-learning. 01.01.2025 - 31.12.2026. Deadline: 11/2026).

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 criteria, fail (0)

The student does not demonstrate the most elementary knowledge in the subject. The student shows repeated misunderstandings of the phenomena and the subject.

Assessment criteria, satisfactory (1-2)

The student demonstrates superficial competence and basic understanding of the subject.

Assessment criteria, good (3-4)

The student demonstrates a competence that is related and linked to the literature
The student can justify his/her own positions and has a grasp of definitions and concepts in connection with the subject.

Assessment criteria, excellent (5)

The student has an immerse competence and shows a deeper understanding of the subject in relation to the upcoming profession and demonstrates the ability to think critically.

Qualifications

No previous knowledge

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

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

Hösten 2024

Materials

-Novia UAS's writing instructions
-according to the lecturer (information on Moodle)

Teaching methods

Lectures, discussions, oral and written tasks both individually and in groups.

Employer connections

-

Exam schedules

Information about deadlines can be found on Moodle.

International connections

-

Completion alternatives

-oral presentation
-written assignments (according to the UAS's guidelines)

Student workload

3 x 27 h = 81 hours.

Content scheduling

-

Further information

-

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

Grades 1-5 and in some assignments pass/fail.

Assessment criteria, satisfactory (1-2)

Assessment criteria for written assignments
The student has followed instructions but his/her knowledge of other students' work/assignments is inadequate. The student shows limited knowledge of the subject, he/she knows only the most essential matters.

Assessment criteria, good (3-4)

The student has followed the instructions for the written assignment. His/her knowledge of other students' work/assignments is inadequate. The student demonstrates good subject knowledge in his/her written assignment but the implementation is limited.

Assessment criteria, excellent (5)

Criteria for evaluation of written work individually or in groups
The student has followed the instructions for the written assignment and shows great knowledge of the subject. He/she has read the other participants' written assignments and can ask relevant questions and lead a discussion at the seminar. The written assignment and the possible opponentship show something out of the ordinary (technical accuracy, oral presentation, mature reflections, independent working methods).

Qualifications

Graduation from the second stage

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

Hösten 2024

Materials

-Novia UAS's writing instructions
-according to the lecturer (information on Moodle)

Teaching methods

Lectures, discussions, oral and written tasks both individually and in groups.

Employer connections

-

Exam schedules

Information about deadlines can be found on Moodle.

International connections

-

Completion alternatives

-oral presentation
-written assignments (according to the UAS's guidelines)

Student workload

3 x 27 h = 81 hours.

Content scheduling

-

Further information

-

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

Grades 1-5 and in some assignments pass/fail.

Assessment criteria, satisfactory (1-2)

Assessment criteria for written assignments
The student has followed instructions but his/her knowledge of other students' work/assignments is inadequate. The student shows limited knowledge of the subject, he/she knows only the most essential matters.

Assessment criteria, good (3-4)

The student has followed the instructions for the written assignment. His/her knowledge of other students' work/assignments is inadequate. The student demonstrates good subject knowledge in his/her written assignment but the implementation is limited.

Assessment criteria, excellent (5)

Criteria for evaluation of written work individually or in groups
The student has followed the instructions for the written assignment and shows great knowledge of the subject. He/she has read the other participants' written assignments and can ask relevant questions and lead a discussion at the seminar. The written assignment and the possible opponentship show something out of the ordinary (technical accuracy, oral presentation, mature reflections, independent working methods).

Qualifications

Graduation from the second stage

Objective

The student:
- has knowledge of crime at the individual and community level
- has knowledge of crime prevention and - rehabilitation practices
- encompasses a conscious professional approach to clients and their relatives in crime prevention

Content

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

Evaluation scale

H-5

Qualifications

No previous knowledge

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:
- 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:
- 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

Student:
- has knowledge of trauma-conscious care
- have an understanding of the significance of the treatment in the work with people who have experienced a crisis or trauma
- can identify risks and consequences of perceived crisis and / or trauma
- can apply different methods in crisis and trauma work
- support and understand children and young people who have experienced trauma and / or crisis

