Bachelor of Social Services
Name of the Degree Programme
Degree Programme in Social Services
Field of study
Health and welfare
The classification of the educational field is based on the international ISCED classification used by the Ministry of Education and Culture.
Specialisations
The degree programme has no specialisations. Students, who want to qualify as Bachelors of Social Services in Kindergarten must include at least 60 credits of coursework in early childhood education and/or social pedagogy into their degree programme, including pedagogical training with a child group and choosing a topic related to childhood, parenthood or early childhood education for their Bachelor’s thesis.
Qualification awarded
Bachelor of Social Services
Bachelors of Social Services (sosionomi AMK) are qualified for social work posts or positions in the public and private sector and in volunteer work and organizations for which the qualification requirement is a first cycle higher education degree. Sosionomi (AMK) is a legalized and registered professional. (Act on Social Welfare Professionals 817/2015).
Act on Early Childhood Education and Care (540/2018) state that a person working as a Bachelor of Social Services in Kindergarten possesses a degree in social welfare and health care is required to complete at least 60 credits of coursework in early childhood education and social pedagogy as part of their degree programme. The students who have started their studies after 1.9.2019 will have title Bachelor of Social Services in Early Childhood Education (Act on Early Childhood and Care 540/2018).
Level of qualification
The degree programme leads to a higher education degree which is a first cycle Bachelor-level degree in the European Higher Education Area (EHEA). According to the eight-level classification of the European Qualifications Framework (EQF) and National Qualifications Framework (NQF), the degree represents level 6.
The description of the level of the Degree is included in the Statute, at
http://www.finlex.fi/fi/laki/alkup/2017/20170120
Specific admission requirements
Eligibility for studies at a university of applied sciences is stipulated in the Universities of Applied Sciences Act 932/2014.
The selection criteria are specified in the data of the Degree Programme at www.opintopolku.fi and www.seamk.fi/haku
On the websites, application and instructions are in Finnish language for the degree programmes taught in Finnish.
Qualification requirements and regulations (incl. graduation requirements)
Please see the Degree Regulations of Seinäjoki University of Applied Sciences.
Examination regulations, assessment and grading
Please see the Degree Regulations of Seinäjoki University of Applied Sciences.
Link
Structure of the studies
In accordance with the Universities of Applied Sciences Act, the studies of a Degree Programme consist of basic studies, professional studies, practical training promoting professional skills, free elective studies, and a final project/thesis. The extent of the studies is 60 credits a year.
The basic studies include studies common to all students of Seinäjoki UAS, basic studies in social and health care and basic studies of the Degree Programme specifically. They prepare students for studying and introduce phenomena, concepts and the scope of practice in social work. As their studies progress, students will examine the same topic areas more profoundly.
During the professional studies, students become familiar with the services and legislation of the social field and study a great variety of social work approaches and methods. The approaches and methods have been classified as follows: psychosocial and activity-based approaches and methods; empowering social work approaches, and methods and approaches and methods in management. During the professional studies, students extensively learn about various client groups and situations, so as to gain an extensive social work competence, a preparedness to act as experts of social work with various client groups and an ability to see the overall picture of things and their connections. For a description of the practical training, please see “Work-based learning and practical training”.
Students’ research and development skills become more advanced as students progress through the Degree Programme. Students start with information seeking, communication and scientific writing skills, project work and innovation, and then move on to field-specific research and development studies. It is recommended that students write their Bachelor’s thesis on a topic related to the needs of social work practice. The thesis can take the form of a research, report, development undertaking, production or a product.
The elective (free choice) studies are based on students’ individual choice. The studies can comprise large modules, for example multidisciplinary working life projects, modules completed during international exchange programmes or the module on early childhood education. Students can also opt for free choice studies offered by other degree programmes at Seinäjoki UAS or other higher education institutions, or they can become involved in student union activity or tutoring, or request credits for professionally relevant employment.
The 60 credits of coursework in early childhood education and/or social pedagogy required as part of the Bachelor in Social Services in Kindergarten qualification are accrued as follows:
• Early childhood education and social pedagogy studies that are compulsory to all students in the degree programme. The minimum extent of these studies is 15 credits, but students can choose to study more.
• The module on early childhood education, 15 credits. Students choose this module as part of their elective (free-choice) studies and complete all the courses of the module. The courses should be undertaken in the recommended order.
• Pedagogical training in early childhood education, 15 credits. Students undertake the practical training “Psychosocial and activity-based social work methods” in an early childhood education setting where they can work with child groups.
• Bachelor’s thesis, 15 credits. Students write their thesis on a topic related to children, families or early childhood education.
There is some variation in how the social work studies proceed depending on when the student starts (autumn/spring). Some groups follow their own schedule of 8-week contact periods complemented by multiple learning methods during 2.5-3 years. The system is flexible, so students can choose studies from either these or from full-time day groups.
The curriculum includes five seams permeating through the studies and extending over them. They are based on SeAMK’s reports, studies and strategy, as well as on the national and international recommendations and regulations related to education provided by universities of applied sciences.
- The Information Search seam strengthens the student’s professional and field-specific information search skills throughout the studies.
- The Internationalization seam secures the improvement of the student’s international competencies during their studies.
- The studies corresponding to the Entrepreneurship seam help the student understand the central and growing role of entrepreneurship in society.
- The Sustainable Development seam makes the student aware of social responsibility and helps them understand the diversity of sustainable development as a working life skill.
- The seam of Career Guidance helps the student recognise their competencies and own strengths. It also includes working life knowledge, job search skills, and lifelong learning.
Students have the opportunity to include multidisciplinary, working life-oriented project studies in their personal curricula (FramiPro).
Learning outcomes
The learning outcomes of the Degree Programme in Social Services represent level 6 in the European Qualification Framework (EQF). The desired learning outcomes emerge from the function of social work and services in society and from the nature of the profession. The learning outcomes are described in detail in the sections on the programme profile and degree-specific competences below.
Profile of the programme
Expertise in the social aspects of individual people's everyday life in the community and society lies at the heart of the Degree Programme. It means that students learn to understand an individual's life, along with the individual's resources and needs and to perceive her or his life situation in a broader context of social and cultural life. The degree programme provides students with competence to promote the welfare, social function and social engagement of people by means of psychosocial, activity-based and empowering methods and by appropriate management practices.
Taking the degree guarantees broad and high-quality professional social work competence and it enables employment with various client groups. The degree programme does not include specialisation options, but students have a possibility to choose studies that represent different methods and work life settings. The study module Empowerment in Social Work can be studied in english language.
Generic and subject specifc competences
Competencies are extensive knowledge entities, or combinations of the individual’s knowledge, skills, and attitudes. They describe qualifications, performance potential, and the ability to cope with professional duties.
Common/general competencies are fields of know-how common to different Degree Programmes, but their special characteristics and importance may vary between professions and work assignments. General competencies form the basis for professional activities, cooperation, and the development of expertise. According to Arene’s (Rectors' Conference of Finnish Universities of Applied Sciences) recommendations, general competencies include learning skills, ethical competence, cooperation skills, innovation skills, and internationalization skills. In addition to the above-mentioned competencies, entrepreneurial skills and quality management skills are emphasized in the degree studies of SeAMK as competencies common to all.
Degree programme-specific competencies form the basis for the development of the student’s professional expertise.
The degree-specific competences create the basis for the development of students’ professional expertise. The competences for the Degree Programme (Sosionomi AMK) are defined in collaboration between all the Universities of Applied Sciences that offer this programme. These HE institutions are committed to provide education that meets the competence requirements, even though the structure of the degree programme may vary from one institution to another. At Seinäjoki UAS, the study modules of the degree programme have direct equivalence with the competence requirements defined for Bachelors of Social Services. These competences for sosionomi (AMK) are described below.
Ethical competence in the social field. In their action, Bachelors of Social Services (Sosionomi AMK) observe the statutes on human and fundamental rights, the values of social work and the professional ethical principles. They are aware of the impact that their personal conception of human nature and their personal world of values has on their work with clients. In situations involving value conflicts, they act in an ethically justified manner, promoting equity and equality. They are able to take the side of the socially vulnerable individuals and groups.
Competence in client work. Bachelors of Social Services (Sosionomi AMK) know how to establish a professional interaction and cooperation relationship and how to assess clients’ need for services. They are able to support the growth and development of individual people, the everyday life of families and the relationships between family members. Paying attention to client involvement, they know how to plan, implement and evaluate clients’ service processes. Bachelors of Social Services are able to recognize risk and protective factors for welfare and to apply the perspectives of preventive work and early intervention. They know how to counsel clients, client groups and communities in a goal and resource-oriented manner while supporting client involvement. They are able to apply and evaluate theoretical client work orientations and methods, demonstrate cultural sensitivity and ability to support diversity in their work with clients, and promote intercultural dialogue. They know how to use electronic environments for counselling and how to help clients to use e-services. They are able to evaluate client work and document it in a client-oriented manner.
Competence in the social service provision. Bachelors of Social Services (Sosionomi AMK) are able to analyse local and global challenges for welfare and sustainable development and the effect they may have on health care and social services. They are familiar with the legal statutes and able to apply important legislation. They know how social and health services and education and school services are organized, provided, steered and supervised. Bachelors of Social Services have knowledge of the systems that provide social security and welfare in the public, private and third sector. They are capable of counselling people on social security, coordinating services based on client needs and acting as change agents. They are able to act as active experts in social work and services and as client advocates in multiprofessional and interdisciplinary collaboration.
Competence in critical and inclusive practices in society: Bachelors of Social Services (Sosionomi AMK) are capable of professional, critical reflection. They know how to analyse national and global structures and processes that produce inequality, disadvantage or welfare, and how to prevent social exclusion. They are able to act as advocates for people who are in a vulnerable position or have been silenced, and to bring knowledge of unreasonable life situations to the attention of political decision-makers and responsible actors. Bachelors of Social Services know the decision making mechanisms in public administration and are able to act according to these principles. They are able to promote citizens’ participation and possibilities to participate, and to influence decision-making in collaboration with various actors.
Research-oriented development and innovation competence. Bachelors of Social Services (sosionomi AMK) are capable of innovative problem-solving and networking to develop social work and services. They know how to use the partnership approach to develop client work methods, practices and service processes and to plan, implement and evaluate development projects. They are able to apply research and development methods to improve practices and to produce and evaluate knowledge required to promote welfare. They follow the ethical principles and guidelines of research and development work.
Work community, management and entrepreneurship competence. Bachelors of Social Services (Sosionomi AMK) are able to work and engage in cooperation in interdisciplinary teams and work communities and in international settings. They are able to work as first-line managers. They know the most important parts of labour legislation and know how to promote occupational safety. They are able to manage themselves, to promote their own and the work community’s wellbeing at work and to evaluate the quality, outcomes and effects of the work. They know the meaning of financial and strategic management to their own work and they are familiar with the basic prerequisites of entrepreneurship in social services.
Pedagogical approach and learning environment
The Degree Programme is based on the socioconstructivist theory of learning whereby learners themselves take an active role, constructing knowledge structures, assessing their learning needs and making an effort to reach their learning goals. The teacher is primarily a facilitator, who helps students to become aware and take steps towards professional development. An important aim in the studies is to develop reflectivity, that is the ability and will to look at one’s motivating factors and at the effects of one’s actions from multiple perspectives. Students develop their understanding and competence in a group. The group constitutes a learning environment, in which students learn interaction skills, giving and receiving feedback and ethical scrutiny of things using multiple perspectives.
The learning contents and pedagogy are based on a practice-oriented approach and progressive enquiry. The courses aim at developing competence required in practice and in the development of practice, as defined in the competence descriptions (see above). The theoretical contents of the courses are applied to practical situations in multiple ways, for example though working life projects, practical assignments and development tasks, information seeking using sources available in social work practice, guided practical training and participation in research, development and service provision. The learning contents are examined from multiple perspectives using both evidence-based and experiential knowledge. The development of the professional field is emphasised from the very beginning of the studies.
The learning environment is being developed in order to offer students an extensive range of courses and flexible progress. Alternative modes of study are offered to enable students to choose methods and schedules that suit them best. Study methods involve lectures; study circles; working life projects; group assignments; demonstrations and simulations; online learning and independent studies, among others. Full-time students and students using multimodal learning methods can choose studies from either programme, according to the registration principles.
Specific arrangements for recognition of prior learning (RPL)
The RPL procedure means the identification and recognition of the student’s previously acquired learning. The student has the opportunity to apply for the recognition of their competencies if the competencies correspond to the learning goals of the Degree Programme. The identification process is closely connected with the preparation of the student’s personal curriculum and is updated during personal counselling discussions.
The identification and recognition practices are presented in the RPL Instruction of SeAMK. It specifies how recognition of competencies is applied for, how the application is processed, and how the student is informed of it. The instruction lists the RPL contact persons of each Degree Programme, who counsel students on matters related to the process.
In the assessment of prior learning, for example the following evidence is used:
– certificates on training programmes with similar content and other training programmes
– testimonials and further clarifications by an employer
– interviews of the student
– written and oral exams or reports
– functional or written assignments or other evidence
– presentations, portfolios
The final project/thesis and the Maturity Test cannot be submitted to the RPL procedure. The students’ ability to describe their competence in relation to the course learning outcomes is an essential aspect of the recognition and accreditation of prior learning. Please notice that as regard the accreditation of theoretical studies, students must demonstrate their command of the theoretical contents. Practical work experience alone is usually not an adequate basis.
Work-based learning and work placements
Work-based learning and practical training are closely connected with the basic and professional studies described above and with the competences defined for the graduates (sosionomi AMK). Students have guided practice during their practical training periods. This means that a supervisor is appointed for the student at the university and in the practical placement. Students’ action is guided by the course learning outcomes and by the personal goals they have set for themselves. It is recommended that students carry out their various practical training periods in several placements rather than in a single one.
The student’s salaried work during their studies and the competencies achieved through it can be used in order to complete a course. This is referred to as employment-integrated learning, and it can also be related to voluntary work or hobbies. It is essential that the things learnt through working contribute to the attainment of the learning goals of the course. Learning achieved through employment-integrated learning can be verified, for instance, through skills demonstrations and assignments.
Employment-integrated learning means that it is possible for students to have their current employment or other suitable activity recognised and evaluated, so that they can earn credits from the work or activity. The work or activity must contain an adequate number of elements that coincide with the desired learning outcomes of the course and it must be of adequate duration. The student, teacher and the student’s employer carry out the employment-integrated learning process in cooperation. The employer makes a commitment to offer the student an opportunity for employment-integrated learning, in accordance with the learning outcomes of the course. The employment-integrated learning options are discussed with the contact person in charge of employment-integrated process in the degree programme, as part of the student’s personal study plan. Attention will be paid to the overall progress of the studies and to the required formation of professional competence. The practical arrangements should be discussed with the teacher of the course. Student fullfils application and afterwards the student indicates his/her competence following instructions given by teacher.
Occupational profiles
Bachelors of Social Services work in client service, management, projects and as entrepreneurs. The more common job titles in different areas of the profession include:
- In education or counselling for families: Family counsellor, school social worker, Bachelor of social Services in Kindergaten, kindergarten teacher, educator, or youth counsellor. Bachelors of Social Services work in early childhood education, child welfare (child protection), family counselling, and schools, in preventive work and in certain special education positions.
- In counselling, rehabilitation and social work with adult clients: Social services counsellor, employment counsellor, case manager, project worker, employment consultant, or insurance secretary. Bachelors of Social Services work in services for the disabled and abusers of drugs and alcohol. They may work in mental health settings, criminal justice or with the elderly, unemployed, youth or immigrants. Potential workplaces also include the Social Insurance Institution of Finland, the employment agencies and the social services agencies.
- In management and development: service manager, executive director, manager in children’s home, or office manager. Bachelors of Social Services work in management and development positions in various social service sectors and organisations or as entrepreneurs, in projects, in the Social Insurance Institution of Finland (KELA), and in the labour administration.
Qualifications for kindergarten teachers: The Act on Qualification Requirements for Social Welfare Professionals (272/2005) and the government decree (608/2005) state that a person working as a kindergarten teacher who possesses a degree in social welfare and health care is required to complete at least 60 credits of coursework in early childhood education and social pedagogy as part of their degree programme (see the description above). The students who have started their studies after 1.9.2019 will have title Bachelor of Social Services in Early Childhood Education (Act on Early Childhood and Care 540/2018).
After completing the vocational language studies the student is able to communicate in spoken and written situations related to his field of study. He can search for information and follow the development of his professional field in the target language.
Internationalization
Students have the possibility to undertake exchange studies in partner institutions of Seinäjoki UAS or in other suitable institutions suggested by students themselves. The recommended length of an exchange period is three months during the second or third year of study. Groups of students can also take part in international intensive courses offered by collaborative networks. The study module Empowerment in Social Work can be studied in English language. The School also endeavours to promote internationalization at home by introducing literature in foreign languages, by utilising the expertise of mobility students and visiting lectures and by incorporating multi-cultural contents into teaching. All independent internationalization efforts of students are encouraged.
Access to further studies
After three years of work experience, the student will be eligible for further studies for a Master’s Degree in the field in question.
Graduation requirements
Please see the Degree Regulations of Seinäjoki University of Applied Sciences and instructions for graduates at Intra.
Mode of study
Day studies. In adult education, multi-form studies
Head of degree programme
Ms Päivi Rinne, GSM +358 40 830 4190, e-mail: paivi.rinne(at)seamk.fi
Student counsellor
Ms Pirjo Takala, tel +358 40 830 2167, e-mail: pirjo.takala(at)seamk.fi
Coordination of international mobility
Tiina Välimäki, 040-830 4127, tiina.valimaki(at)seamk.fi, Coordinator, Outgoing student exchanges to Europe
Maria Loukola, 040-830 2240, maria.loukola(at)seamk.fi, Coordinator, Incoming and outgoing student exchanges outside Europe
Student services
Tel. +358 20 124 5055, studentservices@seamk.fi
Bachelor of Social Services, Multimodal implementation
Bachelor of Social Services, Multimodal implementation
Degree Programme in Social Services, Multimodal implementation
Degree Programme in Social Services, Multimodal implementation
Enrollment
02.05.2023 - 06.09.2023
Timing
01.09.2023 - 15.12.2023
Credits
4 op
Teaching languages
- English
Seats
5 - 15
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
- Viivi Heikura
Student groups
-
SOS21B
-
IEPSW23FEmpowerment in Social Work
-
SOS21C
Objective
Students are familiar with social importance of media and communication from different perspectives of social work and activities. Students analytically examine media contents and recognise perspectives presented by various interest groups. They can explain how media acts and what kind of meanings it keeps inside.They can apply means of communication and influence. Students have argumentation and information seeking skills. They are familiar with the internal and external communication principles and practices in work communities. Students are familiar with the professional etiquette in social media. Students also examine communication culture from the perspective of sustainable development.
Content
- media literacy: perceiving media reality and working as social work professional in media environment
- influence in society as part of empowering social work
- communication in society
- ethical instructions and legislation of media
Materials
Hall, C. Slembrouck, S. & Sarangi S. 2006. Language Practises in Social Work: Categorisation and Accountability in Child Welfare. : Chapter 9, p. 145 - 163 Narrative transformation in media reporting; Chapter 10, p. 164 - 173 Conclusion.
Stocchetti, M. & Kukkonen, K. 2010. Critical Media Analysis: An Introduction for Media Professionals. Frankfurt am Main: Peter Lang AG. E-book.
Literature needed in assingments and in the exam is defined more closely during the course.
Teaching methods
Contact learning, learning assignments including e-learning, group discussions, exam.
Employer connections
Does not include any practise period.
Exam schedules
Exam at the end of the course.
Student workload
108 hours including contact learning.
Further information
Students can choose between this and the following courses:
- Structural Social Work
- Community-Oriented Social Work
- Empowering Social Work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to recognize the importance of communication and media in society
- are able to recognize the wholeness of methods which media uses
- are able to recognize their individual behavior concerning media and communication and connected attitudes
Assessment criteria, good (3)
The students
- have capacities to itemize contents of media
- can bring out topics, which are essential from the perspective of citizens? empowerment
- are able to recognize their individual values and attitudes
- are able to recognize their responsibilities in communication-related tasks
Assessment criteria, excellent (5)
The students
- have competencies to evaluate and analyze critically the contents produced by different media sources
- have skills to act in network of citizens, media and other interest groups based on principles of empowering social work
- have capacities to recognize the influence of their individual values and attitudes to their actions
Assessment methods and criteria
Evaluation is based on active participation in contact learning, assignments and the exam.
Qualifications
Students of the Degree Programme in Social Services: Most part of the Basic studies
Further information
Students of the degree programme can choose between this and the following courses:
- Structural Social Work
- Community-Oriented Social Work
- Empowering Social Work
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 20.10.2023
Credits
3 op
Virtual proportion (cr)
1 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS20B
-
SOS21A
-
SOS20C
-
MSOS22K
Objective
Students know forms of work in social services, carried out on the Internet with various groups of clients. Students know how to evaluate the suitability, benefits, disadvantages and ethical perspectives of the online environment for various clients groups. Students are able to produce appropriate content in internet in professional role Students take into account the requirements of accessibility and data protection.
Content
- online help in the work of Bachelors of Social Services
- special features and ethical principles of helping online
- forms of online help
- professional action in social media
- digital accessibility and data protection issues
- sustainable development
Materials
Kivistö & Päykkönen (toim.) Sosiaalityö digitalisaatiossa. Lapin yliopiston yhteiskuntatieteellisiä julkaisuja. C Työpapereita 58.
Teaching methods
lectures, exercises, discussions
Student workload
78h
Further information
Students can choose between this course and the courses Technology and Everyday Life, Community Aids and Welfare Technology.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to name online surroundings and online methods of social work among different client groups. They recognize benefits, disadvantages and ethical perspectives of web. Students are able to survive in professional role in the web and they know some principles of the production of web contents. Students can apply their knowledge under guidance.
Assessment criteria, good (3)
Students possess good knowledge concerning online surroundings and online methods of social work among different client groups. Students are able to observe usefulness of web from the perspective of different client groups and clients needs. They recognize benefits, disadvantages and ethical perspectives of web. Students are capable to act as professionals in the web and they know how webcontents are produced. Students can apply their knowledge.
Assessment criteria, excellent (5)
Students possess multiple knowledge concerning online surroundings and online methods of social work among different client groups. Students are able to evaluate usefulness of web from the perspective of different client groups and clients needs. They recognize benefits, disadvantages and ethical perspectives of web. Students are capable to act as professionals in the web and they know how web-contents are produced. Students can apply their knowledge.
Assessment methods and criteria
Students know forms of work in social services, carried out on the Internet with various groups of clients. Students know how to evaluate the suitability, benefits, disadvantages and ethical perspectives of the online environment for various clients groups. Students are able to produce appropriate content in internet in professional role Students take into account the requirements of accessibility and data protection.
Assessment criteria, good (3)
Students are able to name online surroundings and online methods of social work among different client groups. They recognize benefits, disadvantages and ethical perspectives of web. Students are able to survive in professional role in the web and they know some principles of the production of web contents. Students can apply their knowledge under guidance.
Assessment criteria, excellent (5)
Students possess good knowledge concerning online surroundings and online methods of social work among different client groups. Students are able to observe usefulness of web from the perspective of different client groups and clients needs. They recognize benefits, disadvantages and ethical perspectives of web. Students are capable to act as professionals in the web and they know how webcontents are produced. Students can apply their knowledge.
Assessment criteria, approved/failed
Students possess multiple knowledge concerning online surroundings and online methods of social work among different client groups. Students are able to evaluate usefulness of web from the perspective of different client groups and clients needs. They recognize benefits, disadvantages and ethical perspectives of web. Students are capable to act as professionals in the web and they know how web-contents are produced. Students can apply their knowledge.
Qualifications
previous studies are not required
Further information
Students can choose between this course and the courses Technology and Everyday Life, Community Aids and Welfare Technology.
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 01.03.2024
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 24
Degree programmes
- Bachelor of Social Services
Teachers
- Juulia Mäkilaine
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
-
MSOS22SV
Objective
Students gain basic knowledge and skills in creative methods and practices in the area of drama, for example theatre, role play and self-expression. Students understand the role of creative, cultural and art methods in the promotion of clients' self-image, self-esteem, self-expression and community sense. Students learn to organise goal-oriented group activities using drama methods. They know how to motivate and encourage individuals and group members to express themselves. Students work in a goal-oriented manner in the area of creative activities and they are able to plan a full creative activity process. Students are aware of their creative resources and they are motivated to use and develop these resources in the context of professional social field work.
Content
- creative group methods in the work of Bachelors of Social Services
- use of drama methods in creative group activity
- self-expression, role play, theatrical expression
- activity-based and experiential exercises using drama methods
- practical methods of using drama in social work
- developing one's creative resources in the context of professional social field work
Materials
- Karkkulainen, M. 2011. Siivet selkään, draamakengät jalkaan – kohtaamisia draaman pedagogisilla näyttämöillä.
- Koskenniemi, P. 2007. Osallistava teatteri. Devising ja muita merkillisyyksiä.
- Rainio, E. 2007. Prosessidraama ja tutkiva teatterityö.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
Students
- are acquainted with the use of drama methods
- are able to plan and to implement drama methods in group activities
- have capacities to develop their individual creative strenghts and to use drama methods as a tool in the professional work of Bachelor of Social Services.
Assessment methods and criteria
Active participation in teaching and exercises. Keeping your own group control.
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Use of Pictures in Group Activities
- Use of Narrative Methods in Group Activities
Enrollment
02.05.2023 - 05.05.2023
Timing
23.10.2023 - 15.12.2023
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 24
Degree programmes
- Bachelor of Social Services
Teachers
- Juulia Mäkilaine
Student groups
-
SOS22C
-
SOS22B
Objective
Students gain basic knowledge and skills in creative methods and practices in the area of drama, for example theatre, role play and self-expression. Students understand the role of creative, cultural and art methods in the promotion of clients' self-image, self-esteem, self-expression and community sense. Students learn to organise goal-oriented group activities using drama methods. They know how to motivate and encourage individuals and group members to express themselves. Students work in a goal-oriented manner in the area of creative activities and they are able to plan a full creative activity process. Students are aware of their creative resources and they are motivated to use and develop these resources in the context of professional social field work.