Content

- Trauma-conscious care (TMO)
- The grieving process
- Children and trauma
- Treatment in crisis and trauma
- Respect for children's comprehension
- Mental first aid
- Crisis theory
- Consequences of trauma
- Debriefing
- Secondary trauma / Empathy fatigue
- Resilience

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

The course competences are partly met

Assessment criteria, good (3)

The course competences are met

Assessment criteria, excellent (5)

The course competences are met with honors

Qualifications

No prerequisites

Objective

Student:
- has knowledge of trauma-conscious care
- have an understanding of the significance of the treatment in the work with people who have experienced a crisis or trauma
- can identify risks and consequences of perceived crisis and / or trauma
- can apply different methods in crisis and trauma work
- support and understand children and young people who have experienced trauma and / or crisis

Content

- Trauma-conscious care (TMO)
- The grieving process
- Children and trauma
- Treatment in crisis and trauma
- Respect for children's comprehension
- Mental first aid
- Crisis theory
- Consequences of trauma
- Debriefing
- Secondary trauma / Empathy fatigue
- Resilience

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

The course competences are partly met

Assessment criteria, good (3)

The course competences are met

Assessment criteria, excellent (5)

The course competences are met with honors

Qualifications

No prerequisites

Objective

The Student
- have knowledge of the social area's current professional practice, methods and models
- have skills to plan, implement and evaluate service in client work
- can anchor the client's methods in theory and current research
- has a development-oriented approach in practical client work

Content

- Current service models in work with different client groups in social work
- The social area's working models, methods and materials, theoretical grounding and application

Evaluation scale

H-5

Qualifications

Socionom YH student, at Åbo Novia

Objective

The student:
- deepens his/her level of knowledge and skills in a central area of competence within his/her professional field.
- can identify research and development needs and systematically develop his/her professional field.
- can conduct a research or development work in a structured and methodical manner.
- can carry out research and development activities in a group.
- can apply the research ethical principles to the thesis.
- has the ability to critically review research and development work and is able to argue in a professional manner.

Content

Final Thesis

Evaluation scale

H-5

Qualifications

120 cr including Introduction to Academic Studies 5 cr and Research and Development Methodology 5 cr

Objective

The student:
- has an understanding of human development and learning throughout life.
- can promote learning among different target groups in different environments.
- adopts the basics in educational planning.
- develops a lifelong and broad perspective on learning.

Content

- human development
- life-cycle perspective
- perspectives on learning
- pedagogical activities: planning, implementation, evaluation and documentation
- pedagogical environments
- positive view on human resources and learning opportunities

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- has an understanding of human development and learning throughout life.
- can promote learning among different target groups in different environments.
- adopts the basics in educational planning.
- develops a lifelong and broad perspective on learning.

Content

- human development
- life-cycle perspective
- perspectives on learning
- pedagogical activities: planning, implementation, evaluation and documentation
- pedagogical environments
- positive view on human resources and learning opportunities

Evaluation scale

H-5

Qualifications

None

Objective

Students:
- have knowledge of policy, legislation and research on homelessness among young people in Europe
- can reflect on the concept of dignity and capability in relation to homelessness
- are familiar with social work practice, services and support of the young and homeless in Europe
- have a professional approach to young clients who are homeless
- have knowledge of homelessness among young people based on sustainable development goals

Content

- Central concepts: Homelessness, Human rights, Dignity and Capability, Inclusion & Participation, Youth development
- Homelessness among young people: Social work policy and legislation (macro level), Social work practice and the role of the social worker (meso level), Social work clients (micro level)

Location and time

The course includes preliminary assignments and two international online meetings from march 2025 and ends with an intensive week in Turku 12-16.5.2024.

Materials

See course description in English on the course page in Microsoft Teams.

Teaching methods

See course description in English on the course page in Microsoft Teams.

International connections

The course is a collaboration with students and teachers from AP UAS, Belgium, The Hague UAS, Netherlands and Novia UAS, Finland

Student workload

Students are admitted to the course by justifying their participation. Course registration is made by e-mail to the course coordinator, daniela.sundell@novia.fi before 8.12.2024. In the request, you answer the question; "Why is it important that I get a place in the course?"

If you have been admitted and are prevented from participating, contact the course coordinator immediately by e-mail so that the place on the course can go to the following student on the registration list.

Students who have registered for the course will receive a notification if they have been admitted before 10.12.2024. Any reserve places will be distributed until the course begins.

Evaluation scale

H-5

Assessment methods and criteria

Group work, group presentation and individual reflections will be graded according to the scale
Pass/Fail:
- Preparation according to the instructions
- Active participation during the meetings
- Content of the presentation is relevant and based on reliable sources
- The presentation is given in a visual and understandable way
- Ability to reflect on ones own learning process

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:
- 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:
- 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:
-has knowledge of concepts, legislation and principles of diversity, equality and Human Rights in working life
-has basic skills in interprofessional and international teamwork
-can apply principles of diversity and equality on work communities as well as in various areas in the social field
-can identify and act against discrimination, prejudice and bias within organizations, working life and client work
-can discuss and argue in English in a multicultural context

Content

-diversity and inclusion
-intercultural competence
-communication styles across different cultural context
-discrimination in work life
-equality and Equity in work life
-the Equality Act and the Non-Discrimination Act
-inclusive language
-intercultural competence and culture-sensitive approach

Location and time

Course starts January 15th, schedule in Moodle and Tuudo

Materials

Linkedin Learning platform
tasa-arvo.fi
yhdenvertaisuusvaltuutettu.fi/en

Teaching methods

Lectures
Workshops
Field studies
Guest lectures
Linkedin Learning online platform

Employer connections

Co-operation with local actors in the social field (Red Cross and Folkhälsan)

Exam schedules

January - D&I plan
February - Mandatory participation in Diversity Workshops
February - Linkedin Learning online

Missed due dates on Assignments impacts on assessment.

Student workload

Field studies mandatory
Participation in Diversity workshops mandatory

Further information

Language skills are not assessed. All written Assignments can be made in Swedish or English.

Use of AI: orange
Permitted, can be used, must be reported, may affect assessment
Artificial intelligence may be used in the creation of results, but the student must clearly report its use. Failure to disclose the use of AI will be considered cheating. The use of AI may affect the assessment.

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

Assignments are assessed on a scale of 0-5
0 Assignment not handed in or lacks in content or sources
1-2 basic understanding of concepts, descriptive terms and literature, use of sources that are acceptable
3-4 adequate knowledge of theoretical frameworks, concepts, and terms using relevant sources
5 deep understanding of theoretical frameworks, concepts and terms using highly relevant and diverse sources. Applies theoretical concepts correctly on practice.

Assessment criteria, fail (0)

The student has not submitted nor supplemented the course assignments, has not participated according to the attendance requirements, or has submitted assignments that do not comply with Novia's writing guidelines.

Assessment criteria, satisfactory (1-2)

Superficial Competence and Basic Understanding of the Subject. Application of Viewpoints is general and unfounded.

Assessment criteria, good (3-4)

Competence and Understanding of the Subject in Relation to the Upcoming Profession. Use of Theoretical Knowledge in reasoning and reflection.

Assessment criteria, excellent (5)

Ability to reflect and motivate with a broad perspective. Active Participation in Class during Discussions. Competence and Understanding of the Subject shows in written Tasks and Presentations. The use of Theoretical knowledge in reasoning and reflection is Immense.

Qualifications

No previous knowledge

Objective

The Student:
-has knowledge of concepts, legislation and principles of diversity, equality and Human Rights in working life
-has basic skills in interprofessional and international teamwork
-can apply principles of diversity and equality on work communities as well as in various areas in the social field
-can identify and act against discrimination, prejudice and bias within organizations, working life and client work
-can discuss and argue in English in a multicultural context

Content

-diversity and inclusion
-intercultural competence
-communication styles across different cultural context
-discrimination in work life
-equality and Equity in work life
-the Equality Act and the Non-Discrimination Act
-inclusive language
-intercultural competence and culture-sensitive approach

Location and time

23.01.2025 08.30 - 11.30
20.02.2025 08.30 - 11.30
21.03.2025 08.15 - 16.15

Materials

Linkedin Learning platform
tasa-arvo.fi
yhdenvertaisuusvaltuutettu.fi

Teaching methods

Lectures
Workshops
Field studies
Guest lectures
Linkedin Learning online platform

Employer connections

Co-operation with local actors in the social field (Red Cross and Folkhälsan)

Exam schedules

Linkedin Learning online due in end of March
Participation in Conference 21.3 mandatory
Assignment on D&I plan in work environment due end of march

Missed due dates on Assignments impacts on assessment.