Content
- creative group methods in the work of Bachelors of Social Services
- use of drama methods in creative group activity
- self-expression, role play, theatrical expression
- activity-based and experiential exercises using drama methods
- practical methods of using drama in social work
- developing one's creative resources in the context of professional social field work
Materials
- Karkkulainen, M. 2011. Siivet selkään, draamakengät jalkaan – kohtaamisia draaman pedagogisilla näyttämöillä.
- Koskenniemi, P. 2007. Osallistava teatteri. Devising ja muita merkillisyyksiä.
- Rainio, E. 2007. Prosessidraama ja tutkiva teatterityö.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
Students
- are acquainted with the use of drama methods
- are able to plan and to implement drama methods in group activities
- have capacities to develop their individual creative strenghts and to use drama methods as a tool in the professional work of Bachelor of Social Services.
Assessment methods and criteria
Active participation in teaching and exercises. Keeping your own group control.
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Use of Pictures in Group Activities
- Use of Narrative Methods in Group Activities
Enrollment
02.05.2023 - 06.09.2023
Timing
01.09.2023 - 13.10.2023
Credits
4 op
Teaching languages
- English
Seats
5 - 15
Degree programmes
- Bachelor of Social Services
Teachers
- Aino Asunmaa
Student groups
-
SOS21B
-
IEPSW23FEmpowerment in Social Work
-
SOS21C
Objective
Students are able to define the concept of empowerment and describe how it is related to critical social work theories.
They know how to analyse social mechanisms behind marginalisation and analyse structures and processes which produce inequality and disadvantage on regional, national and international level. Students analyze practices, structures and processes which produce and maintain marginalisation, inequality and lack of engagement and power in society, welfare services and social work. Students recognise needs for empowering social work in the clients' lives, work communities and in social work responsibilities. They are familiar with empowering social work methods. Students can describe what kind of conflicts may emerge in empowering work processes and what kind of solutions there are to solve them. Students are prepared to plan and evaluate a social work process, in which empowering methods are used and sustainable development promoted. Students can critically analyse their attitudes and opinions. In working with clients, they can reflect their own individual values and ethical views.
Content
- the concept of empowerment
- critical social work theories
- marginalization, inequality and disadvantage in society
- promoting empowerment in client work, social welfare organizations and society
- empowering methods in social work
- planning and evaluating a process of empowering social work
- empowering work and sustainable development
- evaluation of one's values and action
Materials
Kam, P. K. 2020. Strengthening the empowerment approach in social work practice: An EPS model. Journal of Social Work, 1–24. https://doi.org/10.1177/1468017320911348. Access through SeAMK computer network or SeAMK remote access.
Payne, M. 2014. Modern social work theory. 4th edition. New York: Macmillan International, Higher education. Parts: 11-14.
Skene, K.R. 2021. What is the Unit of Empowerment? An Ecological Perspective. British Journal of Social Work, 1–20. https://doi.org/10.1093/bjsw/bcab012.
One of these:
Bandura, A. (1997). Self-efficacy: The exercise of control.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Bandura, A. (1995). Self-efficacy in changing societies.
Teaching methods
Lectures, simulation of different participative methods, group guiding
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students can define the concept of empowerment and describe the core content of the critical social theories underpinning it. They can describe such practices, processes and structures in society, service systems and social work that produce and maintain marginalization, inequality, lack of power and participation. They recognize the connections of these factors with ecosocial sustainability. The students are able to describe the needs, for empowering social lwork and the power structures in the lives of the service users as well as in the social work organizations and practices. The students are able to describe their own social work practice and the values behind it, and raise questions concerning value conflicts that they have experienced in social work practice and name structural factors connected to them.
Assessment criteria, good (3)
In addition, the students are able to reflect on the concept of empowerment from many perspectives and connect it to practical work and empowering methods.They can reflect the structural and social factors connected to their own values and the value conflicts they have experienced.
Assessment criteria, excellent (5)
In addition, the students are able to reflect critically and comprehensively on the marginalizing processes in the lives of service users, in social work organisations and in social work profession. They are able to analyse it by applying critical theories. They ae able to apply empowering social work methods in the case example in a creative way and describe the use of the methods in detail, taking into account the ecosocial sustainability. They can analyse and assess critically both their own actions and the professional practices of social work from the perspective of empowering goals of social work. They are able to assess the empowering approach in relation to the other possible approaches in social work.
Qualifications
Students of the Degree Programme in Social Services:: Basic studies of the degree programme
Further information
Finnish students can choose between this course and the following courses:
- Communication and Media in Social Work
- Structural Social Work
- Community-Oriented Social Work
Enrollment
29.08.2023 - 01.09.2023
Timing
04.09.2023 - 20.10.2023
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Suzana Zegrea
Student groups
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students will learn to use essential professional vocabulary. They will be able to describe the main aspects of Finnish social welfare in English. Students will be acquainted with essential vocabulary concerning various client groups in the social field.
They will be competent in reading professional literature and in using it as reference material when writing texts. Students will learn to communicate in English in client situations and at the workplace. They will be able to improve their professional competence using the English language.
Content
- Presenting the professional field, the Finnish social welfare system and student's education in English
- English vocabulary for client groups: children, young people, families, disabled people, intoxicant abusers, immigrants, the unemployed, homeless clients and clients with mental health problems
- Describing case studies in English
- English for client interviews
Materials
Way to Welfare - English for Social Services (Kirsi & Juha Saarinen)
Online materials, articles
Teaching methods
´contact teaching, group work, independent work, online & moodle work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students possess adequate oral and written interaction skills for routine situations in multi-professional work communities (e.g. e-mail, filling out forms, CV, presenting the workplace). Students know how to give basic oral and, if necessary, written, instructions to various clients/groups. They know how to ask for and document essential information about clients' current and earlier life situation to ensure appropriate follow-up care. Students understand professional texts related to their duties. They make mistakes in common grammatical structures that might undermine communication, cause misunderstandings and require repeating contents. They know adequate professional vocabulary to pass salient information to the listener or reader. Students' pronunciation is comprehensible but may contain inaccuracies when using special terminology. Students can find the information they search in texts that discuss familiar topics. They know how to use common communication technology.
Assessment criteria, good (3)
Students possess adequate oral and written interaction skills required in typical workplace situations (e.g. telephone conversations, consultation, oral and written reports, oral presentations and for example insurance documents). They know how to explain and justify individual client instructions and describe common methods and processes in their professional field. They know how to explore clients' current and earlier life situation and how to ask for further details. Students document the information carefully to ensure approriate follow-up care and they are able to aswer the clients' questions. Students mostly use grammatical structures correctly and, in case of misunderstanding, are able to correct their language mistakes independently. They have good command over salient vocabulary for the social field and relatively good command over special terminology. Students make an effort to adapt their communication style to the situation at hand. Their pronunciation is rather natural and clear. They know how to skim for essential contents in various social field texts and use a variety of communication technology.
Assessment criteria, excellent (5)
Students' oral and written communication is accurate and appropriate even in demanding interaction situations in multi-professional and multi-cultural work communities. (e.g. meetings, client negotiations, feedback discussions). In counselling situations, students are able to take up issues with clients in a natural manner, paying attention to the client's' cultural background. They know how to interview clients and communicate professionally even in challenging, unexpected client situations. Students use a great variety of grammatical structures almost flawlessly. They accurately use extensive vocabulary, including special terminology for the social field. Their pronunciation is clear and natural and they adapt their communication style to the situation at hand. They are able to quickly grasp the contents of various texts and they critically evaluate the reliability of the source. Students use a variety of communication methods effectively.
Qualifications
No previous studies are required.
Enrollment
09.01.2024 - 12.01.2024
Timing
04.03.2024 - 17.05.2024
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Suzana Zegrea
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
Objective
Students will learn to use essential professional vocabulary. They will be able to describe the main aspects of Finnish social welfare in English. Students will be acquainted with essential vocabulary concerning various client groups in the social field.
They will be competent in reading professional literature and in using it as reference material when writing texts. Students will learn to communicate in English in client situations and at the workplace. They will be able to improve their professional competence using the English language.
Content
- Presenting the professional field, the Finnish social welfare system and student's education in English
- English vocabulary for client groups: children, young people, families, disabled people, intoxicant abusers, immigrants, the unemployed, homeless clients and clients with mental health problems
- Describing case studies in English
- English for client interviews
Materials
Material selected by the lecturer
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students possess adequate oral and written interaction skills for routine situations in multi-professional work communities (e.g. e-mail, filling out forms, CV, presenting the workplace). Students know how to give basic oral and, if necessary, written, instructions to various clients/groups. They know how to ask for and document essential information about clients' current and earlier life situation to ensure appropriate follow-up care. Students understand professional texts related to their duties. They make mistakes in common grammatical structures that might undermine communication, cause misunderstandings and require repeating contents. They know adequate professional vocabulary to pass salient information to the listener or reader. Students' pronunciation is comprehensible but may contain inaccuracies when using special terminology. Students can find the information they search in texts that discuss familiar topics. They know how to use common communication technology.
Assessment criteria, good (3)
Students possess adequate oral and written interaction skills required in typical workplace situations (e.g. telephone conversations, consultation, oral and written reports, oral presentations and for example insurance documents). They know how to explain and justify individual client instructions and describe common methods and processes in their professional field. They know how to explore clients' current and earlier life situation and how to ask for further details. Students document the information carefully to ensure approriate follow-up care and they are able to aswer the clients' questions. Students mostly use grammatical structures correctly and, in case of misunderstanding, are able to correct their language mistakes independently. They have good command over salient vocabulary for the social field and relatively good command over special terminology. Students make an effort to adapt their communication style to the situation at hand. Their pronunciation is rather natural and clear. They know how to skim for essential contents in various social field texts and use a variety of communication technology.
Assessment criteria, excellent (5)
Students' oral and written communication is accurate and appropriate even in demanding interaction situations in multi-professional and multi-cultural work communities. (e.g. meetings, client negotiations, feedback discussions). In counselling situations, students are able to take up issues with clients in a natural manner, paying attention to the client's' cultural background. They know how to interview clients and communicate professionally even in challenging, unexpected client situations. Students use a great variety of grammatical structures almost flawlessly. They accurately use extensive vocabulary, including special terminology for the social field. Their pronunciation is clear and natural and they adapt their communication style to the situation at hand. They are able to quickly grasp the contents of various texts and they critically evaluate the reliability of the source. Students use a variety of communication methods effectively.
Qualifications
No previous studies are required.
Enrollment
29.08.2023 - 01.09.2023
Timing
23.10.2023 - 15.12.2023
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Suzana Zegrea
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
Objective
Students will learn to use essential professional vocabulary. They will be able to describe the main aspects of Finnish social welfare in English. Students will be acquainted with essential vocabulary concerning various client groups in the social field.
They will be competent in reading professional literature and in using it as reference material when writing texts. Students will learn to communicate in English in client situations and at the workplace. They will be able to improve their professional competence using the English language.
Content
- Presenting the professional field, the Finnish social welfare system and student's education in English
- English vocabulary for client groups: children, young people, families, disabled people, intoxicant abusers, immigrants, the unemployed, homeless clients and clients with mental health problems
- Describing case studies in English
- English for client interviews
Materials
Material selected by the lecturer
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students possess adequate oral and written interaction skills for routine situations in multi-professional work communities (e.g. e-mail, filling out forms, CV, presenting the workplace). Students know how to give basic oral and, if necessary, written, instructions to various clients/groups. They know how to ask for and document essential information about clients' current and earlier life situation to ensure appropriate follow-up care. Students understand professional texts related to their duties. They make mistakes in common grammatical structures that might undermine communication, cause misunderstandings and require repeating contents. They know adequate professional vocabulary to pass salient information to the listener or reader. Students' pronunciation is comprehensible but may contain inaccuracies when using special terminology. Students can find the information they search in texts that discuss familiar topics. They know how to use common communication technology.
Assessment criteria, good (3)
Students possess adequate oral and written interaction skills required in typical workplace situations (e.g. telephone conversations, consultation, oral and written reports, oral presentations and for example insurance documents). They know how to explain and justify individual client instructions and describe common methods and processes in their professional field. They know how to explore clients' current and earlier life situation and how to ask for further details. Students document the information carefully to ensure approriate follow-up care and they are able to aswer the clients' questions. Students mostly use grammatical structures correctly and, in case of misunderstanding, are able to correct their language mistakes independently. They have good command over salient vocabulary for the social field and relatively good command over special terminology. Students make an effort to adapt their communication style to the situation at hand. Their pronunciation is rather natural and clear. They know how to skim for essential contents in various social field texts and use a variety of communication technology.
Assessment criteria, excellent (5)
Students' oral and written communication is accurate and appropriate even in demanding interaction situations in multi-professional and multi-cultural work communities. (e.g. meetings, client negotiations, feedback discussions). In counselling situations, students are able to take up issues with clients in a natural manner, paying attention to the client's' cultural background. They know how to interview clients and communicate professionally even in challenging, unexpected client situations. Students use a great variety of grammatical structures almost flawlessly. They accurately use extensive vocabulary, including special terminology for the social field. Their pronunciation is clear and natural and they adapt their communication style to the situation at hand. They are able to quickly grasp the contents of various texts and they critically evaluate the reliability of the source. Students use a variety of communication methods effectively.
Qualifications
No previous studies are required.
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 08.03.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Katariina Perttula
Student groups
-
SOS22A
-
MSOS22K
Objective
Students have adopted a reflective, research and development-minded approach to work. They have research and development competence pertaining to the anticipation of service and competence needs. Students are able to define the idea and role of foresight-based development in health and social services. They are familiar with methods used in the anticipation of service and competence needs. Students examine social, legal, political, economic and ethical perspectives of foresight work. They know how to plan, implement and evaluate foresight processes. Students know how to inform decision-makers and the public of the results of the foresight processes. They are able to suggest improvements based on the results. They are able to evaluate and report on development projects in the social field.
Content
- anticipation of competence and service needs
- foresight methods
- social, legal, ethical, political and economic perspectives
- using the results of foresight work
- project evaluation and report
Materials
Laaksonen, H., Laitinen H., & Hiilamo, H. (2020). Sosiaali- ja terveydenhuollon järjestelmä (Luku 9 Tulevaisuuden ennakointia, sivut 256-279). Helsinki: SanomaPro.
- Jalonen, H., Lehtinen, M., Tonteri, A., Koskinen,M., Nousiainen, A., & Jäppinen, T. Signaaleista tulevaisuus tarinoihin. Ennakoinnin lyhyt käsikirja. Turun ammattikorkeakoulu oppimateriaaleja 109. Turku: Turun ammattikorkeakoulu. Saatavissa : isbn9789522166524.pdf (turkuamk.fi)
- Sundqvist, S. & Oulasvirta, L. (toim.). Vaikutusten ennakkoarviointi kunnallisessa päätöksenteossa (Kuntaliiton verkkojulkaisu). : Kuntaliitto. Pdf-julkaisu ladattavissa sivulta: Vaikutusten ennakkoarviointi kunnallisessa päätöksenteossa | Kuntaliitto.fi
•- Säädösvaikutusten arviointi ihmisiin kohdistuvien vaikutusten näkökulmasta. (Julkaisuja 2/2016). Sosiaali- ja terveysministeriö. https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/75241/02_2016_Saadosvaikutusten_arviointi_ihmisiin_fi_netti_kansilla.pdf?sequence=1
Yksi seuraavista:
-Nikander, J, Juntunen, E., Holmberg, A., Tuominen- Thuesen, M. Aikuisten parissa tehtävä työn osaamistarveraportti. Raportit ja Selvitykset 13. Opetushallitus. http://www.oph.fi/download/186322_Aikuisten_parissa_tehtavan_sosiaalialan_tyon_osaamistarpeet.pdf
- Backman, H. Englund, K. & Nordströn, A. 2012. Lapsissa on tulevaisuus. Päivähoitoon ja lapsi- ja perhetyöhön liittyviä tulevaisuuden skenaarioita ja osaamistarpeita. VOSE-projektin pilottiryhmän tulokset. Opetushallitus Raportteja ja selvityksiä 22. Saatavissa: http://www.oph.fi/download/137253_2011_22_Lapsissa_on_tulevaisuus_VERKKOON.pdf
- Taipale-Lehto , U. & Bergman, T. 2013. Vanhuspalveluiden osaamistarve raportti. Opetushallitus Raportteja ja selvityksiä 14. Saatavissa: http://www.oph.fi/download/154602_Vanhuspalveluiden_osaamistarveraportti.pdf
- Terveys 2050. Neljä skenaariota ihmislähtöisestä terveydestä ja valinnanvapaudesta. Demos Helsinki. Saatavissa: http://www.demoshelsinki.fi/wp-content/uploads/2015/06/Terveys2050.pdf
Teaching methods
Studying in e-learning environment
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- have ability to recognize reflective, research- and development-minded work orientation
- have capacities to describe and define the basic idea of foresight-based development
- are able to recognize the ways how foresight-based development can be used
- have ability to describe different reporting methods and information channels
Assessment criteria, good (3)
The students
- have competences to apply reflective, research- and development-minded work orientation
- have capacities to compare different applications and uses of foresight-based methods in service development
- have ability to make use of different reporting and informing concepts to different actors
Assessment criteria, excellent (5)
The students
- have capacities to broadly apply reflective, research- and development minded work orientation
- have capacities to critically compare different solutions of foresight-based development and analyze their usefulness in service development
- are able to report and inform in varied ways of the development results to different actors
Further information
Students choose between this and the following courses:
- Service User Involvement
- Evaluation of the Effectiveness of Social Services
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 01.03.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Katariina Perttula
Student groups
-
SOS21B
-
SOS21C
Objective
Students have adopted a reflective, research and development-minded approach to work. They have research and development competence pertaining to the anticipation of service and competence needs. Students are able to define the idea and role of foresight-based development in health and social services. They are familiar with methods used in the anticipation of service and competence needs. Students examine social, legal, political, economic and ethical perspectives of foresight work. They know how to plan, implement and evaluate foresight processes. Students know how to inform decision-makers and the public of the results of the foresight processes. They are able to suggest improvements based on the results. They are able to evaluate and report on development projects in the social field.
Content
- anticipation of competence and service needs
- foresight methods
- social, legal, ethical, political and economic perspectives
- using the results of foresight work
- project evaluation and report
Materials
Laaksonen, H., Laitinen H., & Hiilamo, H. (2020). Sosiaali- ja terveydenhuollon järjestelmä (Luku 9 Tulevaisuuden ennakointia, sivut 256-279). Helsinki: SanomaPro.
- Jalonen, H., Lehtinen, M., Tonteri, A., Koskinen,M., Nousiainen, A., & Jäppinen, T. Signaaleista tulevaisuus tarinoihin. Ennakoinnin lyhyt käsikirja. Turun ammattikorkeakoulu oppimateriaaleja 109. Turku: Turun ammattikorkeakoulu. Saatavissa : isbn9789522166524.pdf (turkuamk.fi)
- Sundqvist, S. & Oulasvirta, L. (toim.). Vaikutusten ennakkoarviointi kunnallisessa päätöksenteossa (Kuntaliiton verkkojulkaisu). : Kuntaliitto. Pdf-julkaisu ladattavissa sivulta: Vaikutusten ennakkoarviointi kunnallisessa päätöksenteossa | Kuntaliitto.fi
•- Säädösvaikutusten arviointi ihmisiin kohdistuvien vaikutusten näkökulmasta. (Julkaisuja 2/2016). Sosiaali- ja terveysministeriö. https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/75241/02_2016_Saadosvaikutusten_arviointi_ihmisiin_fi_netti_kansilla.pdf?sequence=1
Yksi seuraavista:
-Nikander, J, Juntunen, E., Holmberg, A., Tuominen- Thuesen, M. Aikuisten parissa tehtävä työn osaamistarveraportti. Raportit ja Selvitykset 13. Opetushallitus. http://www.oph.fi/download/186322_Aikuisten_parissa_tehtavan_sosiaalialan_tyon_osaamistarpeet.pdf
- Backman, H. Englund, K. & Nordströn, A. 2012. Lapsissa on tulevaisuus. Päivähoitoon ja lapsi- ja perhetyöhön liittyviä tulevaisuuden skenaarioita ja osaamistarpeita. VOSE-projektin pilottiryhmän tulokset. Opetushallitus Raportteja ja selvityksiä 22. Saatavissa: http://www.oph.fi/download/137253_2011_22_Lapsissa_on_tulevaisuus_VERKKOON.pdf
- Taipale-Lehto , U. & Bergman, T. 2013. Vanhuspalveluiden osaamistarve raportti. Opetushallitus Raportteja ja selvityksiä 14. Saatavissa: http://www.oph.fi/download/154602_Vanhuspalveluiden_osaamistarveraportti.pdf
- Terveys 2050. Neljä skenaariota ihmislähtöisestä terveydestä ja valinnanvapaudesta. Demos Helsinki. Saatavissa: http://www.demoshelsinki.fi/wp-content/uploads/2015/06/Terveys2050.pdf
Teaching methods
Studying in e-learning environment
Student workload
81 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- have ability to recognize reflective, research- and development-minded work orientation
- have capacities to describe and define the basic idea of foresight-based development
- are able to recognize the ways how foresight-based development can be used
- have ability to describe different reporting methods and information channels
Assessment criteria, good (3)
The students
- have competences to apply reflective, research- and development-minded work orientation
- have capacities to compare different applications and uses of foresight-based methods in service development
- have ability to make use of different reporting and informing concepts to different actors
Assessment criteria, excellent (5)
The students
- have capacities to broadly apply reflective, research- and development minded work orientation
- have capacities to critically compare different solutions of foresight-based development and analyze their usefulness in service development
- are able to report and inform in varied ways of the development results to different actors
Further information
Students choose between this and the following courses:
- Service User Involvement
- Evaluation of the Effectiveness of Social Services
Enrollment
13.03.2024 - 17.04.2024
Timing
01.05.2024 - 31.08.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 49
Degree programmes
- Bachelor of Social Services
Teachers
- Katariina Perttula
Objective
Students have adopted a reflective, research and development-minded approach to work. They have research and development competence pertaining to the anticipation of service and competence needs. Students are able to define the idea and role of foresight-based development in health and social services. They are familiar with methods used in the anticipation of service and competence needs. Students examine social, legal, political, economic and ethical perspectives of foresight work. They know how to plan, implement and evaluate foresight processes. Students know how to inform decision-makers and the public of the results of the foresight processes. They are able to suggest improvements based on the results. They are able to evaluate and report on development projects in the social field.
Content
- anticipation of competence and service needs
- foresight methods
- social, legal, ethical, political and economic perspectives
- using the results of foresight work
- project evaluation and report
Materials
Laaksonen, H., Laitinen H., & Hiilamo, H. (2020). Sosiaali- ja terveydenhuollon järjestelmä (Luku 9 Tulevaisuuden ennakointia, sivut 256-279). Helsinki: SanomaPro.
- Jalonen, H., Lehtinen, M., Tonteri, A., Koskinen,M., Nousiainen, A., & Jäppinen, T. Signaaleista tulevaisuus tarinoihin. Ennakoinnin lyhyt käsikirja. Turun ammattikorkeakoulu oppimateriaaleja 109. Turku: Turun ammattikorkeakoulu. Saatavissa : isbn9789522166524.pdf (turkuamk.fi)
- Sundqvist, S. & Oulasvirta, L. (toim.). Vaikutusten ennakkoarviointi kunnallisessa päätöksenteossa (Kuntaliiton verkkojulkaisu). : Kuntaliitto. Pdf-julkaisu ladattavissa sivulta: Vaikutusten ennakkoarviointi kunnallisessa päätöksenteossa | Kuntaliitto.fi
•- Säädösvaikutusten arviointi ihmisiin kohdistuvien vaikutusten näkökulmasta. (Julkaisuja 2/2016). Sosiaali- ja terveysministeriö. https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/75241/02_2016_Saadosvaikutusten_arviointi_ihmisiin_fi_netti_kansilla.pdf?sequence=1
Yksi seuraavista:
-Nikander, J, Juntunen, E., Holmberg, A., Tuominen- Thuesen, M. Aikuisten parissa tehtävä työn osaamistarveraportti. Raportit ja Selvitykset 13. Opetushallitus. http://www.oph.fi/download/186322_Aikuisten_parissa_tehtavan_sosiaalialan_tyon_osaamistarpeet.pdf
- Backman, H. Englund, K. & Nordströn, A. 2012. Lapsissa on tulevaisuus. Päivähoitoon ja lapsi- ja perhetyöhön liittyviä tulevaisuuden skenaarioita ja osaamistarpeita. VOSE-projektin pilottiryhmän tulokset. Opetushallitus Raportteja ja selvityksiä 22. Saatavissa: http://www.oph.fi/download/137253_2011_22_Lapsissa_on_tulevaisuus_VERKKOON.pdf
- Taipale-Lehto , U. & Bergman, T. 2013. Vanhuspalveluiden osaamistarve raportti. Opetushallitus Raportteja ja selvityksiä 14. Saatavissa: http://www.oph.fi/download/154602_Vanhuspalveluiden_osaamistarveraportti.pdf
- Terveys 2050. Neljä skenaariota ihmislähtöisestä terveydestä ja valinnanvapaudesta. Demos Helsinki. Saatavissa: http://www.demoshelsinki.fi/wp-content/uploads/2015/06/Terveys2050.pdf
Teaching methods
Studying in e-learning environment
Student workload
81 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- have ability to recognize reflective, research- and development-minded work orientation
- have capacities to describe and define the basic idea of foresight-based development
- are able to recognize the ways how foresight-based development can be used
- have ability to describe different reporting methods and information channels
Assessment criteria, good (3)
The students
- have competences to apply reflective, research- and development-minded work orientation
- have capacities to compare different applications and uses of foresight-based methods in service development
- have ability to make use of different reporting and informing concepts to different actors
Assessment criteria, excellent (5)
The students
- have capacities to broadly apply reflective, research- and development minded work orientation
- have capacities to critically compare different solutions of foresight-based development and analyze their usefulness in service development
- are able to report and inform in varied ways of the development results to different actors
Assessment criteria, good (3)
The students
- have ability to recognize reflective, research- and development-minded work orientation
- have capacities to describe and define the basic idea of foresight-based development
- are able to recognize the ways how foresight-based development can be used
- have ability to describe different reporting methods and information channels
Assessment criteria, excellent (5)
The students
- have competences to apply reflective, research- and development-minded work orientation
- have capacities to compare different applications and uses of foresight-based methods in service development
- have ability to make use of different reporting and informing concepts to different actors
Assessment criteria, approved/failed
The students
- have capacities to broadly apply reflective, research- and development minded work orientation
- have capacities to critically compare different solutions of foresight-based development and analyze their usefulness in service development
- are able to report and inform in varied ways of the development results to different actors
Further information
Students choose between this and the following courses:
- Service User Involvement
- Evaluation of the Effectiveness of Social Services
Enrollment
02.05.2023 - 06.09.2023
Timing
01.09.2023 - 13.10.2023
Credits
4 op
Teaching languages
- English
Seats
5 - 15
Degree programmes
- Bachelor of Social Services
Teachers
- Marja-Liisa Saariaho
Student groups
-
IEPSW23FEmpowerment in Social Work
-
SOS22C
-
SOS22B
-
SOS23A
Objective
Students are prepared to use activity-based group work methods in their work with clients. Students know laws of group dynamics. They know which factors influence starting, maintaining and ending group processes. Students recognise needs for activity-based group methods and are familiar with various action models. Students know how activity-based methods can be used to support various client group's wellbeing, ability to function and self-realization and how the methods can promote group formation, sense of community and clients' goals. Students know the principles of social encouragement and sociocultural work in Finnish and international contexts. They know how to encourage groups of clients to recognise their own way of expressing themselves through activities or interests and how to encourage clients to acquire the necessary skills and other resources and to commit themselves to common activity. Students are able to promote the group process to ensure group members' participation and constructive solutions to potential conflicts.