Student workload

All scheduled lectures are mandatory.

Further information

Language skills are not assessed. All written Assignments can be made in Swedish or English.

Use of AI: orange
Permitted, can be used, must be reported, may affect assessment
Artificial intelligence may be used in the creation of results, but the student must clearly report its use. Failure to disclose the use of AI will be considered cheating. The use of AI may affect the assessment.

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

Assignments are assessed on a scale of 0-5
0 Assignment not handed in or lacks in content or sources
1-2 basic understanding of concepts, descriptive terms and literature, use of sources that are acceptable
3-4 adequate knowledge of theoretical frameworks, concepts, and terms using relevant sources
5 deep understanding of theoretical frameworks, concepts and terms using highly relevant and diverse sources. Applies theoretical concepts correctly on practice.

Assessment criteria, fail (0)

The student has not submitted nor supplemented the course assignments, has not participated according to the attendance requirements, or has submitted assignments that do not comply with Novia's writing guidelines.

Assessment criteria, satisfactory (1-2)

Superficial Competence and Basic Understanding of the Subject. Application of Viewpoints is general and unfounded.

Assessment criteria, good (3-4)

Competence and Understanding of the Subject in Relation to the Upcoming Profession. Use of Theoretical Knowledge in reasoning and reflection.

Assessment criteria, excellent (5)

Ability to reflect and motivate with a broad perspective. Active Participation in Class during Discussions. Competence and Understanding of the Subject shows in written Tasks and Presentations. The use of Theoretical knowledge in reasoning and reflection is Immense.

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

Spring 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

All assignments must be submitted no later than the last day of the implementation.

Completion alternatives

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

Student:
-can communicate in a professional way orally and in writing in the situations that arise in working life
-masters central terminology in their own field and can assimilate the main content of non-fiction in their field
-is positive about developing their receptive and productive language skills
-is aware of cultural differences in communication

Content

-working life related documents
-field-specific communication in working life

Materials

The teacher's material

Teaching methods

On campus

Exam schedules

Final exam

Student workload

27h/sp = 81 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

Passed exam, approved assignments and oral presentation, participation in class

Assessment criteria, fail (0)

The student has not followed the instructions of the assignments and demonstrates a lack of understanding of the course material.
The assignments are inadequate or lacking.
The student has not participated during the course.

Assessment criteria, satisfactory (1-2)

The student has partly followed the instructions of the assignments and demonstrates a basic understanding of the course material.
The contents of submitted assignments are satisfactory.
The student has participated in the course, but the commitment and activity have been low or satisfactory.

Assessment criteria, good (3-4)

The student demonstrates a good understanding of the course material and is able to draw on the literature.
The student can reflect on and motivate their point of view.
The student has almost or completely fulfilled the instructions of the assignments.
The contents of submitted assignments are good.
The student has participated actively in the course and demonstrates commitment towards the course contents and course assignments.

Assessment criteria, excellent (5)

The student has fulfilled the instructions of the assignments and demonstrates an excellent understanding of the course material.
The contents of submitted assignments are excellent and the assignments have been executed exceptionally well.
The student has been active during the course and demonstrates extra commitment towards and interest in the course contents and course assignments.
The student has a deep understanding of the course contents and is able to use that knowledge in their future profession.

Qualifications

Graduation from the second stage.

Objective

Student:
-can communicate in a professional way orally and in writing in the situations that arise in working life
-masters central terminology in their own field and can assimilate the main content of non-fiction in their field
-is positive about developing their receptive and productive language skills
-is aware of cultural differences in communication

Content

-working life related documents
-field-specific communication in working life

Materials

Material directed by the course coordinator

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

Grades 0-5 and in some exercises pass/fail.
According to the Common European Framework of Reference for languages (CEFR).

Qualifications

Graduation from the second stage.

Objective

The Student:
- has insights into entrepreneurship in social and health care
- knows what company establishment means
- develops skills in planning and implementing business plans
- develops understanding of entrepreneurship and social innovations
- has the prerequisites to cooperate in inter professional activities

Content

- entrepreneurship in the social, health and beauty industries
- practical entrepreneurship
- the process of becoming an approved service provider in social and health care
- business plan
- social innovations
- strategies to strengthen collaboration
- inter professional learning

Location and time

This course will run continuously for one year, from January 1, 2025, to December 31, 2025.

Materials

Study materials and recommended reading are available on Moodle

Teaching methods

Web-based lectures with elements of guest speakers and study visits.

Exam schedules

Examinations will be held at least twice each semester.
Written assignment.

Student workload

3 cp = 81h

Assessment criteria, approved/failed

Pass:
- have submitted the tasks on time
- have carried out tasks according to instructions and have included all parts of the assignment
- can reflect and justify own views
- participated in study visits and guest lectures OR submitted alternative assignments
according to instructions

Fail:
-Undone / failed tasks

Evaluation scale

Approved/Rejected

Assessment criteria, satisfactory (1)

Criteria for evaluation of the exam
The student has a superficial knowledge of the subject (by heart reading)

Assessment criteria for written work
The student has followed the instructions and their knowledge of the other students' work is inadequate. The student shows limited substance knowledge, it can be essential.

The student shows insufficient knowledge about the other students' written work. The student has followed the instructions for the written work. They have a deficient knowledge of the substance also touching the essential.

Assessment criteria, good (3)

Criteria for evaluation of the exam
The student can account for the literature, reflect and motivate his / her views

Assessment criteria for written work
The student has followed the instructions for the written work and shows insufficient knowledge about the other students' written work. The student master the substance of his work, but the application is limited

Assessment criteria, excellent (5)

Criteria for evaluation of the exam
The student shows in his answer an in-depth knowledge and maturity beyond the traditional

Criteria for evaluation of written work individually or in groups
The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' written work and can ask relevant questions and lead a discussion at the seminar. The written work and the possible opponentship show something out of the ordinary (technical execution, oral presentation, mature reflections, and independent working methods)

The student has followed the instructions for the written work and shows that she has mastered the substance. They have read the other participants' work and can ask relevant questions and lead a discussion at the seminar.

Qualifications

Education for nurses: VÅV22U02 Leadership, entrepreneurship and innovation
Nursing: NU22NR04 Innovation, Leadership and Entrepreneurship in Nursing

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:
- 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 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 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 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 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

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

Student:
- has basic practical skills in speech and writing for the profession.
- is familiar with professional texts and terminology in his own field of work.

Content

- the terminology in the professional field
- oral presentation
- written petition
-language correctness

Location and time

Spring 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).

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

Knowledege on the B1 level

Objective

Student:
- has basic practical skills in speech and writing for the profession.
- is familiar with professional texts and terminology in his own field of work.

Content

- the terminology in the professional field
- oral presentation
- written petition
-language correctness

Location and time

Spring 2025.

Materials

Matrial 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).

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

Knowledege on the B1 level

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

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.

Qualifications

Knowledge on the B1 level

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

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.

Qualifications

Knowledge on the B1 level

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

Spring 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:
- understands how functional methods can be applied in the interaction with different target groups.
- can promote participation, engagement and reflection among the target group by means of functional methods.

Content

- process guidance and group dynamics
- resource-enhancing perspective
- creative methods
- movement-based methods
- communication, participation and reflection
- guidance through functional methods

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- understands how functional methods can be applied in the interaction with different target groups.
- can promote participation, engagement and reflection among the target group by means of functional methods.

Content

- process guidance and group dynamics
- resource-enhancing perspective
- creative methods
- movement-based methods
- communication, participation and reflection
- guidance through functional methods

Evaluation scale

H-5

Qualifications

None

Objective

The student
- is familiar with the concept of gender awareness
- develops an understanding of gender diversity
- is able to use gender sensitive methods and material in client contacts
- has the prerequisites to supervise in matters concerning gender diversity

Content

- School information training
- Gender diversity and treatment
- Gender awareness in client work

Evaluation scale

Approved/Rejected

Assessment criteria, approved/failed

Passed
The student has followed examination task instructions and can reflect and motivate arguments and opinions. Examination tasks are submitted within dead-lines.

Failed
Examination tasks are not sufficiently comprehensive, are not completed or not submitted within dead-lines.