Content
- group work as a method in social work
- group dynamics, group process
- goal-oriented group facilitation
- sociocultural methods. social encouragement
- activity-based group methods in the Bachelor of Social Services' work, e.g. music, drama, sport actitivity, painting, graft
Materials
Toseland, R. W. ja Rivas, R. F. (2017). An introduction to group work practice. Eighth edition. Pearson Education limited.
Bradley T. Erford, Group work. Processes and Applications. (2011). The Merrill Counseling series.
The other material will be announced at the beginning of the course.
Teaching methods
lectures, discussions, drama and interaction exercises, group supervision exercises, experiments, action-based and interactive study methods, report of supervision excercises, individual essay
International connections
Studying in international group
Student workload
106 hours of work for a course participant including:
- contact lessons: 26h
- individual work of students:80h
Further information
Students can choose between this and the following courses:
- Facilitating Pedagogical Groups
- Facilitating Psychosocial Groups
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to name activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the main principles of social encouragement and sociocultural work both in national and in international context
- they have capacities to promote the group-process in activity-based groups under supervision
Assessment criteria, good (3)
Students
- are able to use activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the principles of social encouragement and sociocultural work both in national and in international context
- have competences to client-centered and sensitive acting in different supervision situations
- have competences to goal-oriented acting in complex group situations
- know how to be flexible, systematic, creative and active while supervising a activity-based group
Assessment criteria, excellent (5)
Students
- are able to use different activity-based group work methods in the field of social work
- have competences to indicate creative and innovative problem-solving capacity while supervising activity-based groups
- are able to analyze, how a goal-oriented, activity-based group supports well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- possess the knowledge of the principles of social encouragement and sociocultural work both in national and in international context
- have capacities to review and critically evaluate their individual group supervision skills and acting in the group
- have capacities to supervise activity-based groups in flexible, systematic, creative and active way
- have readiness to create and develop professional interaction and co-operation which support the clients? participation, while acting as supervisor of a activity-based group
Assessment methods and criteria
interactive exercises, report of supervision excercises, individual essay
Qualifications
Students of the Degree Programme in Social Services: Most part of the Basic studies
Further information
Students of the degree programme can choose between this and the following courses:
- Facilitating Pedagogical Groups
- Facilitating Psychosocial Groups
Enrollment
17.04.2023 - 20.04.2023
Timing
01.12.2023 - 10.05.2024
Credits
12 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Arja Haapaharju
- Annukka Haapa-aho
- Taja Kiiskilä
Student groups
-
SOS21B
-
SOS21C
Objective
Students become familiar with management in social welfare field, the work of immediate supervisors and the development of the organization where they undertake their practical training period. Students learn to identify and interpret practical situations in management, leadership and organization development. They familiarise themselves with relevant documents, plans, funding systems and legislation in typical professional fields of Bachelor of Social Services. Under supervision, they gain experience of practical work of management and supervision. Students gain competence in negotiation skills, meetings, documentation and communication of information. They evaluate their action and career planning. Students are able to recognise challenges in management in the public, private and third sector.Student understand the importance of sustainable development in social management.
Content
- strategies, quality management
- organization structures and funding
- social welfare guidelines, policies and legislation
- management, organization and development tasks
- leadership and personnel management
- interest group and network cooperation
- staff meetings
- training and wellbeing at work
- learning organization and sustainable development
- communication of information
Materials
practical training instructions and workplace documents
Teaching methods
Two orientations, practical training, learning assignments, guiding discussion and feedback session
Employer connections
practical training
Student workload
321h
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students
- have competences to apply theoretical knowledge in practical training
- have ability to describe their individual competences in personnel management and service management
- idicate capacities of critical thinking, are able to name dvelopment needs and their alternative solutions.
Assessment methods and criteria
evaluation Accepted/Rejected according objectives
Qualifications
most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr) and study courses: Strategic Management of Social Services and Personnel Management
Enrollment
22.04.2024 - 28.04.2024
Timing
01.05.2024 - 31.12.2024
Credits
12 op
Teaching languages
- Finnish
Seats
12 - 105
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
- Arja Haapaharju
- Annukka Haapa-aho
- Taja Kiiskilä
Student groups
-
SOS22A
-
MSOS23KDegree Programme in Social Services
-
MSOS22SV
Objective
Students become familiar with management in social welfare field, the work of immediate supervisors and the development of the organization where they undertake their practical training period. Students learn to identify and interpret practical situations in management, leadership and organization development. They familiarise themselves with relevant documents, plans, funding systems and legislation in typical professional fields of Bachelor of Social Services. Under supervision, they gain experience of practical work of management and supervision. Students gain competence in negotiation skills, meetings, documentation and communication of information. They evaluate their action and career planning. Students are able to recognise challenges in management in the public, private and third sector.Student understand the importance of sustainable development in social management.
Content
- strategies, quality management
- organization structures and funding
- social welfare guidelines, policies and legislation
- management, organization and development tasks
- leadership and personnel management
- interest group and network cooperation
- staff meetings
- training and wellbeing at work
- learning organization and sustainable development
- communication of information
Materials
practical training instructions and workplace documents
Teaching methods
Two orientations, practical training, learning assignments, guiding discussion and feedback session
Employer connections
practical training
Student workload
324 h
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students
- have competences to apply theoretical knowledge in practical training
- have ability to describe their individual competences in personnel management and service management
- idicate capacities of critical thinking, are able to name dvelopment needs and their alternative solutions.
Assessment methods and criteria
evaluation Accepted/Rejected according objectives
Qualifications
most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr) and study courses: Strategic Management of Social Services and Personnel Management
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 15.12.2023
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Arja Haapaharju
Student groups
-
SOS21A
-
MSOS22K
Objective
Students learn to recognize development targets in social field organizations and service processes, for example in the quality, design or effectiveness of services. Students learn methods and tools that can be used in the development of services. They become familiar with structures, networks and sources of funding used in the development of health and social services. Students know how to seek information about national and international organization development trends. They are able to apply their knowledge in an assignment. In the development of organizations, students take into account the perspective of sustainable development.
Content
- methods and tools in service development
- development structures for health and social services, development networks
- the process of services development
- structural developement
Materials
National and international material required to complete the development task.
Teaching methods
implementation of a development task on the basis of a development plan prepared by the student.
Employer connections
Practical Training
Student workload
78 h
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students are able to explain developement processes in social and health services. They possess knowledge about essential concepts, methods and principles. Students are able to reflect their individual values and attitudes and they recognize their responsibility as developers of social and health services.
Assessment methods and criteria
The student is able to explain the processes of developing social and health services. He masters the key concepts, methods and principles of development. The student reflects on his or her own values and attitudes and is aware of his or her responsibilities as a developer of social and health services.
Further information
The course is undertaken simultaneously or after the Practical Training on the Methods of Management and Leadership
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 17.05.2024
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Arja Haapaharju
Student groups
-
SOS21B
-
SOS21C
Objective
Students learn to recognize development targets in social field organizations and service processes, for example in the quality, design or effectiveness of services. Students learn methods and tools that can be used in the development of services. They become familiar with structures, networks and sources of funding used in the development of health and social services. Students know how to seek information about national and international organization development trends. They are able to apply their knowledge in an assignment. In the development of organizations, students take into account the perspective of sustainable development.
Content
- methods and tools in service development
- development structures for health and social services, development networks
- the process of services development
- structural developement
Materials
National and international material required to complete the development task.
Teaching methods
implementation of a development task on the basis of a development plan prepared by the student.
Employer connections
Practical Training
Student workload
78 h
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students are able to explain developement processes in social and health services. They possess knowledge about essential concepts, methods and principles. Students are able to reflect their individual values and attitudes and they recognize their responsibility as developers of social and health services.
Assessment methods and criteria
The student is able to explain the processes of developing social and health services. He masters the key concepts, methods and principles of development. The student reflects on his or her own values and attitudes and is aware of his or her responsibilities as a developer of social and health services.
Further information
The course is undertaken simultaneously or after the Practical Training on the Methods of Management and Leadership
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 17.05.2024
Credits
15 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Pirita Hakoneva
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students are able to engage in professional interaction with individual clients or groups of clients. Using a client-centred approach, students learn how to assess needs for support and services. They are able to describe a goal-oriented work process and participate in the implementation of such processes, as far as possible in their placement. Students are able to apply psychosocial, pedagogical and action-based social work methods with individuals, client groups or communities. Students know how to evaluate the suitability of the selected work methods for the counselling process. They learn to evaluate professional ethical perspectives in social field work and in their own action. Students are able to work as responsible members of the working community. They evaluate their action and assess their professional development needs and career choices.
Content
- professional interaction relationship
- assessment of a client's and client group's social situation and needs
- planning, implementation and evaluation of a goal-oriented psychosocial and activity-based social work process/ pedagogical early childhood education
- planning individual professional goals and evaluation of one's action
- reflection of one's professional ethics
Materials
Orientation, practical training,learning assignments, feedback sessions
Teaching methods
Orientation, practical training,learning assignments, feedback sessions
Employer connections
The course consists of practical training
Student workload
405 hours, 10 weeks practice and in addition learning assignments.
Content scheduling
The training period takes place in weeks 10-19. Training feedback is on Teams on Friday of week 19, a more precise time will be agreed separately.
Further information
The student, who has intention to work in early childhood education, has to implement one pedagogical practice during the studies. Pedagogical practice means practicing work within early childhood education.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students
- are able to apply psychosocial, pedagogical and activity-based methods in the practice
- have competences to act in client-centered and situation-sensitive way and to evaluate the needs of a client or a group of clients
- have competences to councel and support a client or supervise a group of clients in a goal-oriented way
- are able to describe a goal-oriented work process with a client, to apply it in the field and to evaluate the influences from the situation of the client
- have capacities to set professional goals and evaluate their individual actions from the point of professional ethics
- know how to act as a responsible member of work community.
Assessment methods and criteria
Completed training with assignments.
Qualifications
Major part of the first year studies, Interaction in Psychosocial Work and Introduction to Social Welfare Legislation.. In addition the students undertaking the module Early Childhood Education must have passed the study courses: Child’s Growth and Learning and Early Childhood Pedagogy.
Enrollment
17.04.2023 - 20.04.2023
Timing
01.11.2023 - 22.03.2024
Credits
15 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
- Annukka Haapa-aho
- Elina Kangasluoma
Student groups
-
SOS22C
-
SOS22B
Objective
Students are able to engage in professional interaction with individual clients or groups of clients. Using a client-centred approach, students learn how to assess needs for support and services. They are able to describe a goal-oriented work process and participate in the implementation of such processes, as far as possible in their placement. Students are able to apply psychosocial, pedagogical and action-based social work methods with individuals, client groups or communities. Students know how to evaluate the suitability of the selected work methods for the counselling process. They learn to evaluate professional ethical perspectives in social field work and in their own action. Students are able to work as responsible members of the working community. They evaluate their action and assess their professional development needs and career choices.
Content
- professional interaction relationship
- assessment of a client's and client group's social situation and needs
- planning, implementation and evaluation of a goal-oriented psychosocial and activity-based social work process/ pedagogical early childhood education
- planning individual professional goals and evaluation of one's action
- reflection of one's professional ethics
Materials
Orientation, practical training,learning assignments, feedback sessions
Teaching methods
Orientation, practical training,learning assignments, feedback sessions
Employer connections
The course consists of practical training
Student workload
405 hours, 10 weeks practice and in addition learning assignments.
Content scheduling
The training period takes place in weeks 2-11. Training feedback 12/2024.
Further information
The student, who has intention to work in early childhood education, has to implement one pedagogical practice during the studies. Pedagogical practice means practicing work within early childhood education.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students
- are able to apply psychosocial, pedagogical and activity-based methods in the practice
- have competences to act in client-centered and situation-sensitive way and to evaluate the needs of a client or a group of clients
- have competences to councel and support a client or supervise a group of clients in a goal-oriented way
- are able to describe a goal-oriented work process with a client, to apply it in the field and to evaluate the influences from the situation of the client
- have capacities to set professional goals and evaluate their individual actions from the point of professional ethics
- know how to act as a responsible member of work community.
Qualifications
Major part of the first year studies, Interaction in Psychosocial Work and Introduction to Social Welfare Legislation.. In addition the students undertaking the module Early Childhood Education must have passed the study courses: Child’s Growth and Learning and Early Childhood Pedagogy.
Enrollment
17.04.2023 - 20.04.2023
Timing
20.11.2023 - 24.05.2024
Credits
15 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
- Pirita Hakoneva
- Elina Kangasluoma
Student groups
-
SOS22C
-
SOS22B
Objective
Students are able to engage in professional interaction with individual clients or groups of clients. Using a client-centred approach, students learn how to assess needs for support and services. They are able to describe a goal-oriented work process and participate in the implementation of such processes, as far as possible in their placement. Students are able to apply psychosocial, pedagogical and action-based social work methods with individuals, client groups or communities. Students know how to evaluate the suitability of the selected work methods for the counselling process. They learn to evaluate professional ethical perspectives in social field work and in their own action. Students are able to work as responsible members of the working community. They evaluate their action and assess their professional development needs and career choices.
Content
- professional interaction relationship
- assessment of a client's and client group's social situation and needs
- planning, implementation and evaluation of a goal-oriented psychosocial and activity-based social work process/ pedagogical early childhood education
- planning individual professional goals and evaluation of one's action
- reflection of one's professional ethics
Materials
Orientation, practical training,learning assignments, feedback sessions
Teaching methods
Orientation, practical training,learning assignments, feedback sessions
Employer connections
The course consists of practical training
Student workload
405 hours, 10 weeks practice and in addition learning assignments.
Content scheduling
The training period takes place in weeks 11-20. Training feedback 21/2024.
Further information
The student, who has intention to work in early childhood education, has to implement one pedagogical practice during the studies. Pedagogical practice means practicing work within early childhood education.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students
- are able to apply psychosocial, pedagogical and activity-based methods in the practice
- have competences to act in client-centered and situation-sensitive way and to evaluate the needs of a client or a group of clients
- have competences to councel and support a client or supervise a group of clients in a goal-oriented way
- are able to describe a goal-oriented work process with a client, to apply it in the field and to evaluate the influences from the situation of the client
- have capacities to set professional goals and evaluate their individual actions from the point of professional ethics
- know how to act as a responsible member of work community.
Qualifications
Major part of the first year studies, Interaction in Psychosocial Work and Introduction to Social Welfare Legislation.. In addition the students undertaking the module Early Childhood Education must have passed the study courses: Child’s Growth and Learning and Early Childhood Pedagogy.
Enrollment
17.04.2023 - 20.04.2023
Timing
13.05.2024 - 31.07.2024
Credits
15 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Pirita Hakoneva
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students are able to engage in professional interaction with individual clients or groups of clients. Using a client-centred approach, students learn how to assess needs for support and services. They are able to describe a goal-oriented work process and participate in the implementation of such processes, as far as possible in their placement. Students are able to apply psychosocial, pedagogical and action-based social work methods with individuals, client groups or communities. Students know how to evaluate the suitability of the selected work methods for the counselling process. They learn to evaluate professional ethical perspectives in social field work and in their own action. Students are able to work as responsible members of the working community. They evaluate their action and assess their professional development needs and career choices.
Content
- professional interaction relationship
- assessment of a client's and client group's social situation and needs
- planning, implementation and evaluation of a goal-oriented psychosocial and activity-based social work process/ pedagogical early childhood education
- planning individual professional goals and evaluation of one's action
- reflection of one's professional ethics
Materials
Orientation, practical training,learning assignments, feedback sessions
Teaching methods
Orientation, practical training,learning assignments, feedback sessions.Separate HOPS plan.
Employer connections
The course consists of practical training
Student workload
405 hours, 10 weeks practice and in addition learning assignments.
Content scheduling
The time of the internship is always agreed separately with the supervising teacher, taking into account the summer free periods. Training feedback is also agreed separately. Internship in the summer always requires a separate personal study plan.
Further information
The student, who has intention to work in early childhood education, has to implement one pedagogical practice during the studies. Pedagogical practice means practicing work within early childhood education.
Orientations related to training are simultaneously training with implementation 3001.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students
- are able to apply psychosocial, pedagogical and activity-based methods in the practice
- have competences to act in client-centered and situation-sensitive way and to evaluate the needs of a client or a group of clients
- have competences to councel and support a client or supervise a group of clients in a goal-oriented way
- are able to describe a goal-oriented work process with a client, to apply it in the field and to evaluate the influences from the situation of the client
- have capacities to set professional goals and evaluate their individual actions from the point of professional ethics
- know how to act as a responsible member of work community.
Assessment methods and criteria
Completed training with assignments.
Qualifications
Major part of the first year studies, Interaction in Psychosocial Work and Introduction to Social Welfare Legislation.. In addition the students undertaking the module Early Childhood Education must have passed the study courses: Child’s Growth and Learning and Early Childhood Pedagogy.
Enrollment
22.04.2024 - 28.04.2024
Timing
01.04.2024 - 30.11.2024
Credits
15 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Annukka Haapa-aho
- Elina Kangasluoma
Student groups
-
SOS23A
Objective
Students are able to engage in professional interaction with individual clients or groups of clients. Using a client-centred approach, students learn how to assess needs for support and services. They are able to describe a goal-oriented work process and participate in the implementation of such processes, as far as possible in their placement. Students are able to apply psychosocial, pedagogical and action-based social work methods with individuals, client groups or communities. Students know how to evaluate the suitability of the selected work methods for the counselling process. They learn to evaluate professional ethical perspectives in social field work and in their own action. Students are able to work as responsible members of the working community. They evaluate their action and assess their professional development needs and career choices.
Content
- professional interaction relationship
- assessment of a client's and client group's social situation and needs
- planning, implementation and evaluation of a goal-oriented psychosocial and activity-based social work process/ pedagogical early childhood education
- planning individual professional goals and evaluation of one's action
- reflection of one's professional ethics
Materials
The same material as for the preceding theoretical courses and material used in practical field placements.
Teaching methods
Orientation, practical training,learning assignments, feedback sessions
Employer connections
The course consists of practical training
Student workload
398 hours, 10 weeks practice and in addition learning assignments
Further information
The student, who has intention to work in early childhood education, has to implement one pedagogical practice during the studies. Pedagogical practice means practicing work within early childhood education.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students
- are able to apply psychosocial, pedagogical and activity-based methods in the practice
- have competences to act in client-centered and situation-sensitive way and to evaluate the needs of a client or a group of clients
- have competences to councel and support a client or supervise a group of clients in a goal-oriented way
- are able to describe a goal-oriented work process with a client, to apply it in the field and to evaluate the influences from the situation of the client
- have capacities to set professional goals and evaluate their individual actions from the point of professional ethics
- know how to act as a responsible member of work community.
Assessment methods and criteria
Practical training period (pass), learning assignments, feedback discussions
Qualifications
Major part of the first year studies, Interaction in Psychosocial Work and Introduction to Social Welfare Legislation.. In addition the students undertaking the module Early Childhood Education must have passed the study courses: Child’s Growth and Learning and Early Childhood Pedagogy.
Enrollment
17.04.2023 - 20.04.2023
Timing
04.12.2023 - 03.05.2024
Credits
10 op
Teaching languages
- Finnish
Seats
12 - 85
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
- Marja-Liisa Saariaho
- Pia-Christine Sainio
- Milka Volanto
Student groups
-
SOS22A
-
MSOS22K
-
MSOS22SV
Objective
The student is trained to examine the client's needs, the client's equal status and the clientele from the perspective of influential, participatory and discriminatory structures and processes in society. He / she is able to identify discriminatory operating practices, system vulnerabilities and service blind spots that have a detrimental effect on the customer's position and involvement. The student is able to implement activities that support and empower the client in an resource-based way using psychosocial, functional, creative, communal, structural or empowering methods of social work. The student is able to choose methods in a way that suits the needs, situation and resources of the client or client group. He / she is able to take into account the boundary conditions and resources of the organization when planning empowering activities. The student is able to implement a process that promotes the inclusion and empowerment of a client or client group, which includes planning, implementation and evaluation in social work. He has the ability to acquire and produce information about the social work to be taken over. He / she is able to assess his / her own activities and professional development needs as well as the direction of his / her own career planning.
Content
- empowering and resource-driven activities that strengthen the customer and involve the customer
- assessing the client's position and clientship from a structural and empowering perspective
- planning, implementation and evaluation of a process designed to promote client engagement and empowerment
- evaluation and development of one's action
Location and time
-
Materials
-
Teaching methods
Orientation, practical training, learning assignment, counselling, poster seminar.
Employer connections
Practical training 7 weeks
Exam schedules
Does not include exam.
International connections
Studying in international group.
Completion alternatives
-
Student workload
Practical training time is 270 hours.
Content scheduling
-
Further information
Students must have passed one of the following study courses: Structural Social Work, Community-oriented Social Work, Empowering social work or Communication and Media in Social Work.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
Students have gained experience of client-centred action designed to promote client engagement. Students have learnt to examine clients' needs and position and clientship from the perspectives of social structures and processes. They are able to recognise practices, frinze areas and dead zones in the services and systems, which impair clients' position and engagement. Students are able to implement a variety of empowering activities which promote client engagement, using psychosocial, activity-based, creative, community-based, structural and empowering methods. Students know how to select methods that best suit the clients' or groups' needs, situation and resources. When planning activities, students take into account the boundary conditions and resources of the organization. Students have gained experience of planning, implementing and evaluating a process to promote client engagement and empowerment in a social work setting or in a project context. Students know how to acquire and produce information. They evaluate their action, professional development needs and career planning.
Assessment methods and criteria
The evaluation is based on the completion of training and learning assignments.
Qualifications
Students must have passed one of the following study courses: Structural Social Work, Community-oriented Social Work, Empowering social work or Communication and Media in Social Work.
Further information
The course can be taken in English language
Enrollment
17.04.2023 - 20.04.2023
Timing
28.08.2023 - 15.12.2023
Credits
10 op
Teaching languages
- Finnish
Seats
12 - 60
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
- Anu Aalto
- Marja-Liisa Saariaho
- Pia-Christine Sainio
Student groups
-
SOS21B
-
SOS21C
Objective
The student is trained to examine the client's needs, the client's equal status and the clientele from the perspective of influential, participatory and discriminatory structures and processes in society. He / she is able to identify discriminatory operating practices, system vulnerabilities and service blind spots that have a detrimental effect on the customer's position and involvement. The student is able to implement activities that support and empower the client in an resource-based way using psychosocial, functional, creative, communal, structural or empowering methods of social work. The student is able to choose methods in a way that suits the needs, situation and resources of the client or client group. He / she is able to take into account the boundary conditions and resources of the organization when planning empowering activities. The student is able to implement a process that promotes the inclusion and empowerment of a client or client group, which includes planning, implementation and evaluation in social work. He has the ability to acquire and produce information about the social work to be taken over. He / she is able to assess his / her own activities and professional development needs as well as the direction of his / her own career planning.
Content
- empowering and resource-driven activities that strengthen the customer and involve the customer
- assessing the client's position and clientship from a structural and empowering perspective
- planning, implementation and evaluation of a process designed to promote client engagement and empowerment
- evaluation and development of one's action
Teaching methods
Orientation, practical training, learning assignment, counselling, poster seminar
Employer connections
Practical training 7 weeks
Exam schedules
-
International connections
Studying in international group
Completion alternatives
-
Student workload
Practical training time is 270 hours.
Further information
Students must have passed one of the following study courses: Structural Social Work, Community-oriented Social Work, Empowering social work or Communication and Media in Social Work.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
Students have gained experience of client-centred action designed to promote client engagement. Students have learnt to examine clients' needs and position and clientship from the perspectives of social structures and processes. They are able to recognise practices, frinze areas and dead zones in the services and systems, which impair clients' position and engagement. Students are able to implement a variety of empowering activities which promote client engagement, using psychosocial, activity-based, creative, community-based, structural and empowering methods. Students know how to select methods that best suit the clients' or groups' needs, situation and resources. When planning activities, students take into account the boundary conditions and resources of the organization. Students have gained experience of planning, implementing and evaluating a process to promote client engagement and empowerment in a social work setting or in a project context. Students know how to acquire and produce information. They evaluate their action, professional development needs and career planning.