Qualifications

No requirements

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:
- supports the learning ability and well-being of their fellow students through their own actions.
- acts as the student group's confidant in contacts between students and staff.
- understands how to recognise and support learning as part of the well-being of the university.
- makes use of his/her ability to cooperate and, through his/her actions, promotes the community and togetherness of the student group.
- identifies different problems at individual and group level, and knows where to turn for help and support in these situations.
- have practical study and work skills and use them to the benefit of the group.

Content

- basics of communication
- respectful approach to differences
- basics of group dynamics
- basics of physical and mental well-being
- self-awareness and self-esteem
- support services and how to access them as a student
- self-leadership
- the theory of self-determination

Evaluation scale

H-5

Qualifications

No prior knowledge required

Further information

You need to be appointed as a Come along! student within your student group to participate in the course.

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

17.9 8.15-16
18.9 8.15-16
online 25.9 9.15 -12
1.10 8.15-16
2.10 8.15-16

If not able to attend the first lecture, inform teacher
All lessons are mandatory

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 starts with a quiz in Moodle that opens 12.9 the quiz is made individually by student and preferably before the first lecture 17.9.

Course includes lectures, workshops, co-operation with organizations in the field as well as literature studies.

Exam schedules

Quiz 18.9
Mindmap 9.10
Integration assignment 25.10

Student workload

Mandatory attendance at all lectures

Dare to! 2.10 all participate

Further information

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

Direct copy from AI such as chatgtp or copilot are prohibited when making essay or other text documents.

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

This Course has no attendance requirements.
Portfolio can be handed in between 13.1.25- 7.12.25

Materials

Congress, E. Piller & Gonzaìlez, M. J. 2013. Multicultural perspectives in social work practice with families . Springer Publishing Company 2012. (E-book)
LinkedInlearning platform.

Other resources and literature to use
Heikkilä, E. & al. (Eds.). 2011. Working Together for Better Integration – Immigrants, Police and Social Work. Turku: Institute of Migration.
Kivisto, P (Ed.). 2013. Debating multiculturalism in the Nordic welfare states. Basingstoke : Palgrave Macmillan.
Launikari, M. & Puukari, S. (Eds.). 2005. Multicultural GUIDANCE AND COUNSELLING : Theoretical Foundations and Best Practices in Europe.

Ratts, M. J. & Pedersen, P. B. 2014. Counseling for multiculturalism and social justice : integration, theory, and application. American Counseling Association 2014. Fourth edition. (E-book)
Sue, Derald Wing. 2015. Multicultural Social Work Practice : A Competency-Based Approach to Diversity and Social Justice. Wiley. Second edition. (E-book)
Valtonen, K. 2008. Social work and migration : immigrant and refugee settlement and integration.
Nordic Council of Minister "State of the Nordic Region 2018 Immigration Integration ed.URL
https://mieli.fi/en/home/mental-health/difficult-situations-life
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 online and assignments and exercises are found in Moodle
All course materials are in English, but assignments can be written in English, Swedish or Finnish.

Exam schedules

Assignment, 3 ects

The Assignment includes Three Parts, each 1 ects;
part 1 focuses on Legislation and Service Systems, Residence Permit, Process of International Protection and Integration in Finland
part 2 focuses on the intercultural competence, communication and the experience of being an immigrant or a professional working in an intercultural environment
part 3 is learning about a chosen theme (for example Human trafficking, Honor Related Violence, Mental Health in Immigrant Population, Unaccompanied Minors in the Asylum Process or other theme)

Student workload

Portfolio can be handed in between 13.1.25- 7.12.25

3 ects 27hx3 =81 h
Each Part of the Course Examination is about 27 h of work

Evaluation scale

H-5

Assessment methods and criteria

Criteria of Assessment:
Part 1: Basic Knowledge and understanding of Legislation connected to Residence Permits and Integration Services in Finland as well as legal rights and obligations of the Immigrant connected to the integration process.
Part 2: Ability to reflect on the concept of cultural competence and ability to apply theoretical framework on multicultural practice. Good ethical and professional approach and attitude.
Part 3. Understanding of the level of complexity in Multicultural client work and ability to apply theoretical framework on multicultural practice.