Qualifications
Students must have passed one of the following study courses: Structural Social Work, Community-oriented Social Work, Empowering social work or Communication and Media in Social Work.
Further information
The course can be taken in English language
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Arja Haapaharju
Student groups
-
SOS21A
-
MSOS22K
Objective
Students learn basic principles of personnel management and the related legislation in social welfare field. Students become aware of the connections between management and wellbeing at work and they learn to plan and implement practices to promote cooperation and sustainable development. Students become familiar with areas of management, gain competence in working as supervisors. Students know how to use the personnel's expertise and competence in running and developing the organization. Students gain competence in personnel planning. Students have assimilated the idea of self-management and are motivated to develop their work.
Content
- personnel management principles and legislation
- working as a immediate supervisor and organization of daily routines
- making use of the personnel's competence and expertise
- wellbeing at work, supervision of work, development discussions between managers and employees, mentoring
- personnel planning, recruitment and orientation of personnel
-developing one's work, self-management
Materials
Student chooses the literatures taking into account the themes of the course. The literature must be both in finish and in foreigner language.
Teaching methods
Lectures, assignments, group work, guided exercises, visitors
Exam schedules
At the end of the course, the student writes a summary of their learning
Completion alternatives
Online course
Student workload
133 hours, which consists of contact teaching, assignments and exercises
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to gesture the wholeness of personnel management
- are aware of importance of the personnel plan from the perspective of organizations functions
- are able to recognize connections between personnel management and wellbeing at work.
- indicate interrest towards personnel management issues.
Assessment criteria, good (3)
The students
- are able to explain and implement different processes of personnel management
- reflect their individual values and work orientations as an employee and as a supervisor.
Assessment criteria, excellent (5)
The students
- are able to describe and assess the influences of personnel management processes
- indicate commitment and readiness in different items of personnel management.
Assessment methods and criteria
participation in lectures and exercises: completion of assignments
Qualifications
most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Arja Haapaharju
Student groups
-
SOS21A
-
MSOS22K
Objective
Students learn basic principles of personnel management and the related legislation in social welfare field. Students become aware of the connections between management and wellbeing at work and they learn to plan and implement practices to promote cooperation and sustainable development. Students become familiar with areas of management, gain competence in working as supervisors. Students know how to use the personnel's expertise and competence in running and developing the organization. Students gain competence in personnel planning. Students have assimilated the idea of self-management and are motivated to develop their work.
Content
- personnel management principles and legislation
- working as a immediate supervisor and organization of daily routines
- making use of the personnel's competence and expertise
- wellbeing at work, supervision of work, development discussions between managers and employees, mentoring
- personnel planning, recruitment and orientation of personnel
-developing one's work, self-management
Materials
Student chooses the literatures taking into account the themes of the course. The literature must be both in finish and in foreigner language.
Teaching methods
Online learning: Every week, the student listens to the lecture recordings and familiarizes herself with the given material, after which there is a small group discussion each week about the week's theme and a joint output is produced.
Completion alternatives
Contact course
Student workload
133 hours
Content scheduling
The course begins with a joint online orientation.
The course consists of weekly assignments that include online discussions and group work. At the end of the course, the student writes a learning summary.
Further information
The student must have a webcam and a speaker / headphones.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to gesture the wholeness of personnel management
- are aware of importance of the personnel plan from the perspective of organizations functions
- are able to recognize connections between personnel management and wellbeing at work.
- indicate interrest towards personnel management issues.
Assessment criteria, good (3)
The students
- are able to explain and implement different processes of personnel management
- reflect their individual values and work orientations as an employee and as a supervisor.
Assessment criteria, excellent (5)
The students
- are able to describe and assess the influences of personnel management processes
- indicate commitment and readiness in different items of personnel management.
Assessment methods and criteria
completion of assignments
Qualifications
most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Arja Haapaharju
Student groups
-
SOS21B
-
SOS21C
Objective
Students learn basic principles of personnel management and the related legislation in social welfare field. Students become aware of the connections between management and wellbeing at work and they learn to plan and implement practices to promote cooperation and sustainable development. Students become familiar with areas of management, gain competence in working as supervisors. Students know how to use the personnel's expertise and competence in running and developing the organization. Students gain competence in personnel planning. Students have assimilated the idea of self-management and are motivated to develop their work.
Content
- personnel management principles and legislation
- working as a immediate supervisor and organization of daily routines
- making use of the personnel's competence and expertise
- wellbeing at work, supervision of work, development discussions between managers and employees, mentoring
- personnel planning, recruitment and orientation of personnel
-developing one's work, self-management
Materials
Student chooses the literatures taking into account the themes of the course. The literature must be both in finish and in foreigner language.
Teaching methods
Lectures, assignments, group work, guided exercises, visitors
Exam schedules
At the end of the course, the student writes a summary of their learning
Completion alternatives
Online course
Student workload
133 hours, which consists of contact teaching, assignments and exercises
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to gesture the wholeness of personnel management
- are aware of importance of the personnel plan from the perspective of organizations functions
- are able to recognize connections between personnel management and wellbeing at work.
- indicate interrest towards personnel management issues.
Assessment criteria, good (3)
The students
- are able to explain and implement different processes of personnel management
- reflect their individual values and work orientations as an employee and as a supervisor.
Assessment criteria, excellent (5)
The students
- are able to describe and assess the influences of personnel management processes
- indicate commitment and readiness in different items of personnel management.
Assessment methods and criteria
participation in lectures and exercises: completion of assignments
Qualifications
most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Arja Haapaharju
Student groups
-
SOS21B
-
SOS21C
Objective
Students learn basic principles of personnel management and the related legislation in social welfare field. Students become aware of the connections between management and wellbeing at work and they learn to plan and implement practices to promote cooperation and sustainable development. Students become familiar with areas of management, gain competence in working as supervisors. Students know how to use the personnel's expertise and competence in running and developing the organization. Students gain competence in personnel planning. Students have assimilated the idea of self-management and are motivated to develop their work.
Content
- personnel management principles and legislation
- working as a immediate supervisor and organization of daily routines
- making use of the personnel's competence and expertise
- wellbeing at work, supervision of work, development discussions between managers and employees, mentoring
- personnel planning, recruitment and orientation of personnel
-developing one's work, self-management
Materials
Student chooses the literatures taking into account the themes of the course. The literature must be both in finish and in foreigner language.
Teaching methods
Online learning: Every week, the student listens to the lecture recordings and familiarizes herself with the given material, after which there is a small group discussion each week about the week's theme and a joint output is produced.
Completion alternatives
Contact course
Student workload
133 hours
Content scheduling
The course begins with a joint online orientation.
The course consists of weekly assignments that include online discussions and group work. At the end of the course, the student writes a learning summary.
Further information
The student must have a webcam and a speaker / headphones.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to gesture the wholeness of personnel management
- are aware of importance of the personnel plan from the perspective of organizations functions
- are able to recognize connections between personnel management and wellbeing at work.
- indicate interrest towards personnel management issues.
Assessment criteria, good (3)
The students
- are able to explain and implement different processes of personnel management
- reflect their individual values and work orientations as an employee and as a supervisor.
Assessment criteria, excellent (5)
The students
- are able to describe and assess the influences of personnel management processes
- indicate commitment and readiness in different items of personnel management.
Assessment methods and criteria
completion of assignments
Qualifications
most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)
Enrollment
29.08.2023 - 01.09.2023
Timing
04.09.2023 - 27.10.2023
Credits
6 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Leena Elenius
- Maria Valli
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to explain the conceptual foundation of welfare. They can explain how such factors as experienced welfare and health, mental wellbeing, social relations, work, meaningful activities and living conditions affect people's welfare and coping in daily life. Students are able to explain how physical and mental illness, disability and ageing influence people's welfare and ability to function. Students know how to seek information from various publications of organizations and from literature, articles and online sources. Students are able to present the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyse their needs for information and select appropriate sources of information. Studens know how to use databases and online services offered by SeUAS library and other providers of services. Students are able to interpret and evaluate the information and develop their information seeking skills. Students know how to apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources, also international recurces).
Content
- welfare, experienced welfare
- quality of life
- ability to function, health - work, ageing, disability
- library and information services at Seinäjoki UAS
- information sources and producers of information in the social and health care field
- databases and online information sources and how to use them
- tools for online information seeking
- evaluation, use and application of information
Materials
Knowledge base: online material and independent information seeking
Information skills:
- SeAMK Library website
- other online material
- further reading: Haasio, A. (2020). Löydä. Avain.
Teaching methods
Knowledge base: face-to-face teaching, lectures, discussion, visits and visitors, seminar; independent distance learning, group work
Information skills: face-to-face teaching, lectures, demonstrations, workshops, assignments
Employer connections
Wellbeing and quality of life in practice. Working life assignments. Experience interviews.
Student workload
160 h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concept of welfare and recognize factors which affect individual people's welfare. Students can recognize effects of living conditions on people's daily life and experienced welfare. They can conclude and give examples of how work, health, physical and mental illness, ageing and disability affect people's welfare, quality of life and ability to function. Students can name effects of worklife and meaningful activities on people's everyday life and welfare. Students know how to seek professional sources of information. Students are able to present the library and information services provided by SeUAS and to name producers and sources of information in the social and health care field. Students analyze their needs for information and select appropriate sources of information. Students know how to use the services offered by SeUAS library and by other providers of information services. Students interpret and evaluate the information and develop their information seeking skills. Students apply most parts of the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment criteria, good (3)
Students are able to interpret and give examples of factors which affect individual people's and the population's welfare and quality of life. Students can explain effects of living conditions on people's daily life and experienced welfare. They can explain how work, health, physical and mental illness, ageing and disability affect people's welfare, experienced welfare and ability to function. Students can explain effects of worklife and meaningful activities on people's everyday life and welfare. They are able to apply their knowledge and give examples of factors which promote national welfare. Students seek and use professional sources of information. Students are able to present the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyze their needs for information and select appropriate sources of information. Students extensively use the services offered by SeUAS library and by other providers of information services. Students interpret and evaluate the information and develop their information seeking skills. Students carefully apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment criteria, excellent (5)
Students are able to justify and analyse factors which affect individual people's and the population's welfare and quality of life. Students compare and recognise conflicting elements in factors which influence welfare and living conditions. They are able to give examples and assess factors which promote welfare, also globally. Students extensively seek, select and use professional sources of information. Students are able to extensively present and evaluate the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyse their needs for information and select appropriate sources of information. Students use the services offered by SeUAS library and by other providers of information services effectively and extensively. Students interpret and evaluate the information competently and critically and develop their information seeking skills. Students carefully and competently apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment methods and criteria
Assignments, seminar, participation to seminars and other activities. Reflections and reports.
Enrollment
29.08.2023 - 01.09.2023
Timing
30.10.2023 - 15.12.2023
Credits
6 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Leena Elenius
- Maria Valli
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to explain the conceptual foundation of welfare. They can explain how such factors as experienced welfare and health, mental wellbeing, social relations, work, meaningful activities and living conditions affect people's welfare and coping in daily life. Students are able to explain how physical and mental illness, disability and ageing influence people's welfare and ability to function. Students know how to seek information from various publications of organizations and from literature, articles and online sources. Students are able to present the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyse their needs for information and select appropriate sources of information. Studens know how to use databases and online services offered by SeUAS library and other providers of services. Students are able to interpret and evaluate the information and develop their information seeking skills. Students know how to apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources, also international recurces).
Content
- welfare, experienced welfare
- quality of life
- ability to function, health - work, ageing, disability
- library and information services at Seinäjoki UAS
- information sources and producers of information in the social and health care field
- databases and online information sources and how to use them
- tools for online information seeking
- evaluation, use and application of information
Materials
Knowledge base: online material and independent information seeking
Information skills:
- SeAMK Library website
- other online material
- further reading: Haasio, A. (2020). Löydä. Avain.
Teaching methods
Knowledge base: face-to-face teaching, lectures, discussion, visits and visitors, seminar; independent distance learning, group work
Information skills: face-to-face teaching, lectures, demonstrations, workshops, assignments
Employer connections
Wellbeing and quality of life in practice. Working life assignments. Experience interviews.
Student workload
160 h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concept of welfare and recognize factors which affect individual people's welfare. Students can recognize effects of living conditions on people's daily life and experienced welfare. They can conclude and give examples of how work, health, physical and mental illness, ageing and disability affect people's welfare, quality of life and ability to function. Students can name effects of worklife and meaningful activities on people's everyday life and welfare. Students know how to seek professional sources of information. Students are able to present the library and information services provided by SeUAS and to name producers and sources of information in the social and health care field. Students analyze their needs for information and select appropriate sources of information. Students know how to use the services offered by SeUAS library and by other providers of information services. Students interpret and evaluate the information and develop their information seeking skills. Students apply most parts of the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment criteria, good (3)
Students are able to interpret and give examples of factors which affect individual people's and the population's welfare and quality of life. Students can explain effects of living conditions on people's daily life and experienced welfare. They can explain how work, health, physical and mental illness, ageing and disability affect people's welfare, experienced welfare and ability to function. Students can explain effects of worklife and meaningful activities on people's everyday life and welfare. They are able to apply their knowledge and give examples of factors which promote national welfare. Students seek and use professional sources of information. Students are able to present the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyze their needs for information and select appropriate sources of information. Students extensively use the services offered by SeUAS library and by other providers of information services. Students interpret and evaluate the information and develop their information seeking skills. Students carefully apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment criteria, excellent (5)
Students are able to justify and analyse factors which affect individual people's and the population's welfare and quality of life. Students compare and recognise conflicting elements in factors which influence welfare and living conditions. They are able to give examples and assess factors which promote welfare, also globally. Students extensively seek, select and use professional sources of information. Students are able to extensively present and evaluate the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyse their needs for information and select appropriate sources of information. Students use the services offered by SeUAS library and by other providers of information services effectively and extensively. Students interpret and evaluate the information competently and critically and develop their information seeking skills. Students carefully and competently apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment methods and criteria
Assignments, seminar, participation to seminars and other activities. Reflections and reports.
Enrollment
09.01.2024 - 12.01.2024
Timing
04.03.2024 - 17.05.2024
Credits
6 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Leena Elenius
- Maria Valli
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
Objective
Students are able to explain the conceptual foundation of welfare. They can explain how such factors as experienced welfare and health, mental wellbeing, social relations, work, meaningful activities and living conditions affect people's welfare and coping in daily life. Students are able to explain how physical and mental illness, disability and ageing influence people's welfare and ability to function. Students know how to seek information from various publications of organizations and from literature, articles and online sources. Students are able to present the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyse their needs for information and select appropriate sources of information. Studens know how to use databases and online services offered by SeUAS library and other providers of services. Students are able to interpret and evaluate the information and develop their information seeking skills. Students know how to apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources, also international recurces).
Content
- welfare, experienced welfare
- quality of life
- ability to function, health - work, ageing, disability
- library and information services at Seinäjoki UAS
- information sources and producers of information in the social and health care field
- databases and online information sources and how to use them
- tools for online information seeking
- evaluation, use and application of information
Materials
Knowledge base: online material and independent information seeking
Information skills:
- SeAMK Library website
- other online material
- further reading: Haasio, A. (2020). Löydä. Avain.
Teaching methods
Hybrid implementation
Knowledge base: lectures, discussion, visits, seminar; independent distance learning, group work, information fair
Information skills: face-to-face workshops, assignments
Employer connections
Wellbeing and quality of life in practice. Working life assignments. Experience interviews.
Student workload
160 h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concept of welfare and recognize factors which affect individual people's welfare. Students can recognize effects of living conditions on people's daily life and experienced welfare. They can conclude and give examples of how work, health, physical and mental illness, ageing and disability affect people's welfare, quality of life and ability to function. Students can name effects of worklife and meaningful activities on people's everyday life and welfare. Students know how to seek professional sources of information. Students are able to present the library and information services provided by SeUAS and to name producers and sources of information in the social and health care field. Students analyze their needs for information and select appropriate sources of information. Students know how to use the services offered by SeUAS library and by other providers of information services. Students interpret and evaluate the information and develop their information seeking skills. Students apply most parts of the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment criteria, good (3)
Students are able to interpret and give examples of factors which affect individual people's and the population's welfare and quality of life. Students can explain effects of living conditions on people's daily life and experienced welfare. They can explain how work, health, physical and mental illness, ageing and disability affect people's welfare, experienced welfare and ability to function. Students can explain effects of worklife and meaningful activities on people's everyday life and welfare. They are able to apply their knowledge and give examples of factors which promote national welfare. Students seek and use professional sources of information. Students are able to present the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyze their needs for information and select appropriate sources of information. Students extensively use the services offered by SeUAS library and by other providers of information services. Students interpret and evaluate the information and develop their information seeking skills. Students carefully apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment criteria, excellent (5)
Students are able to justify and analyse factors which affect individual people's and the population's welfare and quality of life. Students compare and recognise conflicting elements in factors which influence welfare and living conditions. They are able to give examples and assess factors which promote welfare, also globally. Students extensively seek, select and use professional sources of information. Students are able to extensively present and evaluate the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyse their needs for information and select appropriate sources of information. Students use the services offered by SeUAS library and by other providers of information services effectively and extensively. Students interpret and evaluate the information competently and critically and develop their information seeking skills. Students carefully and competently apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment methods and criteria
Assignments, information fair, participation in to information fair and other activities. Reflections and reports.
Enrollment
09.01.2024 - 12.01.2024
Timing
04.03.2024 - 17.05.2024
Credits
6 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Leena Elenius
- Maria Valli
Student groups
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Students are able to explain the conceptual foundation of welfare. They can explain how such factors as experienced welfare and health, mental wellbeing, social relations, work, meaningful activities and living conditions affect people's welfare and coping in daily life. Students are able to explain how physical and mental illness, disability and ageing influence people's welfare and ability to function. Students know how to seek information from various publications of organizations and from literature, articles and online sources. Students are able to present the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyse their needs for information and select appropriate sources of information. Studens know how to use databases and online services offered by SeUAS library and other providers of services. Students are able to interpret and evaluate the information and develop their information seeking skills. Students know how to apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources, also international recurces).
Content
- welfare, experienced welfare
- quality of life
- ability to function, health - work, ageing, disability
- library and information services at Seinäjoki UAS
- information sources and producers of information in the social and health care field
- databases and online information sources and how to use them
- tools for online information seeking
- evaluation, use and application of information
Materials
Knowledge base: online material and independent information seeking
Information skills:
- SeAMK Library website
- other online material
- further reading: Haasio, A. (2020). Löydä. Avain.
Teaching methods
Hybrid implementation
Knowledge base: lectures, discussion, visits, seminar; independent distance learning, group work, information fair
Information skills: face-to-face workshops, assignments
Employer connections
Wellbeing and quality of life in practice. Working life assignments. Experience interviews.
Student workload
160 h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concept of welfare and recognize factors which affect individual people's welfare. Students can recognize effects of living conditions on people's daily life and experienced welfare. They can conclude and give examples of how work, health, physical and mental illness, ageing and disability affect people's welfare, quality of life and ability to function. Students can name effects of worklife and meaningful activities on people's everyday life and welfare. Students know how to seek professional sources of information. Students are able to present the library and information services provided by SeUAS and to name producers and sources of information in the social and health care field. Students analyze their needs for information and select appropriate sources of information. Students know how to use the services offered by SeUAS library and by other providers of information services. Students interpret and evaluate the information and develop their information seeking skills. Students apply most parts of the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment criteria, good (3)
Students are able to interpret and give examples of factors which affect individual people's and the population's welfare and quality of life. Students can explain effects of living conditions on people's daily life and experienced welfare. They can explain how work, health, physical and mental illness, ageing and disability affect people's welfare, experienced welfare and ability to function. Students can explain effects of worklife and meaningful activities on people's everyday life and welfare. They are able to apply their knowledge and give examples of factors which promote national welfare. Students seek and use professional sources of information. Students are able to present the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyze their needs for information and select appropriate sources of information. Students extensively use the services offered by SeUAS library and by other providers of information services. Students interpret and evaluate the information and develop their information seeking skills. Students carefully apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment criteria, excellent (5)
Students are able to justify and analyse factors which affect individual people's and the population's welfare and quality of life. Students compare and recognise conflicting elements in factors which influence welfare and living conditions. They are able to give examples and assess factors which promote welfare, also globally. Students extensively seek, select and use professional sources of information. Students are able to extensively present and evaluate the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyse their needs for information and select appropriate sources of information. Students use the services offered by SeUAS library and by other providers of information services effectively and extensively. Students interpret and evaluate the information competently and critically and develop their information seeking skills. Students carefully and competently apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment methods and criteria
Assignments, information fair, participation in to information fair and other activities. Reflections and reports.
Enrollment
02.05.2023 - 15.09.2023
Timing
25.09.2023 - 05.12.2023
Credits
6 op
Virtual proportion (cr)
6 op
Teaching languages
- Finnish
Seats
20 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Leena Elenius
- Maria Valli
Student groups
-
SOPE23SBasics of socionomic work
Objective
Students are able to explain the conceptual foundation of welfare. They can explain how such factors as experienced welfare and health, mental wellbeing, social relations, work, meaningful activities and living conditions affect people's welfare and coping in daily life. Students are able to explain how physical and mental illness, disability and ageing influence people's welfare and ability to function. Students know how to seek information from various publications of organizations and from literature, articles and online sources. Students are able to present the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyse their needs for information and select appropriate sources of information. Studens know how to use databases and online services offered by SeUAS library and other providers of services. Students are able to interpret and evaluate the information and develop their information seeking skills. Students know how to apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources, also international recurces).
Content
- welfare, experienced welfare
- quality of life
- ability to function, health - work, ageing, disability
- library and information services at Seinäjoki UAS
- information sources and producers of information in the social and health care field
- databases and online information sources and how to use them
- tools for online information seeking
- evaluation, use and application of information
Materials
Knowledge base: online Moodle material and independent information seeking
Information skills:
- SeAMK Library website
- other online material
- further reading: Haasio, A. 2020. Löydä. Helsinki: Avain.
Teaching methods
Knowledge base: Moodle-material and assignments related to different theory themes, visits, seminar; independent distance learning, group work
Information skills: assignments
Employer connections
Wellbeing and quality of life in practice. Working life assignments. Experience interviews.
Student workload
160 h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concept of welfare and recognize factors which affect individual people's welfare. Students can recognize effects of living conditions on people's daily life and experienced welfare. They can conclude and give examples of how work, health, physical and mental illness, ageing and disability affect people's welfare, quality of life and ability to function. Students can name effects of worklife and meaningful activities on people's everyday life and welfare. Students know how to seek professional sources of information. Students are able to present the library and information services provided by SeUAS and to name producers and sources of information in the social and health care field. Students analyze their needs for information and select appropriate sources of information. Students know how to use the services offered by SeUAS library and by other providers of information services. Students interpret and evaluate the information and develop their information seeking skills. Students apply most parts of the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment criteria, good (3)
Students are able to interpret and give examples of factors which affect individual people's and the population's welfare and quality of life. Students can explain effects of living conditions on people's daily life and experienced welfare. They can explain how work, health, physical and mental illness, ageing and disability affect people's welfare, experienced welfare and ability to function. Students can explain effects of worklife and meaningful activities on people's everyday life and welfare. They are able to apply their knowledge and give examples of factors which promote national welfare. Students seek and use professional sources of information. Students are able to present the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyze their needs for information and select appropriate sources of information. Students extensively use the services offered by SeUAS library and by other providers of information services. Students interpret and evaluate the information and develop their information seeking skills. Students carefully apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment criteria, excellent (5)
Students are able to justify and analyse factors which affect individual people's and the population's welfare and quality of life. Students compare and recognise conflicting elements in factors which influence welfare and living conditions. They are able to give examples and assess factors which promote welfare, also globally. Students extensively seek, select and use professional sources of information. Students are able to extensively present and evaluate the library and information services provided by SeUAS and to name important producers and sources of information in the social and health care field. Students analyse their needs for information and select appropriate sources of information. Students use the services offered by SeUAS library and by other providers of information services effectively and extensively. Students interpret and evaluate the information competently and critically and develop their information seeking skills. Students carefully and competently apply the SeUAS instructions provided for written assignments as regards referencing (books, articles, online sources).
Assessment methods and criteria
Assignments, seminar, participation to seminars and other activities. Reflections and reports.
Enrollment
14.08.2023 - 21.04.2024
Timing
04.09.2023 - 31.05.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Anna-Kaarina Koivula
Student groups
-
SOS21B
-
SOS21A
-
SOS21C
-
MSOS22K
Objective
Students become aware of the potential of welfare technology in welfare services and Finnish society. Students learn what kind of possibilities and limiations user-oriented technology can involve in the promotion of clients' social engagement and ability to function. Students describe and reflect on ethical issues related to welfare technology.
Content
- welfare technology
- the potential and limitations of technology
- user-oriented technology from the perspective of various client groups
- welfare technology, sustainable development and ethical issues
Materials
materials in moodle
Teaching methods
virtual learning independently (moodle)
Student workload
approximately 80 hours students work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- can describe about the applications and potential use and limitations of welfare technology with some client groups from the perspectives of the individual, community and society
- recognise ethical issues related to welfare technology
Assessment criteria, good (3)
Students
- can compare about the applications and evaluate the use and limitations of welfare technology with some client groups from the perspectives of the individual, community and society
- are able to extensively discuss ethical issues related to welfare technology
Assessment criteria, excellent (5)
Students
- can analyse about the applications and extensively evaluate the use and limitations of welfare technology with some client groups from the perspectives of the individual, community and society
- are able to extensively analyse ethical issues related to welfare technology
Assessment methods and criteria
learning tasks
Assessment criteria, good (3)
Students
- can describe about the applications and potential use and limitations of welfare technology with some client groups from the perspectives of the individual, community and society
- recognise ethical issues related to welfare technology
Assessment criteria, excellent (5)
Students
- can compare about the applications and evaluate the use and limitations of welfare technology with some client groups from the perspectives of the individual, community and society
- are able to extensively discuss ethical issues related to welfare technology
Assessment criteria, approved/failed
Students
- can analyse about the applications and extensively evaluate the use and limitations of welfare technology with some client groups from the perspectives of the individual, community and society
- are able to extensively analyse ethical issues related to welfare technology
Qualifications
previous studies are not required
Further information
Students choose between this course and the following courses:
- Technology and Everyday Life
- Communication Aids
- Digitalisation in the Fields of Social Work
Enrollment
29.08.2023 - 01.09.2023
Timing
04.09.2023 - 27.10.2023
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to explain the concept of welfare society, its essential features and principles and its historical development. Students can explain how the Finnish welfare society is similar to other European, especially Nordic, welfare models, and how it differs from them. Students know how the welfare services are integrated into the functions of the welfare state. They know how the services of the welfare society are organized and funded. Students are able to follow current social and economic debates. They know how to describe the respective roles of the public, private and third sector as actors in the welfare society and as providers of welfare services. Students can explain the meaning of formal and informal help.They can explain about the potential changes and imminent challenges of the welfare society, wellbeing services county and its various sectors.
Content
- the concept of welfare society
- Nordic and European welfare models
- welfare services as part of the welfare society and wellbeing services county
- funding of welfare services
- the public sector, the private sector and the third sector as providers of welfare services
- informal and formal help
Materials
Karisto, A., Takala, P. & Haapola, I. (2006 tai uudempi): Matkalla nykyaikaan. Elintason, elämäntavan ja sosiaalipolitiikan muutos.
- Sosiaali- ja terveydenhuollon järjestelmä ja vastuut. http://stm.fi/sotepalvelut/jarjestelma-vastuut
Sosiaali- ja terveysministeriö.
- Hyvinvointipolitiikka. https://www.thl.fi/fi/web/hyvinvointipolitiikka/tavoitteet-ja-keinot
THL.
- Palola, E. & Karjalainen, V. (toim.) 2011. Hukassa vai uuden jäljillä. https://www.julkari.fi/bitstream/handle/10024/80271/970d363e-9edf-4b54-a76e-446b81ed34b5.pdf?sequence=1. THL: Helsinki.
- Möttönen, S. & Niemelä J. 2005. Kunta ja kolmas sektori. PS-kustannus: Jyväskylä.
Teaching methods
This course is classroom teaching, including lectures and tasks.
Employer connections
The study course does not include Practical training.
Student workload
81h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to name essential features and principles of the welfare society. Students can describe the properties of various welfare models. They recognize roles of various sectors and the potential changes these sectors will face as actors in the welfare society.
Assessment criteria, good (3)
Students are able to explain the concept of welfare society and its essential features and principles. Students can describe the properties of various welfare models. They can compare roles of various sectors and the potential changes these sectors will face as actors in the welfare society.
Assessment criteria, excellent (5)
Students are able to explain the concept of welfare society and its essential features and principles. Students can explain properties of various welfare models. They can analyze and compare roles of various sectors and the potential changes these sectors will face as actors in the welfare society. Students possess some recognizable economic literacy related to the welfare society.
Assessment methods and criteria
Learning assignment
Qualifications
no prerequisities
Enrollment
29.08.2023 - 01.09.2023
Timing
23.10.2023 - 15.12.2023
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 44
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to explain the concept of welfare society, its essential features and principles and its historical development. Students can explain how the Finnish welfare society is similar to other European, especially Nordic, welfare models, and how it differs from them. Students know how the welfare services are integrated into the functions of the welfare state. They know how the services of the welfare society are organized and funded. Students are able to follow current social and economic debates. They know how to describe the respective roles of the public, private and third sector as actors in the welfare society and as providers of welfare services. Students can explain the meaning of formal and informal help.They can explain about the potential changes and imminent challenges of the welfare society, wellbeing services county and its various sectors.
Content
- the concept of welfare society
- Nordic and European welfare models
- welfare services as part of the welfare society and wellbeing services county
- funding of welfare services
- the public sector, the private sector and the third sector as providers of welfare services
- informal and formal help
Materials
- Karisto, A., Takala, P. & Haapola, I. (2006 tai uudempi): Matkalla nykyaikaan. Elintason, elämäntavan ja sosiaalipolitiikan muutos.
- Sosiaali- ja terveydenhuollon järjestelmä ja vastuut. http://stm.fi/sotepalvelut/jarjestelma-vastuut
Sosiaali- ja terveysministeriö.
- Palola, E. & Karjalainen, V. (toim.) 2011. Hukassa vai uuden jäljillä. https://www.julkari.fi/handle/10024/80271. THL: Helsinki.
- Möttönen, S. & Niemelä J. 2005. Kunta ja kolmas sektori. PS-kustannus: Jyväskylä.
- Karvonen, S., Kestilä, L., Saikkonen, P., & Aalto, A. (2022). Suomalaisten hyvinvointi 2022. Terveyden ja hyvinvoinnin laitos. https://www.julkari.fi/handle/10024/145692. THL: Helsinki
Teaching methods
This course is online learning, independent study, tasks as online learning.
Employer connections
The study course does not include Practical training.
Student workload
81h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to name essential features and principles of the welfare society. Students can describe the properties of various welfare models. They recognize roles of various sectors and the potential changes these sectors will face as actors in the welfare society.
Assessment criteria, good (3)
Students are able to explain the concept of welfare society and its essential features and principles. Students can describe the properties of various welfare models. They can compare roles of various sectors and the potential changes these sectors will face as actors in the welfare society.
Assessment criteria, excellent (5)
Students are able to explain the concept of welfare society and its essential features and principles. Students can explain properties of various welfare models. They can analyze and compare roles of various sectors and the potential changes these sectors will face as actors in the welfare society. Students possess some recognizable economic literacy related to the welfare society.
Qualifications
no prerequisities
Enrollment
09.01.2024 - 12.01.2024
Timing
08.01.2024 - 23.02.2024
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
Objective
Students are able to explain the concept of welfare society, its essential features and principles and its historical development. Students can explain how the Finnish welfare society is similar to other European, especially Nordic, welfare models, and how it differs from them. Students know how the welfare services are integrated into the functions of the welfare state. They know how the services of the welfare society are organized and funded. Students are able to follow current social and economic debates. They know how to describe the respective roles of the public, private and third sector as actors in the welfare society and as providers of welfare services. Students can explain the meaning of formal and informal help.They can explain about the potential changes and imminent challenges of the welfare society, wellbeing services county and its various sectors.
Content
- the concept of welfare society
- Nordic and European welfare models
- welfare services as part of the welfare society and wellbeing services county
- funding of welfare services
- the public sector, the private sector and the third sector as providers of welfare services
- informal and formal help
Materials
Karisto, A., Takala, P. & Haapola, I. (2006 tai uudempi): Matkalla nykyaikaan. Elintason, elämäntavan ja sosiaalipolitiikan muutos.
- Sosiaali- ja terveydenhuollon järjestelmä ja vastuut. http://stm.fi/sotepalvelut/jarjestelma-vastuut
Sosiaali- ja terveysministeriö.
- Hyvinvointipolitiikka. https://www.thl.fi/fi/web/hyvinvointipolitiikka/tavoitteet-ja-keinot
THL.
- Palola, E. & Karjalainen, V. (toim.) 2011. Hukassa vai uuden jäljillä. https://www.julkari.fi/bitstream/handle/10024/80271/970d363e-9edf-4b54-a76e-446b81ed34b5.pdf?sequence=1. THL: Helsinki.
- Möttönen, S. & Niemelä J. 2005. Kunta ja kolmas sektori. PS-kustannus: Jyväskylä.
Teaching methods
This course is classroom teaching, including lectures and tasks.
Employer connections
The study course does not include Practical training.
Student workload
81h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to name essential features and principles of the welfare society. Students can describe the properties of various welfare models. They recognize roles of various sectors and the potential changes these sectors will face as actors in the welfare society.
Assessment criteria, good (3)
Students are able to explain the concept of welfare society and its essential features and principles. Students can describe the properties of various welfare models. They can compare roles of various sectors and the potential changes these sectors will face as actors in the welfare society.
Assessment criteria, excellent (5)
Students are able to explain the concept of welfare society and its essential features and principles. Students can explain properties of various welfare models. They can analyze and compare roles of various sectors and the potential changes these sectors will face as actors in the welfare society. Students possess some recognizable economic literacy related to the welfare society.
Assessment methods and criteria
Learning assignment
Qualifications
no prerequisities
Enrollment
09.01.2024 - 12.01.2024
Timing
08.01.2024 - 08.03.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
AVOINAMKOpen UAS
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Students are able to explain the concept of welfare society, its essential features and principles and its historical development. Students can explain how the Finnish welfare society is similar to other European, especially Nordic, welfare models, and how it differs from them. Students know how the welfare services are integrated into the functions of the welfare state. They know how the services of the welfare society are organized and funded. Students are able to follow current social and economic debates. They know how to describe the respective roles of the public, private and third sector as actors in the welfare society and as providers of welfare services. Students can explain the meaning of formal and informal help.They can explain about the potential changes and imminent challenges of the welfare society, wellbeing services county and its various sectors.
Content
- the concept of welfare society
- Nordic and European welfare models
- welfare services as part of the welfare society and wellbeing services county
- funding of welfare services
- the public sector, the private sector and the third sector as providers of welfare services
- informal and formal help
Materials
- Karisto, A., Takala, P. & Haapola, I. (2006 tai uudempi): Matkalla nykyaikaan. Elintason, elämäntavan ja sosiaalipolitiikan muutos.
- Sosiaali- ja terveydenhuollon järjestelmä ja vastuut. http://stm.fi/sotepalvelut/jarjestelma-vastuut
Sosiaali- ja terveysministeriö.
- Palola, E. & Karjalainen, V. (toim.) 2011. Hukassa vai uuden jäljillä. https://www.julkari.fi/handle/10024/80271. THL: Helsinki.
- Möttönen, S. & Niemelä J. 2005. Kunta ja kolmas sektori. PS-kustannus: Jyväskylä.
- Karvonen, S., Kestilä, L., Saikkonen, P., & Aalto, A. (2022). Suomalaisten hyvinvointi 2022. Terveyden ja hyvinvoinnin laitos. https://www.julkari.fi/handle/10024/145692. THL: Helsinki
Teaching methods
This course is online learning, independent study, tasks as online learning.
Employer connections
The study course does not include Practical training.
Student workload
81h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to name essential features and principles of the welfare society. Students can describe the properties of various welfare models. They recognize roles of various sectors and the potential changes these sectors will face as actors in the welfare society.
Assessment criteria, good (3)
Students are able to explain the concept of welfare society and its essential features and principles. Students can describe the properties of various welfare models. They can compare roles of various sectors and the potential changes these sectors will face as actors in the welfare society.
Assessment criteria, excellent (5)
Students are able to explain the concept of welfare society and its essential features and principles. Students can explain properties of various welfare models. They can analyze and compare roles of various sectors and the potential changes these sectors will face as actors in the welfare society. Students possess some recognizable economic literacy related to the welfare society.
Qualifications
no prerequisities
Enrollment
29.08.2023 - 01.09.2023
Timing
30.10.2023 - 15.12.2023
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 44
Degree programmes
- Bachelor of Social Services
Teachers
- Elina Kangasluoma
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students learn to name important actors in the welfare society, which produce welfare, health and social support in health and social services, social security and in the related and cooperation fields. Students can define the key actors' contribution and responsibility for organising and providing support and help. Students learn to explain what kind of help and support clients can have in various life situations. They recognise models of cooperation between the actors. Students analyse the roles and effects of the actors and benefits from the perspective of sustainable development.
Content
- social and health care services
- most essential social benefits
- employment services
- Digital- and population data service agency and legal aid office services
- models for cooperation between companies, public sector and civil society
- importance of companies, public sector and organizations as part of the welfare system
Materials
- Hiilamo H., Laitinen H. & Laaksonen H. (toim.) (2020) Sosiaali- ja terveydenhuollon järjestelmä.
- Sosiaaliturvaopas Järjestöjen sosiaaliturvaopas 2023. http://www.sosiaaliturvaopas.fi
- Recommended also the web sites of Kela ja STM and other needed organizations´s web sites.
- In addition material introduced by the lecturer.
Teaching methods
Multiform-learning involves classroom-learning, visiting in worklife and independent learning in web-learning environment Moodle.
International connections
-Students have the opportunity to study Kela's brochures written in English or other languages.
Student workload
135 hours.
Multiform learning:
- contact instruction 32 hours and
- web-learning in Moodle environment 103 hours.
Further information
The course presented here is the multiform learning courseoption.
Students choose between this course and the course called Social Security from Client Perspective. The optional study course is not allowed to include in Free Choice Studies.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to name services that produce welfare, health and social support from the perspective of each important actor. Students can recognize the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can explain, what kind of support and help clients are allowed to receive in different life situations. Students can name cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to define the importance of actors and benefits from the perspective of sustainable development.
Assessment criteria, good (3)
Students are able to present services that produce welfare, health and social support from the perspective of each important actor. Students know how to explain the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can define principles for what kind of support and help clients are allowed to receive in different life situations. Students can present cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to evaluate the importance of actors and benefits from the perspective of sustainable development.
Assessment criteria, excellent (5)
Students are able to extensively present and justify forms of welfare, health and support from the perspective of each important actor. Students can analyse the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can define from several perspectives for what kind of support and help clients are allowed to receive in different life situations.Students can compare and justify cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to analyse the importance of actors and benefits from the perspective of sustainable development.
Assessment methods and criteria
Multiform-learning: Active participation in contact-learninglessons and also one assignment will be evaluated.
Assessment criteria, satisfactory (1)
Performance does not reach level 1.
Assessment criteria, good (3)
Students are able to name services that produce welfare, health and social support from the perspective of each important actor. Students can recognize the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can explain, what kind of support and help clients are allowed to receive in different life situations. Students can name cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to define the importance of actors and benefits from the perspective of sustainable development.
Assessment criteria, excellent (5)
Students are able to present services that produce welfare, health and social support from the perspective of each important actor. Students know how to explain the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can define principles for what kind of support and help clients are allowed to receive in different life situations. Students can present cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to evaluate the importance of actors and benefits from the perspective of sustainable development.
Assessment criteria, approved/failed
Students are able to extensively present and justify forms of welfare, health and support from the perspective of each important actor. Students can analyse the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can define from several perspectives for what kind of support and help clients are allowed to receive in different life situations.Students can compare and justify cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to analyse the importance of actors and benefits from the perspective of sustainable development.
Qualifications
The course is undertaken simultanously or after the course Introduction to Welfare Society.
Further information
Students choose between this course and the course Social Security from Client Perspective. The optional study course is not allowed to include in Free Choice Studies.
Enrollment
09.01.2024 - 12.01.2024
Timing
04.03.2024 - 17.05.2024
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Elina Kangasluoma
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Students learn to name important actors in the welfare society, which produce welfare, health and social support in health and social services, social security and in the related and cooperation fields. Students can define the key actors' contribution and responsibility for organising and providing support and help. Students learn to explain what kind of help and support clients can have in various life situations. They recognise models of cooperation between the actors. Students analyse the roles and effects of the actors and benefits from the perspective of sustainable development.
Content
- social and health care services
- most essential social benefits
- employment services
- Digital- and population data service agency and legal aid office services
- models for cooperation between companies, public sector and civil society
- importance of companies, public sector and organizations as part of the welfare system
Materials
- Hiilamo H., Laitinen H. & Laaksonen H. (toim.) (2020) Sosiaali- ja terveydenhuollon järjestelmä.
- Sosiaaliturvaopas Järjestöjen sosiaaliturvaopas 2024. http://www.sosiaaliturvaopas.fi
- Recommended also the web sites of Kela ja STM and other needed organizations´s web sites.
- In addition material introduced by the lecturer.
Teaching methods
This course is a online learning course. At the beginning of the course there are orienting lectures online.
Employer connections
The course does not include practice.
International connections
-Students have the opportunity to study Kela's brochures written in English or other languages.
Completion alternatives
Multi-form learning option.
Student workload
135 hours.
This Option: Web-learning
- orientation 4h hours
- independent web-learning 131 hours
Further information
The course presented here is the web-learningcourseoption.
Students choose between this course and the course called Social Security from Client Perspective. The optional study course is not allowed to include in Free Choice Studies.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to name services that produce welfare, health and social support from the perspective of each important actor. Students can recognize the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can explain, what kind of support and help clients are allowed to receive in different life situations. Students can name cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to define the importance of actors and benefits from the perspective of sustainable development.
Assessment criteria, good (3)
Students are able to present services that produce welfare, health and social support from the perspective of each important actor. Students know how to explain the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can define principles for what kind of support and help clients are allowed to receive in different life situations. Students can present cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to evaluate the importance of actors and benefits from the perspective of sustainable development.
Assessment criteria, excellent (5)
Students are able to extensively present and justify forms of welfare, health and support from the perspective of each important actor. Students can analyse the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can define from several perspectives for what kind of support and help clients are allowed to receive in different life situations.Students can compare and justify cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to analyse the importance of actors and benefits from the perspective of sustainable development.
Assessment methods and criteria
Web-learning option: Participation orientation lessons (4h), active participation in web-learning discussions and other different assignments done in web-learning environment Moodle. One of those assignments will be evaluated.
Assessment criteria, satisfactory (1)
Performance does not reach level 1.
Assessment criteria, good (3)
Students are able to name services that produce welfare, health and social support from the perspective of each important actor. Students can recognize the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can explain, what kind of support and help clients are allowed to receive in different life situations. Students can name cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to define the importance of actors and benefits from the perspective of sustainable development.
Assessment criteria, excellent (5)
Students are able to present services that produce welfare, health and social support from the perspective of each important actor. Students know how to explain the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can define principles for what kind of support and help clients are allowed to receive in different life situations. Students can present cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to evaluate the importance of actors and benefits from the perspective of sustainable development.
Assessment criteria, approved/failed
Students are able to extensively present and justify forms of welfare, health and support from the perspective of each important actor. Students can analyse the meaning, roles, tasks, forms of help, extent and contents of the social insurance, social and health services and related fields. Students can define from several perspectives for what kind of support and help clients are allowed to receive in different life situations.Students can compare and justify cooperation forms between actors as an important part of a well-functioning welfare system and provision of social wellbeing and support. Students are able to analyse the importance of actors and benefits from the perspective of sustainable development.
Qualifications
The course is undertaken simultanously or after the course Introduction to Welfare Society.
Further information
Students choose between this course and the course Social Security from Client Perspective. The optional study course is not allowed to include in Free Choice Studies.
Enrollment
28.08.2023 - 24.09.2023
Timing
25.09.2023 - 01.10.2023
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Engineering, Construction Engineering
- Bachelor of Business Administration, Library and Information Services
- Bachelor of Health Care, Nursing
- Bachelor of Construction Site Management
- Bachelor of Business Administration, Business Management
- Bachelor of Social Services
- Bachelor of Hospitality Management
- Bachelor of Business Administration, SME Business Management
- Bachelor of Natural Resources, Agriculture and Rural Enterprises
- Bachelor of Engineering, Information Technology
- Bachelor of Engineering, Automation Engineering
- Bachelor of Culture and Arts, Cultural Management
- Bachelor of Engineering, Food Processing and Biotechnology
- Bachelor of Health Care, Physiotherapy
- Bachelor of Engineering, Mechanical Engineering
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Jussi Kareinen
- Jaana Liukkonen
Student groups
-
KUTU23Bachelor of Culture and Arts, Cultural Management
Objective
The student can:
- solve real working-life development tasks (companies, organisations, associations) in small groups, consisting of students of different fields
- conduct a customer survey and, based on it, develop and test different solutions to the commissioner’s problem
- consider the business aspects while choosing their solution
- present the solution, or concept, chosen by the group to the commissioner in a professional way
- apply design thinking and its process in future in development tasks in their own field
Content
In the daytime implementation, the course is implemented as a one-week intensive course during SeAMK Innovation Week. During that time, the students do not attend any other courses at SeAMK.
In the multimodal implementation, the course is implemented online, following a separate timetable.
- Preliminary assignment on the concepts and processes of the course (design thinking, service design, groupwork)
- Analysis of the problem of the development task
- Collection of customer information with different methods
- Brainstorming of solution options with different methods
- Testing of solution options and their development based on the testing
- Presentation of a solution, or concept
- Teamwork skills and daily reporting on one’s work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
.
Assessment criteria, approved/failed
- By completing the preliminary assignment successfully, the student shows their command of the stages and concepts of the customer-focused development project
- The student shows their command of the customer-focused development process by actively participating in the solving of the development task in the group
- The student can collect customer information using different methods and apply information to solve the development task
- The student has participated in the presentation of the group’s results to the commissioner
Enrollment
23.10.2023 - 22.12.2023
Timing
23.10.2023 - 31.05.2024
Credits
4 op
Virtual proportion (cr)
1 op
Teaching languages
- English
Seats
8 - 8
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
- Marja-Liisa Saariaho
Student groups
-
VVO
Materials
Literature will be announced in the beginning of the course
Teaching methods
- lectures, individual tasks and group tasks in international group, workshop in virtual environment
- studies in Netherlands, Saxion UAS week 6/2024
- studies in Finland, SeAMK UAS 16/2024
Employer connections
Course includes visits in working places.
International connections
Studying in international group in english in SeAMK UAS and Saxion UAS.
Hosting introduces both countries student's daily life
Student workload
106 hours:
- 28 h lessons
- 12 h independent work
- 66 h participating in intensive weeks in Finland and Netherlands
realization.localizedApproveRejectDescription
Pass/Failed
Content scheduling
The theme is mental health:
- mental health (life cycle and society, social impact)
- frame of reference (values and attitudes, mental health services, laws and regulations),
- methods (preventive mental health work, rehabilitation, expert expertise)
Further information
Intensive weeks:
- Orientation and preparation of the student group
- Study trip to the Netherlands and studying at SAXION UAS week 6/2024
- Seamk study week in Finland 16/2024
- The student pays for the international exchange week to the Netherlands.
- Accommodation during exchange weeks as home accommodation with another student.
- Study language is English
Evaluation scale
Passed/failed
Assessment methods and criteria
Independent tasks. group work, seminars.
Enrollment
01.08.2023 - 06.09.2023
Timing
01.09.2023 - 15.12.2023
Credits
3 op
Teaching languages
- English
Seats
5 - 15
Degree programmes
- Bachelor of Social Services
Teachers
- Marja-Liisa Saariaho
Student groups
-
IEPSW23FEmpowerment in Social Work
Objective
Students understand the structure of social work education in Finland and compare it with their own education. Students will learn to know the professional fields of social work professionals in Finland. Students will understand the role and position of Bachelor of Social Services in the professional field. They will also have extensive knowledge of systems that provide welfare and social security in various sectors in Finland. Students will learn to know the professional fields in which Bachelor of Social Services work in Finland. Students have sufficient knowledge of the society and culture of the country, especially on the local level, to be able to cope in everyday life. They will also learn where to seek additional information. Students understand the content, pedagogical ideas and structure of the studies undertaken in Seinäjoki UAS.
Content
- Social work education in Finland
- Social work professional fields
- Education and professional fields of Bachelor of Social Services
- Systems providing welfare and social security in Finland
- Finnish society and culture
Materials
Announced in the beginning of the course
Teaching methods
lectures, study visits, learning portfolio
Student workload
81 hours of student work including:
- contact lessons: 12h
- individual work of students: 69h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
The grade pass means that the student's performance must equal to grade 3 (good), which is equivalent to the grade C in the ECTS grading system. Students have understanding about social work education in Finland, professional fields of social work and the role and position of Bachelor of Social Services in the social field in Finland.
Enrollment
01.08.2023 - 06.09.2023
Timing
01.09.2023 - 20.10.2023
Credits
3 op
Teaching languages
- English
Seats
5 - 15
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
AVOINAMKOpen UAS
-
SOS23BBachelor of Social Services, Full-time studies
-
IEPSW23FEmpowerment in Social Work
Objective
Students are able to explain the concept of welfare society, its essential features and principles and its historical development. Students can explain how the Finnish welfare society is similar to other European, especially Nordic, welfare models, and how it differs from them. Students know how the welfare services are integrated into the functions of the welfare state. They know how the services of the welfare society are organized and funded. Students are able to follow current social and economic debates. They know how to describe the respective roles of the public, private and third sector as actors in the welfare society and as providers of welfare services. Students can explain the meaning of formal and informal help.They can explain about the potential changes and imminent challenges of the welfare society and its various sectors.
Content
- the concept of welfare society
- Nordic and European welfare models
- welfare services as part of the welfare society
- the public sector as a provider of welfare services
- the private sector as as provider of welfare sevices
- the third sector as a provider of welfare service
- informal and formal help
Materials
Literature, for example:
Anttonen, A., Häikiö, L. & Stefansson, K. (eds.) (2012). Welfare state, Universalism and Diversity. Celtenham: Edward Elgar.
Ng E.C.W. & Fisher, A. (2013). Understanding Well-Being in Multi-Levels: A review. In: Health, Culture and Society. Vol. 5, No 1, pp. 308-323.
Jungerstam, S. & Wentjärvi, A. (2019). Country Portrait Finland - The Finnish Welfare State. In: socialnet International [online]. 03.06.2019 [Date of citation: 14.4.2023]. Available from Internet: https://www.socialnet.de/en/international/finland
Valijärvi, R.-L. (2017). Representations of Finland in contemporary Finnish popular music. In: Finland Suomi 100: language, culture, history. Tuomarla, U. Piechnik, B. (eds.) Jagiellonian Library & University of Helsinki. Krakow & Helsinki.