Individual feedback will be given in Moodle within 3 weeks after the student has handed in the Study Portfolio

Assessment criteria, fail (0)

H-5

For an approved performance, the scope, content and design of the portfolio meet the specified instructions and the student demonstrates values in accordance with social services ethical code.

portfolio will be assessed on the scale scale of
Superficial knowledge 1-2
Good knowledge and commitment 3-4
Advanced knowledge and commitment 5

Qualifications

None

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

H-5

Qualifications

Internship 24 ECTS

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:
- 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
- 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
- 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
- Knows the role of budgeting and accounting in activities in the social area, with an emphasis on welfare areas and municipalities and the third sector
- Knows basic concepts in budgeting, accounting and bookkeeping
- Has basic knowledge of how budgeting, accounting and bookkeeping are carried out

Content

- Finance and budget within municipalities and welfare areas, as well as the third sector
- General principles for budgeting and accounting
- Bookkeeping within municipalities and welfare areas, as well as the third sector

Location and time

January 2 - December 31, 2025
The course is carried out as a distance course according to your own timetable.

Materials

Christian Ax, Christer Johansson & Håkan Kullvén. 2009. Den nya ekonomistyrningen. Liber. 4:e upplagan, sida 201-332.
Anders Pihlsgård & Håkan Martinsson. 2020. Ekonomi för yrkeshögskolan. Studentlitteratur. Del III, sida 137-196.
Soile Tomperi & Virpi Keskinen. 2013. Bokföring i praktiken. Helsingfors: Utbildningsstyrelsen
Legislation
Web pages of ministries and other government agencies
As well as other material assigned by the examiner

Teaching methods

Self-study.
The course structure and detailed instructions are available on Moodle.

Exam schedules

Within 2024

Student workload

27 h per credit: 135 hours in total

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

The student demonstrates superficial understanding of the subject and of central concepts

Assessment criteria, good (3)

The student demonstrates a good understanding of the subject and of central concepts.

Assessment criteria, excellent (5)

The student demonstrates a good understanding of the subject and of central concepts, and is able to understand budgeting and accounting as a process and in relation to the upcoming profession

Assessment criteria, fail (0)

The student lacks sufficient understanding of the subject and central concepts

Assessment criteria, satisfactory (1-2)

The student demonstrates superficial understanding of the subject and of central concepts

Assessment criteria, good (3-4)

The student demonstrates a good understanding of the subject and of central concepts.

Assessment criteria, excellent (5)

The student demonstrates a good understanding of the subject and of central concepts, and is able to understand budgeting and accounting as a process and in relation to the upcoming profession

Qualifications

No former 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:
- understands the most central theories and principles within social pedagogy.
- can reflect on how the core values, choice of goals and working methods affect the nature of the work and results.

Content

- development trends and tasks within social pedagogy
- the central concepts and operating principles of social pedagogy
- the three orientations of the social pedagogical activities
- the areas of activity in social pedagogy
- the core values of social pedagogy

Evaluation scale

H-5

Qualifications

None

Objective

The student:
- understands the most central theories and principles within social pedagogy.
- can reflect on how the core values, choice of goals and working methods affect the nature of the work and results.

Content

- development trends and tasks within social pedagogy
- the central concepts and operating principles of social pedagogy
- the three orientations of the social pedagogical activities
- the areas of activity in social pedagogy
- the core values of social 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:
- 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 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:

- has knowledge of the organisation of the Finnish education system
- knows what is required to study at higher education level
- knows what studies are required to obtain a higher education degree
- has an understanding of the educational requirements of the Finnish labour market

Content

- The different stages of the education system with a focus on the third stage
- Opportunities for continuous learning and degree programmes
- Regulated professions in Finland
- Economic barometer and the Finnish labour market
- Visit to a recruitment fair

Location and time

Online lectures, one group meeting v. 38.2024-v. 9.2025

Materials

According to the teacher's recommendations

Teaching methods

Lectures, selfstudies and groupwork

Student workload

Lectures 14h, recruitment fair 4h, individual work - independent and in group 36h

Evaluation scale

Approved/Rejected

Assessment methods and criteria

Student has to participate and perform in 50% of the studies

Qualifications

Swedish B1 level

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:
- 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

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

Evaluation scale

H-5

Qualifications

None