Teaching methods
Lectures, assignments, discussions, exam.
Employer connections
Does not include practical training.
Student workload
Total work load 81 hours.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are name essential features and principles of welfare society. Students can describe gestures of different welfare models. They are capable to recognize roles of different sectors and their perspectives of change as actors of welfare society.
Assessment criteria, good (3)
Students are able to explain definition of welfare society, its essential features and principles. Students can name gestures of different welfare models. They are capable to compare roles of different sectors and their perspectives of change as actors of welfare society.
Assessment criteria, excellent (5)
Students are able to name some essential features and principles of welfare society. Students can describe gestures of different welfare models. They are able to recognize roles and perspectives of change concerning different sectors as actors of welfare society. Students skills of economical literacy is possible to recognize.
Assessment methods and criteria
Scale 1 - 5
Participation to lectures must not be less than 80%
Assignment 60%
Group works 40%
Qualifications
no prerequisities
Timing
08.01.2024 - 01.03.2024
Credits
0 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Heli Simon
- Jaana Store
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
x
Content
x
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, good (3)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, excellent (5)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, approved/failed
x Assessment is based on academic criteria for oral and written proficiency.
Timing
04.03.2024 - 17.05.2024
Credits
0 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Jaana Store
Student groups
-
SOS23A
Objective
x
Content
x
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, good (3)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, excellent (5)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, approved/failed
x Assessment is based on academic criteria for oral and written proficiency.
Timing
08.01.2024 - 24.05.2024
Credits
0 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Heli Simon
- Jaana Store
Student groups
-
MSOS22SV
Objective
x
Content
x
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, good (3)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, excellent (5)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, approved/failed
x Assessment is based on academic criteria for oral and written proficiency.
Timing
04.09.2023 - 15.12.2023
Credits
0 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Heli Simon
- Jaana Store
Student groups
-
SOS22C
-
SOS22B
Objective
x
Content
x
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, good (3)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, excellent (5)
x Assessment is based on academic criteria for oral and written proficiency.
Assessment criteria, approved/failed
x Assessment is based on academic criteria for oral and written proficiency.
Timing
08.01.2024 - 01.03.2024
Credits
0 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Heli Simon
- Jaana Store
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
x
Content
x
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, good (3)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, excellent (5)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, approved/failed
xAssessment is based on academic criteria for oral and written proficiency.
Timing
04.03.2024 - 17.05.2024
Credits
0 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Jaana Store
Student groups
-
SOS23A
Objective
x
Content
x
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, good (3)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, excellent (5)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, approved/failed
xAssessment is based on academic criteria for oral and written proficiency.
Timing
08.01.2024 - 24.05.2024
Credits
0 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Heli Simon
- Jaana Store
Student groups
-
MSOS22SV
Objective
x
Content
x
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, good (3)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, excellent (5)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, approved/failed
xAssessment is based on academic criteria for oral and written proficiency.
Timing
04.09.2023 - 15.12.2023
Credits
0 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Heli Simon
- Jaana Store
Student groups
-
SOS22C
-
SOS22B
Objective
x
Content
x
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, good (3)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, excellent (5)
xAssessment is based on academic criteria for oral and written proficiency.
Assessment criteria, approved/failed
xAssessment is based on academic criteria for oral and written proficiency.
Enrollment
29.08.2023 - 07.09.2023
Timing
11.03.2024 - 17.05.2024
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Kari Jokiranta
Student groups
-
MGERO23Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation
Objective
Students are able to
- to perceive the international economy and its impact on the social and health sector
- to look at the key challenges related to the implementation of sustainable development
- to structure different approaches to intercultural interaction
- to guide migrants to get by in their typical dilemmas
- to examine the challenges of health and social problems in their cultural and social frameworks
- to identify the global health situation and its major threats
Content
- international economy
- sustainable development
- intercultural interaction
- typical problems faced by migrants
- cultural aspects of health and social problems
- global health situation and related threats
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
x
Assessment criteria, good (3)
x
Assessment criteria, excellent (5)
x
Assessment criteria, approved/failed
Pass: The student participates in the classes of the course and shows the knowledge and skills listed in the learning outcomes in class and/or by completing the required course assignments.
Fail: The student does not reach the learning outcomes of the course and is not able to show required knowledge and skills
Enrollment
29.08.2023 - 01.09.2023
Timing
08.01.2024 - 29.03.2024
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Kari Jokiranta
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to
- to perceive the international economy and its impact on the social and health sector
- to look at the key challenges related to the implementation of sustainable development
- to structure different approaches to intercultural interaction
- to guide migrants to get by in their typical dilemmas
- to examine the challenges of health and social problems in their cultural and social frameworks
- to identify the global health situation and its major threats
Content
- international economy
- sustainable development
- intercultural interaction
- typical problems faced by migrants
- cultural aspects of health and social problems
- global health situation and related threats
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
x
Assessment criteria, good (3)
x
Assessment criteria, excellent (5)
x
Assessment criteria, approved/failed
Pass: The student participates in the classes of the course and shows the knowledge and skills listed in the learning outcomes in class and/or by completing the required course assignments.
Fail: The student does not reach the learning outcomes of the course and is not able to show required knowledge and skills
Enrollment
29.08.2023 - 01.09.2023
Timing
04.09.2023 - 27.10.2023
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 36
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
- Pia-Christine Sainio
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students understand meanings attached to lifelong growth and socialization throughout the life span from the individual, community and society perspectives. Students are familiar with theories on childhood and youth development, with needs for special support and with wellbeing of children and families. Students can explain the meaning of parenthood and attachment for growth and socialization. Students are able to compare the effect of various social structures and cultures on socialization and families from the perspective of child and youth development and wellbeing. Students know how their future work as Bachelors of Social Services differs from other professions.
Content
- socialization
- theories of development
- early interaction
- family and parenthood
- wellbeing of children and families
- needs for support in childhood and youth
- course of life
- need of close relations, attachment, attraction
- child and youth cultures
Location and time
-
Materials
Literature presented at the beginning of the course.
Teaching methods
Lectures, independent studies and group work, assignments on Moodle platform, visitors/visits are possible and home exam.
Employer connections
Course does not include practical training.
Exam schedules
Will be announced at the beginning of the course.
International connections
-
Completion alternatives
Taking part in the course or studying at the work place, if the work is in the social work area.
Student workload
133 hours
Content scheduling
-
Further information
-
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can identify and name theories related to childhood and adolescence and define the importance of parenting and attachment to growth and socialization. The student can describe concepts related to lifelong growth and socialization as well as the well-being of children and families from the perspective of the individual, community and society at different stages of the life cycle. The student recognizes the effects of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, good (3)
The student knows how to apply concepts and theories related to growth, socialization and the well-being of children and families. The student can explain the meaning of an attachment relationship and concepts related to the well-being of children and families from the perspective of the individual, community and society, and produce examples of them. The student can structure and evaluate the importance of parenting, attachment and special support in the socialization process. The student can explain the meanings of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, excellent (5)
The student knows how to comprehensively analyze concepts for lifelong growth, socialization and the well-being of children and families. The student can critically and understand theories oriented towards the development of childhood and adolescence, as well as to research the relationship of parenting and attachment and their significant importance in the socialization process. With examples, the student can specify and generalize perspectives on growth and socialization in a wide area from the perspectives of the individual, community and society. The student can analyze and compare the impact of different social structures and cultures on children, families, well-being, socialization and social structures.
Assessment methods and criteria
Active participation in contact teaching, assignments on the online platform and the exam.
Enrollment
29.08.2023 - 01.09.2023
Timing
30.10.2023 - 15.12.2023
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Virpi Nikkola
- Pia-Christine Sainio
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students understand meanings attached to lifelong growth and socialization throughout the life span from the individual, community and society perspectives. Students are familiar with theories on childhood and youth development, with needs for special support and with wellbeing of children and families. Students can explain the meaning of parenthood and attachment for growth and socialization. Students are able to compare the effect of various social structures and cultures on socialization and families from the perspective of child and youth development and wellbeing. Students know how their future work as Bachelors of Social Services differs from other professions.
Content
- socialization
- theories of development
- early interaction
- family and parenthood
- wellbeing of children and families
- needs for support in childhood and youth
- course of life
- need of close relations, attachment, attraction
- child and youth cultures
Materials
Literature presented at the beginning of the course.
Teaching methods
Lectures, independent studies, visitors/visits and group work and exam.
Employer connections
Course does not include practical training.
Completion alternatives
Taking part in the course or studying at the work place, if the work is in the social work area.
Student workload
133 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can identify and name theories related to childhood and adolescence and define the importance of parenting and attachment to growth and socialization. The student can describe concepts related to lifelong growth and socialization as well as the well-being of children and families from the perspective of the individual, community and society at different stages of the life cycle. The student recognizes the effects of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, good (3)
The student knows how to apply concepts and theories related to growth, socialization and the well-being of children and families. The student can explain the meaning of an attachment relationship and concepts related to the well-being of children and families from the perspective of the individual, community and society, and produce examples of them. The student can structure and evaluate the importance of parenting, attachment and special support in the socialization process. The student can explain the meanings of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, excellent (5)
The student knows how to comprehensively analyze concepts for lifelong growth, socialization and the well-being of children and families. The student can critically and understand theories oriented towards the development of childhood and adolescence, as well as to research the relationship of parenting and attachment and their significant importance in the socialization process. With examples, the student can specify and generalize perspectives on growth and socialization in a wide area from the perspectives of the individual, community and society. The student can analyze and compare the impact of different social structures and cultures on children, families, well-being, socialization and social structures.
Assessment methods and criteria
Active participation in contact teaching, assignments on the online platform and the exam.
Enrollment
09.01.2024 - 12.01.2024
Timing
08.01.2024 - 23.03.2024
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
- Pia-Christine Sainio
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
Objective
Students understand meanings attached to lifelong growth and socialization throughout the life span from the individual, community and society perspectives. Students are familiar with theories on childhood and youth development, with needs for special support and with wellbeing of children and families. Students can explain the meaning of parenthood and attachment for growth and socialization. Students are able to compare the effect of various social structures and cultures on socialization and families from the perspective of child and youth development and wellbeing. Students know how their future work as Bachelors of Social Services differs from other professions.
Content
- socialization
- theories of development
- early interaction
- family and parenthood
- wellbeing of children and families
- needs for support in childhood and youth
- course of life
- need of close relations, attachment, attraction
- child and youth cultures
Materials
Literature presented at the beginning of the course.
Teaching methods
Lectures, independent studies, visitors/visits and group work and exam.
Employer connections
Course does not include practical training.
Completion alternatives
Taking part in the course or studying at the work place, if the work is in the social work area.
Student workload
5 credits=135 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can identify and name theories related to childhood and adolescence and define the importance of parenting and attachment to growth and socialization. The student can describe concepts related to lifelong growth and socialization as well as the well-being of children and families from the perspective of the individual, community and society at different stages of the life cycle. The student recognizes the effects of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, good (3)
The student knows how to apply concepts and theories related to growth, socialization and the well-being of children and families. The student can explain the meaning of an attachment relationship and concepts related to the well-being of children and families from the perspective of the individual, community and society, and produce examples of them. The student can structure and evaluate the importance of parenting, attachment and special support in the socialization process. The student can explain the meanings of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, excellent (5)
The student knows how to comprehensively analyze concepts for lifelong growth, socialization and the well-being of children and families. The student can critically and understand theories oriented towards the development of childhood and adolescence, as well as to research the relationship of parenting and attachment and their significant importance in the socialization process. With examples, the student can specify and generalize perspectives on growth and socialization in a wide area from the perspectives of the individual, community and society. The student can analyze and compare the impact of different social structures and cultures on children, families, well-being, socialization and social structures.
Assessment methods and criteria
Active participation in contact teaching, assignments on the online platform and the exam.
Enrollment
09.01.2024 - 12.01.2024
Timing
04.03.2024 - 17.05.2024
Credits
5 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
- Pia-Christine Sainio
Student groups
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Students understand meanings attached to lifelong growth and socialization throughout the life span from the individual, community and society perspectives. Students are familiar with theories on childhood and youth development, with needs for special support and with wellbeing of children and families. Students can explain the meaning of parenthood and attachment for growth and socialization. Students are able to compare the effect of various social structures and cultures on socialization and families from the perspective of child and youth development and wellbeing. Students know how their future work as Bachelors of Social Services differs from other professions.
Content
- socialization
- theories of development
- early interaction
- family and parenthood
- wellbeing of children and families
- needs for support in childhood and youth
- course of life
- need of close relations, attachment, attraction
- child and youth cultures
Teaching methods
Online classes and contact classes:
Classes are face-to-face during weeks 10 and 15. At other times, classes are held online
Teaching methods include online and face-to-face lectures, individual, pair, and small group work in classes and on the Moodle platform, and an exam.
Employer connections
Does not including practical training.
Exam schedules
It will be announced at the beginning of the study period.
Student workload
5 credits = 135 hours.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can identify and name theories related to childhood and adolescence and define the importance of parenting and attachment to growth and socialization. The student can describe concepts related to lifelong growth and socialization as well as the well-being of children and families from the perspective of the individual, community and society at different stages of the life cycle. The student recognizes the effects of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, good (3)
The student knows how to apply concepts and theories related to growth, socialization and the well-being of children and families. The student can explain the meaning of an attachment relationship and concepts related to the well-being of children and families from the perspective of the individual, community and society, and produce examples of them. The student can structure and evaluate the importance of parenting, attachment and special support in the socialization process. The student can explain the meanings of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, excellent (5)
The student knows how to comprehensively analyze concepts for lifelong growth, socialization and the well-being of children and families. The student can critically and understand theories oriented towards the development of childhood and adolescence, as well as to research the relationship of parenting and attachment and their significant importance in the socialization process. With examples, the student can specify and generalize perspectives on growth and socialization in a wide area from the perspectives of the individual, community and society. The student can analyze and compare the impact of different social structures and cultures on children, families, well-being, socialization and social structures.
Assessment methods and criteria
Evaluation based on activity and participation in the course, assignments and an exam.
Enrollment
02.05.2023 - 15.09.2023
Timing
12.02.2024 - 28.03.2024
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Seats
20 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
AVOINAMKOpen UAS
-
SOPE23SBasics of socionomic work
Objective
Students understand meanings attached to lifelong growth and socialization throughout the life span from the individual, community and society perspectives. Students are familiar with theories on childhood and youth development, with needs for special support and with wellbeing of children and families. Students can explain the meaning of parenthood and attachment for growth and socialization. Students are able to compare the effect of various social structures and cultures on socialization and families from the perspective of child and youth development and wellbeing. Students know how their future work as Bachelors of Social Services differs from other professions.
Content
- socialization
- theories of development
- early interaction
- family and parenthood
- wellbeing of children and families
- needs for support in childhood and youth
- course of life
- need of close relations, attachment, attraction
- child and youth cultures
Teaching methods
Online classes and contact classes:
Teaching methods: individual, pair, and small group work on the Moodle platform, and an exam.
Employer connections
Does not including practical training.
Exam schedules
It will be announced at the beginning of the study period.
Student workload
5 credits = 135 hours.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can identify and name theories related to childhood and adolescence and define the importance of parenting and attachment to growth and socialization. The student can describe concepts related to lifelong growth and socialization as well as the well-being of children and families from the perspective of the individual, community and society at different stages of the life cycle. The student recognizes the effects of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, good (3)
The student knows how to apply concepts and theories related to growth, socialization and the well-being of children and families. The student can explain the meaning of an attachment relationship and concepts related to the well-being of children and families from the perspective of the individual, community and society, and produce examples of them. The student can structure and evaluate the importance of parenting, attachment and special support in the socialization process. The student can explain the meanings of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, excellent (5)
The student knows how to comprehensively analyze concepts for lifelong growth, socialization and the well-being of children and families. The student can critically and understand theories oriented towards the development of childhood and adolescence, as well as to research the relationship of parenting and attachment and their significant importance in the socialization process. With examples, the student can specify and generalize perspectives on growth and socialization in a wide area from the perspectives of the individual, community and society. The student can analyze and compare the impact of different social structures and cultures on children, families, well-being, socialization and social structures.
Assessment methods and criteria
Evaluation based on activity and participation in the course, assignments and an exam.
Enrollment
29.08.2023 - 01.09.2023
Timing
23.10.2023 - 31.12.2023
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Seats
12 - 20
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
-
AVOINAMKOpen UAS
Objective
Students understand meanings attached to lifelong growth and socialization throughout the life span from the individual, community and society perspectives. Students are familiar with theories on childhood and youth development, with needs for special support and with wellbeing of children and families. Students can explain the meaning of parenthood and attachment for growth and socialization. Students are able to compare the effect of various social structures and cultures on socialization and families from the perspective of child and youth development and wellbeing. Students know how their future work as Bachelors of Social Services differs from other professions.
Content
- socialization
- theories of development
- early interaction
- family and parenthood
- wellbeing of children and families
- needs for support in childhood and youth
- course of life
- need of close relations, attachment, attraction
- child and youth cultures
Materials
Literature presented at the beginning of the course.
Teaching methods
Lectures, independent studies, visitors/visits and group work and exam.
Employer connections
Course does not include practical training.
Completion alternatives
Taking part in the course or studying at the work place, if the work is in the social work area.
Student workload
133 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can identify and name theories related to childhood and adolescence and define the importance of parenting and attachment to growth and socialization. The student can describe concepts related to lifelong growth and socialization as well as the well-being of children and families from the perspective of the individual, community and society at different stages of the life cycle. The student recognizes the effects of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, good (3)
The student knows how to apply concepts and theories related to growth, socialization and the well-being of children and families. The student can explain the meaning of an attachment relationship and concepts related to the well-being of children and families from the perspective of the individual, community and society, and produce examples of them. The student can structure and evaluate the importance of parenting, attachment and special support in the socialization process. The student can explain the meanings of different social structures and culture and the need for special support in growth and socialization.
Assessment criteria, excellent (5)
The student knows how to comprehensively analyze concepts for lifelong growth, socialization and the well-being of children and families. The student can critically and understand theories oriented towards the development of childhood and adolescence, as well as to research the relationship of parenting and attachment and their significant importance in the socialization process. With examples, the student can specify and generalize perspectives on growth and socialization in a wide area from the perspectives of the individual, community and society. The student can analyze and compare the impact of different social structures and cultures on children, families, well-being, socialization and social structures.
Assessment methods and criteria
Active participation in contact teaching, assignments on the online platform and the exam.
Enrollment
02.05.2023 - 10.09.2023
Timing
11.12.2023 - 31.05.2024
Credits
10 op
Teaching languages
- Finnish
Seats
18 - 24
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Kohtamäki
Student groups
-
KOTA23Encounter Art
-
VVO
Objective
The student is able to plan, supervise and evaluate the activities of Encounter Art in the field of health, social care and education. He / she is able to creatively art work groups with the principles of Encounter Art, as well as the methods of encounter artist and the supervision of artistic work. Student recognizes own need for further skills and completes his / her skills.
Content
- formulating and theoretically structuring concepts and phenomena related to Encounter Art
- using different working methods in Encounter Art client groups
- describing individual learning process in various ways through reflection and reflection
- deeper information on Encounter Art and Clinical Art
Materials
Pusa, Tiina (toim.) 2014. Kohtaamistaide. Käsikirja ohjaajalle. Laurea Julkaisut 22. Vantaa: Hansaprint.
Thesis made of Encounter Art
Cource material
Teaching methods
Individual study, study in pairs, group study. Practical training with own group, that includes planning the process, guiding and evaluation.
Employer connections
The study course includes Practice by planning, implementation and evaluation of own process of Encounter art (8 group meetings)
Exam schedules
No exam
Completion alternatives
Individual and group work, including contact lessons, learning assigmnets and individual work.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, good (3)
x
Assessment criteria, excellent (5)
x
Assessment criteria, approved/failed
The students
- formulate and theoretically structure concepts and phenomena related to Encounter Art
- work goal orientated and justifies different working methods in Encounter Art client groups
- describe own learning process in various ways through reflection
- seeks information on Encounter Art and Clinical Art to deepen and expand own expertise
Assessment methods and criteria
Approved / Failed
Pass:
The students
- formulate and theoretically structure concepts and phenomena related to Encounter Art
- work goal orientated and justifies different working methods in Encounter Art client groups
- describe own learning process in various ways through reflection
- seeks information on Encounter Art and Clinical Art to deepen and expand own expertise
Failed
The student does not reach the course competence
Enrollment
02.05.2023 - 10.09.2023
Timing
28.09.2023 - 05.12.2023
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Kohtamäki
Student groups
-
VVO
Objective
After proceeding the study course, students will have basic knowledge of the history of Encounter Art, of its philosophy and of its operational environment. They will recognize the principles of encounter art, which are encounter, appreciation, multidiscipilinarity, structure, graduality and making choices. Students will have capacities to respect the importance and joy of self-expression and artistic work of each person.They will have capacity to make use of shared experiences to support their individual professional development.
Content
- Encounter Art History, Philosophy and Operational Environment
- Encounter Art Principles
- Visual Art Methods as Methods of Encounter Art
Materials
Seuraavat artikkelit julkaisusta: Pusa, Tiina (toim.) 2014. Kohtaamistaide. Käsikirja ohjaajalle. Laurea Julkaisut 22. Vantaa: Hansaprint.
- Rankanen & Pusa: Taideterapia ja Kohtaamistaide Suomessa; ss. 10-15
- Ahos & Kahelin: Moniammatillisuus Kohtaamistaiteessa; ss. 30-33
Pusa, Tiina & Oshiro, Taizo: Cherry blossoms and beets – Development on the Encounter Art in Finnish-Japanese co-operation
Theses made of Encounter Art
Kohtamäki, Tiina 2022: Kohtaamistaide®- kohtaamisia taiteen avulla. Kasvatus. https://www.theseus.fi/handle/10024/781041
Teaching methods
individual study, study in pairs, group study, experimental learning, lectures, independent study
Employer connections
the study course does not include practice
Exam schedules
No examination
Completion alternatives
Individual and group work, including contact lessons, learning assigmnets and individual work.
Student workload
130 hours, of which
- lectures 36 hours
- excercises 44 hours
- independent study 50 hours
Content scheduling
- History, philosophy and operating environments of Encounter art
- Getting to know the principles of Encounter art through personal work and articles
- Methods of Encounter art using different methods of visual art
- Own learning and group reflection
Further information
Encounter art® is a group-based visual arts activity in a variety of social, health, well-being and cultural environments. In the encounter art, one is seen as a member of his community and the use of all senses is emphasized.
The Basics course of Encounter Art (5ECTS), the student can continue his / her studies the following year (10ECTS) and receive the Encounter art Supervisor skills and rights (5 + 10 ECTS).
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
x
Assessment criteria, good (3)
x
Assessment criteria, excellent (5)
x
Assessment criteria, approved/failed
Students know the history, philosophy and environment of Encounter Art. They know the principles of Encounter Art in practice and theory. They have experiences about art work and they are reflect on one's own and group's process.
Assessment methods and criteria
Pass / Fail
working in lessons, excercises and assignments
Further information
Encounter art is a group-based visual arts activity in various social, health and educational settings. In the art of encounter, a person is seen as a member of his or her community, and the use of all the senses is emphasized in the activities. The making is staggered so that even an inexperienced author can enjoy the aesthetic enchantment of making art and the appreciative viewing of his work together with a peer group. The art of encounter is based on the Japanese Clinical Art method.
Basics of Encounter Art - after completing the course, studies can be continued with a 10 ECTS course. The courses together give the encounter Art Instructor qualification.
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 20.10.2023
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 25
Degree programmes
- Bachelor of Social Services
Teachers
- Marja-Liisa Saariaho
Student groups
-
SOS20B
-
SOS21A
-
SOS20C
-
MSOS22K
Objective
Students learn to recognise situations in which communication aids are required to facilitate communication with clients, for example developmental delays, problems in ability to function in the area of communication and problems caused by poor language skills. Students become familiar with common methods to replace speech (ACC), for example sign language, communication with help of writing, objects and gestures. In their work with various groups of clients, they learn to recognize common communication aids. Students will recognise needs to develop communication aids and promote the development of alternative forms of communication through multiprofessional collaboration.
Content
- common reasons for communication problems
- introduction to sign language
- picture-based communication aids
- use of objects in communication
- writing as a support to communication
- communication programs
- counselling on communication aids
Materials
- Huuhtanen,K. (toim.) Puhetta tukevat ja korvaavat kommunikointimenetelmät Suomessa. 2012. Kehitysvammaliitto. Solver palvelut Oy. Kouvola.
- Hämäläinen , P. & Haapala,M. Sosiaalinen kommunikaatio - taitojen kartoittaminen ja kuntoutus, ss. 181-244. Teoksessa Timonen, T. & Hämäläinen Pirita (toim.) Autismin kirjon kuntoutusmenetelmät. 2019. PS-Kustannus.
- Pihlaja, P. & Viitala R. (toim.) Varhaiserityiskasvatus. 2018. ss. 183-221, ss. 287-363. PS-Kustannus.
- Trygg B.H., Graafinen kommunikointi. Esineet, kuvat ja symbolit puhetta tukevassa ja korvaavassa kommunikoinnissa. 2010. Kehitysvammaliitto. Solver palvelut Oy. Kouvola.
- Papunetin sivusto, http://papunet.net/
- The other material is announced at the beginning of the course.
Teaching methods
lessons, independent studies, essay
Employer connections
Course consists: expert visitors and field visist. The course does not include practical training.
Student workload
80 hours
- 28 hours in the classroom
- 52 hours of independent study
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students know the most common reasons of communication difficulties. They can recognize communication aids, which are used with different client groups. They can use communication aids under guidance with different client groups. Students can apply their knowledge in practice under guidance.
Assessment criteria, good (3)
Students have knowledge of the most common reasons of communication difficulties anf they can use some communication aids with clients, who have communication difficulties. Students are able to observe client's needs when using different communication aids and they can act in professional way. Students can apply their knowledge in practice.
Assessment criteria, excellent (5)
Students possess multiple knowledge about use of most general communication aids in communication with different client groups.
They are able to evaluate the application of different communication aids in social work with different client groups. They have capacity to recognize clients' needs for development of communication aids and they can proceed development of alternative communication methods using multiprofessional co-operation. Students can apply their knowledge in practice.
Qualifications
no prerequisities
Enrollment
29.08.2023 - 01.09.2023
Timing
28.08.2023 - 15.12.2023
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
- Tiina Välimäki
- Leena Elenius
- Pirjo Takala
- Elina Kangasluoma
- Milka Volanto
- Kari Jokiranta
Student groups
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Learning goals
The student knows how to
- Act at the university of applied sciences
- Develop their learning and study skills
- Exploit different learning environments in diverse ways
- Become familiar with their field of study and its job opportunities (incl. abroad)
- Plan their studies from the perspective of their career aspirations
Content
Academic studies:
- The structure of the studies and the different opportunities to complete the studies (incl. internationalisation)
- The regulations guiding academic studies, the student’s rights and responsibilities, SeAMK’s operating principles and rules
- The activities and services of the Student Association
- Study and learning skills and self-knowledge, and their development
- The welfare services at SeAMK
Career planning:
- Job opportunities in the student’s field, familiarisation with the interest groups, the international operational environment of the field
- Opportunities for further studies and career planning
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
.
Assessment criteria, approved/failed
Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies
Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.
Enrollment
29.08.2023 - 01.09.2023
Timing
28.08.2023 - 15.12.2023
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
- Tiina Välimäki
- Pirita Hakoneva
- Leena Elenius
- Pirjo Takala
- Elina Kangasluoma
- Kari Jokiranta
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
Objective
Learning goals
The student knows how to
- Act at the university of applied sciences
- Develop their learning and study skills
- Exploit different learning environments in diverse ways
- Become familiar with their field of study and its job opportunities (incl. abroad)
- Plan their studies from the perspective of their career aspirations
Content
Academic studies:
- The structure of the studies and the different opportunities to complete the studies (incl. internationalisation)
- The regulations guiding academic studies, the student’s rights and responsibilities, SeAMK’s operating principles and rules
- The activities and services of the Student Association
- Study and learning skills and self-knowledge, and their development
- The welfare services at SeAMK
Career planning:
- Job opportunities in the student’s field, familiarisation with the interest groups, the international operational environment of the field
- Opportunities for further studies and career planning
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
.
Assessment criteria, approved/failed
Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies
Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.
Enrollment
08.01.2024 - 12.01.2024
Timing
01.01.2024 - 31.07.2024
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
- Tiina Välimäki
- Leena Elenius
- Pirjo Takala
- Annukka Haapa-aho
- Elina Kangasluoma
- Kari Jokiranta
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
Objective
Learning goals
The student knows how to
- Act at the university of applied sciences
- Develop their learning and study skills
- Exploit different learning environments in diverse ways
- Become familiar with their field of study and its job opportunities (incl. abroad)
- Plan their studies from the perspective of their career aspirations
Content
Academic studies:
- The structure of the studies and the different opportunities to complete the studies (incl. internationalisation)
- The regulations guiding academic studies, the student’s rights and responsibilities, SeAMK’s operating principles and rules
- The activities and services of the Student Association
- Study and learning skills and self-knowledge, and their development
- The welfare services at SeAMK
Career planning:
- Job opportunities in the student’s field, familiarisation with the interest groups, the international operational environment of the field
- Opportunities for further studies and career planning
Materials
The material in Moodle.
Teaching methods
Lessons ja independent tasks.
Student workload
54h of which part is classroom teaching and part is independent work.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
.
Assessment criteria, approved/failed
Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies
Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.
Assessment methods and criteria
accepted / rejected
Enrollment
08.01.2024 - 12.01.2024
Timing
08.01.2024 - 31.05.2024
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
- Hilkka Latva-Somppi
- Tiina Välimäki
- Leena Elenius
- Pirjo Takala
- Elina Kangasluoma
- Kari Jokiranta
Student groups
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Learning goals
The student knows how to
- Act at the university of applied sciences
- Develop their learning and study skills
- Exploit different learning environments in diverse ways
- Become familiar with their field of study and its job opportunities (incl. abroad)
- Plan their studies from the perspective of their career aspirations
Content
Academic studies:
- The structure of the studies and the different opportunities to complete the studies (incl. internationalisation)
- The regulations guiding academic studies, the student’s rights and responsibilities, SeAMK’s operating principles and rules
- The activities and services of the Student Association
- Study and learning skills and self-knowledge, and their development
- The welfare services at SeAMK
Career planning:
- Job opportunities in the student’s field, familiarisation with the interest groups, the international operational environment of the field
- Opportunities for further studies and career planning
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
.
Assessment criteria, approved/failed
Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies
Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.
Timing
30.09.2023 - 15.04.2024
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Engineering, Construction Engineering
- Bachelor of Business Administration, Library and Information Services
- Bachelor of Health Care, Nursing
- Bachelor of Construction Site Management
- Bachelor of Business Administration, Business Management
- Bachelor of Social Services
- Bachelor of Hospitality Management
- Bachelor of Business Administration, SME Business Management
- Bachelor of Natural Resources, Agriculture and Rural Enterprises
- Bachelor of Engineering, Information Technology
- Bachelor of Engineering, Automation Engineering
- Bachelor of Culture and Arts, Cultural Management
- Bachelor of Engineering, Food Processing and Biotechnology
- Bachelor of Health Care, Physiotherapy
- Bachelor of Engineering, Mechanical Engineering
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Tiina Nieminen
Objective
Learning goals
The student knows how to
- Act at the university of applied sciences
- Develop their learning and study skills
- Exploit different learning environments in diverse ways
- Become familiar with their field of study and its job opportunities (incl. abroad)
- Plan their studies from the perspective of their career aspirations
Content
Academic studies:
- The structure of the studies and the different opportunities to complete the studies (incl. internationalisation)
- The regulations guiding academic studies, the student’s rights and responsibilities, SeAMK’s operating principles and rules
- The activities and services of the Student Association
- Study and learning skills and self-knowledge, and their development
- The welfare services at SeAMK
Career planning:
- Job opportunities in the student’s field, familiarisation with the interest groups, the international operational environment of the field
- Opportunities for further studies and career planning
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
.
Assessment criteria, approved/failed
Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies
Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.
Enrollment
15.12.2023 - 21.04.2024
Timing
08.01.2024 - 31.05.2024
Credits
2 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Engineering, Construction Engineering
- Bachelor of Business Administration, Library and Information Services
- Bachelor of Health Care, Nursing
- Bachelor of Construction Site Management
- Bachelor of Business Administration, Business Management
- Bachelor of Social Services
- Bachelor of Hospitality Management
- Bachelor of Business Administration, SME Business Management
- Bachelor of Natural Resources, Agriculture and Rural Enterprises
- Bachelor of Engineering, Information Technology
- Bachelor of Engineering, Automation Engineering
- Bachelor of Culture and Arts, Cultural Management
- Bachelor of Engineering, Food Processing and Biotechnology
- Bachelor of Health Care, Physiotherapy
- Bachelor of Engineering, Mechanical Engineering
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Johanna Koivula
Objective
Learning goals
The student knows how to
- Act at the university of applied sciences
- Develop their learning and study skills
- Exploit different learning environments in diverse ways
- Become familiar with their field of study and its job opportunities (incl. abroad)
- Plan their studies from the perspective of their career aspirations
Content
Academic studies:
- The structure of the studies and the different opportunities to complete the studies (incl. internationalisation)
- The regulations guiding academic studies, the student’s rights and responsibilities, SeAMK’s operating principles and rules
- The activities and services of the Student Association
- Study and learning skills and self-knowledge, and their development
- The welfare services at SeAMK
Career planning:
- Job opportunities in the student’s field, familiarisation with the interest groups, the international operational environment of the field
- Opportunities for further studies and career planning
Materials
Material provided by the teacher
Teaching methods
Online course. Tasks to be performed independently in moodle
Student workload
Total 54 h of independent work
realization.localizedApproveRejectDescription
Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies
Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.
Further information
The teacher sends a start-up message of the course, where the details of the MOODLE to SeAMK's e-mail once a week for new entrants.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
.
Assessment criteria, approved/failed
Pass
• Is able to recognise and find SeAMK's regulations and principles guiding the studies. Is able to use the key electronic tools of SeAMK and find information useful for their studies in the Intranet. Recognises their personal learning style and finds ways to develop it. Recognises job opportunities in their field.
• Knows their curriculum and can interpret it while planning their studies
Fail
• Does not recognise and find SeAMK's regulations and principles guiding the studies. Is not able to use SeAMK’s electronic tools and Intranet as support to their studies. Does not recognise their personal learning style and find ways to develop it. Is not able to define the career opportunities in their field.
• Does not know their curriculum.
Assessment methods and criteria
Restoration of all exercises according to the assessment criteria.
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 22.10.2023
Credits
4 op
Virtual proportion (cr)
1 op
Teaching languages
- Finnish
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Taja Kiiskilä
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students learn to examine relationships between individuals, communities and societies at global, national and local level. They can describe meanings that cultures and ways of life can have in the construction of the individual's identity. Students learn to explain the concepts of multiculturalism and diversity. They learn to describe and analyse relationships between minorities and majorities, describe the global migration and, especially, refugeeism as a general phenomenon and individual experience. Students learn to describe discrimination, prejudice and racism, and identify underlying factors. They examine their national and ethnic identity and preparedness to encounter cultural and social diversity. They independently seek and evaluate the reliability of information about these concepts. Students develop their reflection and observation skills about their own role in local and global communities.
Content
- ethnic, cultural and social diversity, cultural differences, majorities and minorities
- global migration, immigration, refugees
- acculturation, integration
- national and ethnic identity, stereotypes and prejudices, racism
- the effect of immigration and minority role on the individual's identity
- multicultural competence and cultural sensitivity
-dimensions of cultural and social sustainability
Materials
Castaneda, A. E., Mäki-Opas, J., Jokela, S., Kivi, N., Lähteenmäki, M., Miettinen, T., Nieminen, S., Santalahti, P. 2018. Pakolaisten mielenterveyden tukeminen Suomessa: PALOMA-käsikirja. http://urn.fi/URN:ISBN:978-952-343-100-3.
Kääriälä, A., Keski-Säntti, M., Aaltonen, M., Haikkola, L., Huotari, T., Ilmakunnas, I., Juutinen, A., Kiilakoski, T., Merikukka, M., Pekkarinen, E., Rask, S., Ristikari, T., Salo, J. & Gissler, M. 2020. Suomi seuraavan sukupolven kasvuympäristönä. Seuranta Suomessa vuonna 1997 syntyneistä lapsista, joilla on ulkomailla syntynyt vanhempi. Terveyden ja hyvinvoinnin laitos. Raportti 15/2020. http://urn.fi/URN:ISBN:978-952-343-582-7.
Saukkonen, P. 2020. Vimmainen maailma. Kirjoituksia muuttoliikkeestä, monikulttuurisuudesta ja nationalismista. Julkaisuja 35, 2020. Helsinki: Siirtolaisuusinstituutti. https://siirtolaisuusinstituutti.fi/wp-content/uploads/2020/03/j-35-isbn-978-952-7167-93-9-vimmainen-maailma.pdf.
Teaching methods
Contact lessons, virtual studies, independent studying at Moodle, learning assignment
Employer connections
The study course does not include practical training
Student workload
108h: contact lessons, one virtual lecture, independent studying at Moodle, learning assignment
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognise global processes, which cause migration and refugeeism. Students recognise the contents of the key concepts. Students are for the main part able to describe the relationships between ethnic groups in Finland. Students are able to find up-to-date information about key concepts. Students are able to formulate and justify an opinion on one of the issues discussed. Students can describe the experiences of people belonging to different minorities. They can describe their own cultural identity and factors connected with its development. Students can name a concrete aim of how to develop their competence in cultural sensitivity.
Assessment criteria, good (3)
Students competently describe the relevant concepts, when discussing migration and refugeeism caused by global processes. They find information about relationships between ethnic groups and use the information to present their opinions. With help of the concepts, students analyse the experiences of people belonging to different minorities. Using the relevant concepts, students reflect on their own cultural identity and the factors that influence its development. Students describe and justify concrete aims of how to develop their competence in cultural sensitivity.
Assessment criteria, excellent (5)
Students analyse the relevant concepts, when discussing migration and refugeeism caused by global processes. They critically evaluate the key concepts of the course. Students are able to connect people's experiences as members of different minorities with their social background. Competently using the concepts, students extensively reflect on their cultural identity and the factors that influence its development. Students express their aims concerning the development of their culturalsensitivity with comprehensive justifications.
Assessment methods and criteria
Learning assignment
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
4 op
Virtual proportion (cr)
1 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
Student groups
-
SOS23A
Objective
Students learn to examine relationships between individuals, communities and societies at global, national and local level. They can describe meanings that cultures and ways of life can have in the construction of the individual's identity. Students learn to explain the concepts of multiculturalism and diversity. They learn to describe and analyse relationships between minorities and majorities, describe the global migration and, especially, refugeeism as a general phenomenon and individual experience. Students learn to describe discrimination, prejudice and racism, and identify underlying factors. They examine their national and ethnic identity and preparedness to encounter cultural and social diversity. They independently seek and evaluate the reliability of information about these concepts. Students develop their reflection and observation skills about their own role in local and global communities.
Content
- ethnic, cultural and social diversity, cultural differences, majorities and minorities
- global migration, immigration, refugees
- acculturation, integration
- national and ethnic identity, stereotypes and prejudices, racism
- the effect of immigration and minority role on the individual's identity
- multicultural competence and cultural sensitivity
-dimensions of cultural and social sustainability
Materials
Castaneda, A. E., Mäki-Opas, J., Jokela, S., Kivi, N., Lähteenmäki, M., Miettinen, T., Nieminen, S., Santalahti, P. 2018. Pakolaisten mielenterveyden tukeminen Suomessa: PALOMA-käsikirja. http://urn.fi/URN:ISBN:978-952-343-100-3.
Kääriälä, A., Keski-Säntti, M., Aaltonen, M., Haikkola, L., Huotari, T., Ilmakunnas, I., Juutinen, A., Kiilakoski, T., Merikukka, M., Pekkarinen, E., Rask, S., Ristikari, T., Salo, J. & Gissler, M. 2020. Suomi seuraavan sukupolven kasvuympäristönä. Seuranta Suomessa vuonna 1997 syntyneistä lapsista, joilla on ulkomailla syntynyt vanhempi. Terveyden ja hyvinvoinnin laitos. Raportti 15/2020. http://urn.fi/URN:ISBN:978-952-343-582-7.
Saukkonen, P. 2020. Vimmainen maailma. Kirjoituksia muuttoliikkeestä, monikulttuurisuudesta ja nationalismista. Julkaisuja 35, 2020. Helsinki: Siirtolaisuusinstituutti. https://siirtolaisuusinstituutti.fi/wp-content/uploads/2020/03/j-35-isbn-978-952-7167-93-9-vimmainen-maailma.pdf.
Teaching methods
Contact lessons, independent studying at Moodle, tasks
Employer connections
The study course does not include practical training
Student workload
108 h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognise global processes, which cause migration and refugeeism. Students recognise the contents of the key concepts. Students are for the main part able to describe the relationships between ethnic groups in Finland. Students are able to find up-to-date information about key concepts. Students are able to formulate and justify an opinion on one of the issues discussed. Students can describe the experiences of people belonging to different minorities. They can describe their own cultural identity and factors connected with its development. Students can name a concrete aim of how to develop their competence in cultural sensitivity.
Assessment criteria, good (3)
Students competently describe the relevant concepts, when discussing migration and refugeeism caused by global processes. They find information about relationships between ethnic groups and use the information to present their opinions. With help of the concepts, students analyse the experiences of people belonging to different minorities. Using the relevant concepts, students reflect on their own cultural identity and the factors that influence its development. Students describe and justify concrete aims of how to develop their competence in cultural sensitivity.
Assessment criteria, excellent (5)
Students analyse the relevant concepts, when discussing migration and refugeeism caused by global processes. They critically evaluate the key concepts of the course. Students are able to connect people's experiences as members of different minorities with their social background. Competently using the concepts, students extensively reflect on their cultural identity and the factors that influence its development. Students express their aims concerning the development of their culturalsensitivity with comprehensive justifications.
Assessment methods and criteria
Learning assignments
Enrollment
29.08.2023 - 01.09.2023
Timing
08.01.2024 - 08.03.2024
Credits
4 op
Virtual proportion (cr)
1 op
Teaching languages
- Finnish
Seats
12 - 44
Degree programmes
- Bachelor of Social Services
Teachers
- Taja Kiiskilä
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students learn to examine relationships between individuals, communities and societies at global, national and local level. They can describe meanings that cultures and ways of life can have in the construction of the individual's identity. Students learn to explain the concepts of multiculturalism and diversity. They learn to describe and analyse relationships between minorities and majorities, describe the global migration and, especially, refugeeism as a general phenomenon and individual experience. Students learn to describe discrimination, prejudice and racism, and identify underlying factors. They examine their national and ethnic identity and preparedness to encounter cultural and social diversity. They independently seek and evaluate the reliability of information about these concepts. Students develop their reflection and observation skills about their own role in local and global communities.
Content
- ethnic, cultural and social diversity, cultural differences, majorities and minorities
- global migration, immigration, refugees
- acculturation, integration
- national and ethnic identity, stereotypes and prejudices, racism
- the effect of immigration and minority role on the individual's identity
- multicultural competence and cultural sensitivity
-dimensions of cultural and social sustainability
Materials
Castaneda, A. E., Mäki-Opas, J., Jokela, S., Kivi, N., Lähteenmäki, M., Miettinen, T., Nieminen, S., Santalahti, P. 2018. Pakolaisten mielenterveyden tukeminen Suomessa: PALOMA-käsikirja. http://urn.fi/URN:ISBN:978-952-343-100-3.
Kääriälä, A., Keski-Säntti, M., Aaltonen, M., Haikkola, L., Huotari, T., Ilmakunnas, I., Juutinen, A., Kiilakoski, T., Merikukka, M., Pekkarinen, E., Rask, S., Ristikari, T., Salo, J. & Gissler, M. 2020. Suomi seuraavan sukupolven kasvuympäristönä. Seuranta Suomessa vuonna 1997 syntyneistä lapsista, joilla on ulkomailla syntynyt vanhempi. Terveyden ja hyvinvoinnin laitos. Raportti 15/2020. http://urn.fi/URN:ISBN:978-952-343-582-7.
Saukkonen, P. 2020. Vimmainen maailma. Kirjoituksia muuttoliikkeestä, monikulttuurisuudesta ja nationalismista. Julkaisuja 35, 2020. Helsinki: Siirtolaisuusinstituutti. https://siirtolaisuusinstituutti.fi/wp-content/uploads/2020/03/j-35-isbn-978-952-7167-93-9-vimmainen-maailma.pdf.
Teaching methods
Contact lessons, independent studying at Moodle, learning assignment
Employer connections
The study course does not include practical training
Student workload
108 h: contact lessons, independent studying at Moodle, learning assignment
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognise global processes, which cause migration and refugeeism. Students recognise the contents of the key concepts. Students are for the main part able to describe the relationships between ethnic groups in Finland. Students are able to find up-to-date information about key concepts. Students are able to formulate and justify an opinion on one of the issues discussed. Students can describe the experiences of people belonging to different minorities. They can describe their own cultural identity and factors connected with its development. Students can name a concrete aim of how to develop their competence in cultural sensitivity.
Assessment criteria, good (3)
Students competently describe the relevant concepts, when discussing migration and refugeeism caused by global processes. They find information about relationships between ethnic groups and use the information to present their opinions. With help of the concepts, students analyse the experiences of people belonging to different minorities. Using the relevant concepts, students reflect on their own cultural identity and the factors that influence its development. Students describe and justify concrete aims of how to develop their competence in cultural sensitivity.
Assessment criteria, excellent (5)
Students analyse the relevant concepts, when discussing migration and refugeeism caused by global processes. They critically evaluate the key concepts of the course. Students are able to connect people's experiences as members of different minorities with their social background. Competently using the concepts, students extensively reflect on their cultural identity and the factors that influence its development. Students express their aims concerning the development of their culturalsensitivity with comprehensive justifications.
Assessment methods and criteria
Learning assignment
Enrollment
29.08.2023 - 01.09.2023
Timing
11.03.2024 - 03.05.2024
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students learn to examine relationships between individuals, communities and societies at global, national and local level. They can describe meanings that cultures and ways of life can have in the construction of the individual's identity. Students learn to explain the concepts of multiculturalism and diversity. They learn to describe and analyse relationships between minorities and majorities, describe the global migration and, especially, refugeeism as a general phenomenon and individual experience. Students learn to describe discrimination, prejudice and racism, and identify underlying factors. They examine their national and ethnic identity and preparedness to encounter cultural and social diversity. They independently seek and evaluate the reliability of information about these concepts. Students develop their reflection and observation skills about their own role in local and global communities.
Content
- ethnic, cultural and social diversity, cultural differences, majorities and minorities
- global migration, immigration, refugees
- acculturation, integration
- national and ethnic identity, stereotypes and prejudices, racism
- the effect of immigration and minority role on the individual's identity
- multicultural competence and cultural sensitivity
-dimensions of cultural and social sustainability
Materials
Castaneda, A. E., Mäki-Opas, J., Jokela, S., Kivi, N., Lähteenmäki, M., Miettinen, T., Nieminen, S., Santalahti, P. 2018. Pakolaisten mielenterveyden tukeminen Suomessa: PALOMA-käsikirja. http://urn.fi/URN:ISBN:978-952-343-100-3.
Kääriälä, A., Keski-Säntti, M., Aaltonen, M., Haikkola, L., Huotari, T., Ilmakunnas, I., Juutinen, A., Kiilakoski, T., Merikukka, M., Pekkarinen, E., Rask, S., Ristikari, T., Salo, J. & Gissler, M. 2020. Suomi seuraavan sukupolven kasvuympäristönä. Seuranta Suomessa vuonna 1997 syntyneistä lapsista, joilla on ulkomailla syntynyt vanhempi. Terveyden ja hyvinvoinnin laitos. Raportti 15/2020. http://urn.fi/URN:ISBN:978-952-343-582-7.
Saukkonen, P. 2020. Vimmainen maailma. Kirjoituksia muuttoliikkeestä, monikulttuurisuudesta ja nationalismista. Julkaisuja 35, 2020. Helsinki: Siirtolaisuusinstituutti. https://siirtolaisuusinstituutti.fi/wp-content/uploads/2020/03/j-35-isbn-978-952-7167-93-9-vimmainen-maailma.pdf.
Teaching methods
Contact lessons, independent studying at Moodle, tasks
Employer connections
The study course does not include practical training
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognise global processes, which cause migration and refugeeism. Students recognise the contents of the key concepts. Students are for the main part able to describe the relationships between ethnic groups in Finland. Students are able to find up-to-date information about key concepts. Students are able to formulate and justify an opinion on one of the issues discussed. Students can describe the experiences of people belonging to different minorities. They can describe their own cultural identity and factors connected with its development. Students can name a concrete aim of how to develop their competence in cultural sensitivity.
Assessment criteria, good (3)
Students competently describe the relevant concepts, when discussing migration and refugeeism caused by global processes. They find information about relationships between ethnic groups and use the information to present their opinions. With help of the concepts, students analyse the experiences of people belonging to different minorities. Using the relevant concepts, students reflect on their own cultural identity and the factors that influence its development. Students describe and justify concrete aims of how to develop their competence in cultural sensitivity.
Assessment criteria, excellent (5)
Students analyse the relevant concepts, when discussing migration and refugeeism caused by global processes. They critically evaluate the key concepts of the course. Students are able to connect people's experiences as members of different minorities with their social background. Competently using the concepts, students extensively reflect on their cultural identity and the factors that influence its development. Students express their aims concerning the development of their culturalsensitivity with comprehensive justifications.
Assessment methods and criteria
Learning assignment
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 22.10.2023
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 24
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Kohtamäki
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
-
MSOS22SV
Objective
Students acquire basic skills and knowledge in creative methods and practices of using pictures, for example visual expression, photography, photo, film and digital storytelling. Students understand how creative, culture and art-based methods can promote clients' self-image, self-esteem, self-expression and sense of community. Students know how to organise goal-oriented group activities, in which various methods of visual expression are used. Students are able to motivate and encourage individuals and group members to express themselves with help of pictures. Students know how to work in a goal-oriented manner in creative activities and how to plan a complete creative activity process. Students are aware of their creative resources and are motivated to use and development them in professional work in the social field.
Content
- creative group work methods in the work of Bachelors of Social Services
- process in creative work
- use of pictures as a creative group method
- visual expression, photography, photo, film and digital storytelling
- activity-based and experiential exercises using methods of visual expression
- the process of creative activity
- development of one's creative resources in the context of professional work in social services
Materials
- Voimaa Taiteesta. Malleja taiteen soveltamiseen hyvinvointialalla. 2013.Tampereen yliopisto, Tutkivan teatterityön keskus: Tammerprint
Saatavana: http://www.voimaataiteesta.fi/uploads/pdf/Voimaa_taiteesta.pdf
- Kohtamäki, T, Palomäki, S-L. 2010. Valokuvat vanhainkodin asukkaiden elämäntarinoiden lähteenä.Janus 2010 vol 18 (1) 2010, 35-47
- Aalto, Anu, Araneva, Marjaana, Kohtamäki, Tiina (2014) Valokuvamenetelmät sosiaalialan työssä. Teoksessa Toikko, Timo (toim.) (2014) Sosiaalityön menetelmien jäljillä. Anja Mäntylän rahasto: Fram Oy, 120?128.
- Voimauttava valokuvaus. Saatavana: http://www.voimauttavavalokuva.net/index.htm
Halkola, U.: Mannermaa, L.: Koffert, T.: Koulu, L. 2009. Valokuvan terapeuttinen voima. Keuruu: Otava,
Teaching methods
individual study, study in pairs, group study, experimental learning, lectures, independent study
Employer connections
the study course does not include practice
Exam schedules
No examination
Student workload
106 hours, of which
- lectures 24 hours
- excercises and independent study 82 hours
realization.localizedApproveRejectDescription
Working hours and producing assignments
Content scheduling
- group activity methods of social work
- the process of creative
- the creative group activities as a method
- visual expression, photography, photo, film and digital story
- functional and experiential exercises
- to develope students own creative resources in the context of Social work
Further information
Students can choose between this and the following courses:
- Use of Drama Methods in Group Activities
- Use of Narrative Methods in Group Activitities
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
The students
- have a good possession of the knowledge about creative methods and concepts in use of pictures, described in learning objectives
- are able to plan and to implement a creative process using pictures as working method
- are aware of their creative strengths
- are able to use their creative skills as working tools
- have capacities to reflect how to apply use of pictures in the context of social work.
Assessment methods and criteria
working in lessons, excercises and assignments
Qualifications
Most part of the module Knowledge Base in Social Work
Further information
Students can choose between this and the following courses:
- Use of Drama Methods in Group Activities
- Use of Narrative Methods in Group Activitities
Enrollment
02.05.2023 - 05.05.2023
Timing
18.03.2024 - 24.05.2024
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 24
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Kohtamäki
Student groups
-
SOS22C
-
SOS22B
Objective
Students acquire basic skills and knowledge in creative methods and practices of using pictures, for example visual expression, photography, photo, film and digital storytelling. Students understand how creative, culture and art-based methods can promote clients' self-image, self-esteem, self-expression and sense of community. Students know how to organise goal-oriented group activities, in which various methods of visual expression are used. Students are able to motivate and encourage individuals and group members to express themselves with help of pictures. Students know how to work in a goal-oriented manner in creative activities and how to plan a complete creative activity process. Students are aware of their creative resources and are motivated to use and development them in professional work in the social field.
Content
- creative group work methods in the work of Bachelors of Social Services
- process in creative work
- use of pictures as a creative group method
- visual expression, photography, photo, film and digital storytelling
- activity-based and experiential exercises using methods of visual expression
- the process of creative activity
- development of one's creative resources in the context of professional work in social services
Materials
- Voimaa Taiteesta. Malleja taiteen soveltamiseen hyvinvointialalla. 2013.Tampereen yliopisto, Tutkivan teatterityön keskus: Tammerprint
Saatavana: http://www.voimaataiteesta.fi/uploads/pdf/Voimaa_taiteesta.pdf
- Kohtamäki, T, Palomäki, S-L. 2010. Valokuvat vanhainkodin asukkaiden elämäntarinoiden lähteenä.Janus 2010 vol 18 (1) 2010, 35-47
- Aalto, Anu, Araneva, Marjaana, Kohtamäki, Tiina (2014) Valokuvamenetelmät sosiaalialan työssä. Teoksessa Toikko, Timo (toim.) (2014) Sosiaalityön menetelmien jäljillä. Anja Mäntylän rahasto: Fram Oy, 120?128.
- Voimauttava valokuvaus. Saatavana: http://www.voimauttavavalokuva.net/index.htm
Halkola, U.: Mannermaa, L.: Koffert, T.: Koulu, L. 2009. Valokuvan terapeuttinen voima. Keuruu: Otava,
Teaching methods
individual study, study in pairs, group study, experimental learning, lectures, independent study
Employer connections
the study course does not include practice
Exam schedules
No examination
Student workload
106 hours, of which
- lectures 24 hours
- excercises and independent study 78 hours
Content scheduling
- group activity methods of social work
- the process of creative
- the creative group activities as a method
- visual expression, photography, photo, film and digital story
- functional and experiential exercises
- to develope students own creative resources in the context of Social work
Further information
Students can choose between this and the following courses:
- Use of Drama Methods in Group Activities
- Use of Narrative Methods in Group Activitities
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
The students
- have a good possession of the knowledge about creative methods and concepts in use of pictures, described in learning objectives
- are able to plan and to implement a creative process using pictures as working method
- are aware of their creative strengths
- are able to use their creative skills as working tools
- have capacities to reflect how to apply use of pictures in the context of social work.
Assessment methods and criteria
working in lessons, excercises and assignments
Qualifications
Most part of the module Knowledge Base in Social Work
Further information
Students can choose between this and the following courses:
- Use of Drama Methods in Group Activities
- Use of Narrative Methods in Group Activitities
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 13.10.2023
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
Student groups
-
SOS21B
-
SOS21C
Objective
Students have adopted a reflective, research- and development-minded approach to work. They have research and development competence in user-centered development and co-creation. Students are able to define the idea and role of developing services by means of user involvement and co-creation. They know methods used in user-centered development and co-creation. Students know how to organise data collection in cooperation with service users, for example groups of service users, citizens' jury, research cooperation. Based on the results of the data collection, students are able to develop the services. They know how to communicate the results to decision-makers and to the public. Students are able to plan, implement, evaluate and report on client-centered development projects in the social field.
Content
- the idea of user-centered development and co-creation
-planning, implementation and evaluation of user-centered development process together with working life representatives
- communicating the results of user-centred development
- project evaluation and reporting
Teaching methods
Lectures, independent studies, learning assignment
Employer connections
The course does not include practical training.
Student workload
80 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to recognize reflective, research- and development-minded work orientation
- are able to describe the basic idea of user-centered development and co-creation
- are able to recognize different ways of implementation of user-centered development and co-creation
- can describe different reporting methods and information channels
Assessment criteria, good (3)
The students
- are able to apply reflective, research- and development-minded work orientation
- have capacities to compare different applications and implementing methods in user-centered service development and co-creation
- are able to use different ways to report and inform to different actors
Assessment criteria, excellent (5)
The students
- are able to broadly apply reflective, research- and development-minded work orientation
- have capacities to critically compare different applications of user-centered development and co-creation and analyse their usefulness in service development
- have knowledge, how to report and inform the results of development in varied ways to different actors
Assessment methods and criteria
Learning assignment
Further information
Student choose between this and the following courses:
- Evaluation of the Effectiveness of Social Services
- Foresight-Based Development
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 01.03.2024
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
Student groups
-
SOS22A
-
MSOS22K
Objective
Students have adopted a reflective, research- and development-minded approach to work. They have research and development competence in user-centered development and co-creation. Students are able to define the idea and role of developing services by means of user involvement and co-creation. They know methods used in user-centered development and co-creation. Students know how to organise data collection in cooperation with service users, for example groups of service users, citizens' jury, research cooperation. Based on the results of the data collection, students are able to develop the services. They know how to communicate the results to decision-makers and to the public. Students are able to plan, implement, evaluate and report on client-centered development projects in the social field.
Content
- the idea of user-centered development and co-creation
-planning, implementation and evaluation of user-centered development process together with working life representatives
- communicating the results of user-centred development
- project evaluation and reporting
Teaching methods
Lectures, independent studies, learning assignment
Employer connections
The course does not include practical training.
Student workload
80 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to recognize reflective, research- and development-minded work orientation
- are able to describe the basic idea of user-centered development and co-creation
- are able to recognize different ways of implementation of user-centered development and co-creation
- can describe different reporting methods and information channels
Assessment criteria, good (3)
The students
- are able to apply reflective, research- and development-minded work orientation
- have capacities to compare different applications and implementing methods in user-centered service development and co-creation
- are able to use different ways to report and inform to different actors
Assessment criteria, excellent (5)
The students
- are able to broadly apply reflective, research- and development-minded work orientation
- have capacities to critically compare different applications of user-centered development and co-creation and analyse their usefulness in service development
- have knowledge, how to report and inform the results of development in varied ways to different actors
Assessment methods and criteria
Learning assignment
Further information
Student choose between this and the following courses:
- Evaluation of the Effectiveness of Social Services
- Foresight-Based Development
Enrollment
14.08.2023 - 21.04.2024
Timing
04.09.2023 - 31.05.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 36
Degree programmes
- Bachelor of Social Services
Teachers
- Pia-Christine Sainio
Student groups
-
SOS22A
-
SOS21B
-
SOS21C
-
MSOS22K
-
MSOS22SV
Objective
Students recognise and are able to verbalise resources and risk factors related to children’s and families’ life situations and they are familiar with the principles of early intervention in early childhood services. Students know how to support children and family according to the principles of educational partnership. They are aware of the importance of dialogical interaction when working in cooperation with families. Students know how to start from the children’s needs and how to take children’s rights into consideration in their professional practice. They are familiar with early childhood education and other services provided by various actors. Students know how to support and help children and families to become heard and participate in various communities.
Content
- early childhood services and services for families with children
- educational partnership and multiprofessional co-operation in early childhood education
- recognizing strenghts and risks in childrens and families situation and bringing them up for discussion
- principles of dialogical interaction
- principles and implementation of early support
- the child's best interests and child-centered activities as part of early childhood services
- promoting participation in early childhood services
Location and time
-
Materials
-Ahonen, Liisa (2019). Haastavat kasvatustilanteet. Lämpimän vuorovaikutuksen käsikirja.
-Pienet tuetut askeleet. Varhaiskasvatuksen uudistuva tuki ja kehittyvät käytänteet (2022). Heiskanen, Noora & Marja Syrjämäki (toim.). PS-kustannus.
-Sandberg, Erja (2021). Pedagoginen tuki varhaiskasvatuksessa ja esiopetuksessa. PS-kustannus.
-Varhaiserityiskasvatus (2019). Päivi Pihlaja & Riitta Viitala (toim.). PS-kustannus.
-Pulkkinen, Lea (2022): Lapsen hyvinvointi alkaa kodista. PS-kustannus.
-Pöyhönen, Julia & Heidi Livingston (2023). Hyvän vanhemman salaisuus. Tuuma.
-Ahonen, Liisa (2023). Tiimin voima varhaiskasvatuksessa. PS-Kustannus.
Other material will be announced at Moodle platform.
Teaching methods
The course implemented online. Can be performed completely independently.
Non-Stop course on the Moodle platform. Primarily for early childhood education students
Includes: Online orientation, orientation lectures on the online platform, literature exam, independent assignments.
Employer connections
Does not include training.
Exam schedules
It will be announced on the course's Moodle platform.
International connections
-
Completion alternatives
-
Student workload
3 credits = 81 hours
Content scheduling
-
Further information
The course is first aimed at degree students studying early childhood education.
Before participating in the course, the student must have completed other studies related to early childhood education: 1) Child development and learning, 2) Early childhood education pedagogy, 3) Small group activities and community spirit in early childhood education
The course is also available for other interested students: The course is suitable for freely chosen studies for those who do not complete the comprehensive early childhood education. In this case, the above-mentioned previous study courses do not need to have been completed.
If student wants to obtain the qualification of an early childhood education social worker, he/she studies all the study courses belonging to the whole of early childhood education according to the plan made at the beginning of the studies.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to name some of the principles of educational co-operation and dialogical support. Students are able to recognise some principles concerning the the rights of the child and child-centered practices.
They are able to describe needs of different families, also families and children at risk. Students are able to name some principles of early support. They know providers of services for children and families and they can describe how the services could be used. Students are able to describe some factors which effect promoting participation of children and families.
Assessment criteria, good (3)
Students are able to support children and families according to the principles of educational co-operation and partnership. Students know how to interact with both children and parents. Students know the rights of the child and principles of child-centered actions. They are able to detect needs of different families, also families and children at risk. Students know the principles of early support and are able to support child and parents by using them. They know main the factors of services of early childhood education and other providers of services for children and families and they can use the services while supporting children and families. Students know and are able to make use of methods which promote participation of children and families in communities and various environments.
Assessment criteria, excellent (5)
Students are able to support children and families according to the principles of educational co-operation. Students know how to interact with both children and parents using dialogical interaction methods. Students take the best interests of the child into account and they are able to detect needs of different families, also families and children at risk. Students are able to use the methods and the principles of early support taking account his/her individual professional streghts and challenges. They have an overall picture of services of early childhood education and other providers of services for children and families and they can fix the services together to support children and families. Students are able to ensure that the voice of children and parents is heard and their participation in communities and various environments promoted. Students help children and families express their opinions. Students are able to analyse preconditions of early support of children and families.
Assessment methods and criteria
Evaluation based on activity on the Moodle platform, assignments and exam of litterary.
Qualifications
Study Cources: The Child's Growth and Learning, Early Childhood Pedagogy, Small Group Activities and Communality in Early Childhood Education
Further information
For the students, who take Early Childhood Studies.
Enrollment
29.08.2023 - 08.09.2023
Timing
08.01.2024 - 31.05.2024
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
The student identifies key laws related to a child's growth, development and learning. He / she is aware of the importance of child empowerment and inclusion for the child's growth, development and learning, and is able to strengthen child empowerment and inclusion. The student knows what a child’s play skills consist of at different ages. She recognizes the importance of play and physical activity as well as children’s peer culture for a child’s development. The student is able to tell about the development of the child's interaction and social skills and is able to support them. The student is able to justify the importance of pedagogy in the child's holistic growth, development and learning. The student is able to assess both the factors that have a positive effect on the child's development and learning and the factors that slow down or endanger development and learning.
Content
- The child's growth, development and learning
- Strengthening the child's empowerment and inclusion
- The importance of play and physical activity
- Children's peer culture
-Development of a child's interaction and social skills
- The role of pedagogy in a child's growth, development and learning
Location and time
The exam is done in kampustalo´s exam-room.
Materials
oivula, M. & Siippainen, A. & Eerola-Pennanen, P. (toim.) (2017). Valloittava varhaiskasvatus: Oppimista, osallisuutta ja hyvinvointia. Tampere: Kustannusosakeyhtiö Vastapaino Oy, s. 7 – 177 ja 283 – 322.
Köngäs, M. (2019). Tunneäly varhaiskasvatuksessa. Jyväskylä: PS-Kustannus.
Nurmi, J-E., Ahonen, T. & Lyytinen, H. (2014). Ihmisen psykologinen kehitys.
Jyväskylä: PS-Kustannus, s. 12 – 141.
This literature can be found also in e-material.
Teaching methods
This course is part of the Early childhood education studies.
Independent study. Exam.
Employer connections
Does not include practical training.
Exam schedules
Independent Exam. Exam is done by using Exam-room in Kampustalo.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student identifies some issues related to a child’s growth, development, and learning. She is familiar with some of the factors involved in strengthening a child’s empowerment and inclusion. The student is able to tell to some extent about the development of a child's play and is familiar with the concept of children's peer culture. He / she is able to define some of the factors involved in a child's interaction skills. The student recognizes the importance of pedagogy in relation to a child's growth, development and learning.
Assessment criteria, good (3)
The student knows the main factors influencing a child's growth, development and learning and is able to describe these factors using theoretical knowledge. The student is able to tell about the importance of a child's empowerment and inclusion in the child's growth, development and learning, and is able to point out ways to strengthen the child's empowerment and inclusion. The student knows what the child's play skills consist of at different ages. He / she recognizes the importance of play and physical activity as well as the peer culture of children in the child's development and is able to bring this knowledge to the fore with reference to theory. The student is able to tell about the development of the child's interaction and social skills and is able to support them. The student is able to evaluate the importance of pedagogy in connection with a child's growth, development and learning. He recognizes the connections between different factors.
Assessment criteria, excellent (5)
The student is able to analyze the factors influencing a child's growth, development and learning with the help of educational and developmental psychological theories. He / she is able to explain the importance of the child's authority and involvement in the child's growth, development and learning, and is able to point out the different ways of strengthening them by analyzing them. The student knows what the child's play skills consist of at different ages and is able to explain in a variety of ways the importance of play and physical activity as well as children's peer culture for the child's development. The student is able to point out the factors related to the development of the child's interaction and social skills with reference to the theory and is able to support them in various ways. The student is able to explain in a versatile way the importance of pedagogy in a child's growth, development and learning. He / she is able to analyze a child's development from the perspective of the laws of growth and learning on the one hand and as an individual developmental process on the other. The student is able to analyze and justify the factors that positively affect the child's development and learning, as well as the factors that slow down or endanger it. He has the ability to analyze the connections between different factors in a variety of ways.
Qualifications
previous studies are not required
Further information
The Study Course has to be done before other Early Childhood Studies.
Enrollment
09.01.2024 - 12.01.2024
Timing
08.01.2024 - 31.05.2024
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 25
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
The student identifies key laws related to a child's growth, development and learning. He / she is aware of the importance of child empowerment and inclusion for the child's growth, development and learning, and is able to strengthen child empowerment and inclusion. The student knows what a child’s play skills consist of at different ages. She recognizes the importance of play and physical activity as well as children’s peer culture for a child’s development. The student is able to tell about the development of the child's interaction and social skills and is able to support them. The student is able to justify the importance of pedagogy in the child's holistic growth, development and learning. The student is able to assess both the factors that have a positive effect on the child's development and learning and the factors that slow down or endanger development and learning.
Content
- The child's growth, development and learning
- Strengthening the child's empowerment and inclusion
- The importance of play and physical activity
- Children's peer culture
-Development of a child's interaction and social skills
- The role of pedagogy in a child's growth, development and learning
Location and time
The exam is done in kampustalo´s exam-room.
Materials
Koivula, M. & Siippainen, A. & Eerola-Pennanen, P. (toim.) (2017). Valloittava varhaiskasvatus: Oppimista, osallisuutta ja hyvinvointia. Tampere: Kustannusosakeyhtiö Vastapaino Oy, s. 7 – 177 ja 283 – 322.
Köngäs, M. (2019). Tunneäly varhaiskasvatuksessa. Jyväskylä: PS-Kustannus.
Nurmi, J-E., Ahonen, T. & Lyytinen, H. (2014). Ihmisen psykologinen kehitys.
Jyväskylä: PS-Kustannus, s. 12 – 141.
This literature can be found also in e-material.
Teaching methods
This course is part of the Early childhood education studies.
Independent study. Exam.
Employer connections
Does not include practical training.
Exam schedules
Independent Exam. Exam is done by using Exam-room in Kampustalo.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student identifies some issues related to a child’s growth, development, and learning. She is familiar with some of the factors involved in strengthening a child’s empowerment and inclusion. The student is able to tell to some extent about the development of a child's play and is familiar with the concept of children's peer culture. He / she is able to define some of the factors involved in a child's interaction skills. The student recognizes the importance of pedagogy in relation to a child's growth, development and learning.
Assessment criteria, good (3)
The student knows the main factors influencing a child's growth, development and learning and is able to describe these factors using theoretical knowledge. The student is able to tell about the importance of a child's empowerment and inclusion in the child's growth, development and learning, and is able to point out ways to strengthen the child's empowerment and inclusion. The student knows what the child's play skills consist of at different ages. He / she recognizes the importance of play and physical activity as well as the peer culture of children in the child's development and is able to bring this knowledge to the fore with reference to theory. The student is able to tell about the development of the child's interaction and social skills and is able to support them. The student is able to evaluate the importance of pedagogy in connection with a child's growth, development and learning. He recognizes the connections between different factors.
Assessment criteria, excellent (5)
The student is able to analyze the factors influencing a child's growth, development and learning with the help of educational and developmental psychological theories. He / she is able to explain the importance of the child's authority and involvement in the child's growth, development and learning, and is able to point out the different ways of strengthening them by analyzing them. The student knows what the child's play skills consist of at different ages and is able to explain in a variety of ways the importance of play and physical activity as well as children's peer culture for the child's development. The student is able to point out the factors related to the development of the child's interaction and social skills with reference to the theory and is able to support them in various ways. The student is able to explain in a versatile way the importance of pedagogy in a child's growth, development and learning. He / she is able to analyze a child's development from the perspective of the laws of growth and learning on the one hand and as an individual developmental process on the other. The student is able to analyze and justify the factors that positively affect the child's development and learning, as well as the factors that slow down or endanger it. He has the ability to analyze the connections between different factors in a variety of ways.
Qualifications
previous studies are not required
Further information
The Study Course has to be done before other Early Childhood Studies.
Enrollment
29.08.2023 - 07.09.2023
Timing
09.01.2024 - 31.03.2024
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Health Care, Nursing
- Bachelor of Social Services
- Degree Programme in Public Health Nursing
Teachers
- Aino Asunmaa
Student groups
-
MGERO23Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation
Objective
Student recognizes the pharmaceutical statutes and regulations. Student is familiar with various pharmaceutical forms, their administration methods, and the stages and effects of medications in the body. Student understands the principles of proper and careful storage, handling, and disposal of medications. The student is able to search for and evaluate medical information.
Content
- pharmaceutical statutes and regulations
- risks in pharmaceutical care
pharmaceutical dosage forms, storage, handling and administration routes of drugs,
taking into account the principles of sustainable development
- documentation in pharmaceutical care
- use of pharmaceutical databases
- pharmaceutical industry and services
Teaching methods
Independent learning, Instruction lecture available on moodle
Voluntary participation in a sparring session via Teams, where you can ask questions, etc
Exam in Moodle
Student workload
2 x 26,5 h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Student
- Recognizes regulations and guidelines for medical treatment
- Recognizes key concepts in drug therapy
- Recorgnizes the different forms of medicines and their administration methods and be able to handle medicines correctly and carefully
Assessment criteria, good (3)
Student
- Recognizes regulations and guidelines related to pharmaceutical care
- Recognizes key concepts in pharmaceutical care
-Identifies various forms of medications and their administration methods, and know how to store and handle medications correctly and carefully.
- Can search for medical information
Assessment criteria, excellent (5)
Students
- Recognizes regulations and guidelines related to pharmaceutical care.
- Identify the stages and effects of medications in the body.
- Identifies different forms of medications and their methods of administration, and the proper and careful storage, handling, and disposal of medications in
pharmaceutical care.
- Can search for and evaluate medical information.
Assessment criteria, approved/failed
Fail:
Students
- Does not know the regulations and guidelines related to drug treatment
- do not know pharmaceutical dosage forms or how to appropriately handle and store medicines.
- Does not know how to search for medical information
Qualifications
previous studies are not required
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 22.10.2023
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Health Care, Nursing
- Bachelor of Social Services
- Degree Programme in Public Health Nursing
Teachers
- Aino Asunmaa
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
Objective
Student recognizes the pharmaceutical statutes and regulations. Student is familiar with various pharmaceutical forms, their administration methods, and the stages and effects of medications in the body. Student understands the principles of proper and careful storage, handling, and disposal of medications. The student is able to search for and evaluate medical information.
Content
- pharmaceutical statutes and regulations
- risks in pharmaceutical care
pharmaceutical dosage forms, storage, handling and administration routes of drugs,
taking into account the principles of sustainable development
- documentation in pharmaceutical care
- use of pharmaceutical databases
- pharmaceutical industry and services
Materials
In Moodle
Teaching methods
lectures, paractical issues
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Student
- Recognizes regulations and guidelines for medical treatment
- Recognizes key concepts in drug therapy
- Recorgnizes the different forms of medicines and their administration methods and be able to handle medicines correctly and carefully
Assessment criteria, good (3)
Student
- Recognizes regulations and guidelines related to pharmaceutical care
- Recognizes key concepts in pharmaceutical care
-Identifies various forms of medications and their administration methods, and know how to store and handle medications correctly and carefully.
- Can search for medical information
Assessment criteria, excellent (5)
Students
- Recognizes regulations and guidelines related to pharmaceutical care.
- Identify the stages and effects of medications in the body.
- Identifies different forms of medications and their methods of administration, and the proper and careful storage, handling, and disposal of medications in
pharmaceutical care.
- Can search for and evaluate medical information.
Assessment criteria, approved/failed
Fail:
Students
- Does not know the regulations and guidelines related to drug treatment
- do not know pharmaceutical dosage forms or how to appropriately handle and store medicines.
- Does not know how to search for medical information
Qualifications
previous studies are not required
Enrollment
17.04.2023 - 20.04.2023
Timing
23.10.2023 - 15.12.2023
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Health Care, Nursing
- Bachelor of Social Services
- Degree Programme in Public Health Nursing
Teachers
- Aino Asunmaa
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
Objective
Student recognizes the pharmaceutical statutes and regulations. Student is familiar with various pharmaceutical forms, their administration methods, and the stages and effects of medications in the body. Student understands the principles of proper and careful storage, handling, and disposal of medications. The student is able to search for and evaluate medical information.
Content
- pharmaceutical statutes and regulations
- risks in pharmaceutical care
pharmaceutical dosage forms, storage, handling and administration routes of drugs,
taking into account the principles of sustainable development
- documentation in pharmaceutical care
- use of pharmaceutical databases
- pharmaceutical industry and services
Teaching methods
Independent learning, exam in Moodle.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Student
- Recognizes regulations and guidelines for medical treatment
- Recognizes key concepts in drug therapy
- Recorgnizes the different forms of medicines and their administration methods and be able to handle medicines correctly and carefully
Assessment criteria, good (3)
Student
- Recognizes regulations and guidelines related to pharmaceutical care
- Recognizes key concepts in pharmaceutical care
-Identifies various forms of medications and their administration methods, and know how to store and handle medications correctly and carefully.
- Can search for medical information
Assessment criteria, excellent (5)
Students
- Recognizes regulations and guidelines related to pharmaceutical care.
- Identify the stages and effects of medications in the body.
- Identifies different forms of medications and their methods of administration, and the proper and careful storage, handling, and disposal of medications in
pharmaceutical care.
- Can search for and evaluate medical information.
Assessment criteria, approved/failed
Fail:
Students
- Does not know the regulations and guidelines related to drug treatment
- do not know pharmaceutical dosage forms or how to appropriately handle and store medicines.
- Does not know how to search for medical information
Qualifications
previous studies are not required
Enrollment
29.08.2023 - 01.09.2023
Timing
08.01.2024 - 08.03.2024
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Aino Asunmaa
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Student recognizes the pharmaceutical statutes and regulations. Student is familiar with various pharmaceutical forms, their administration methods, and the stages and effects of medications in the body. Student understands the principles of proper and careful storage, handling, and disposal of medications. The student is able to search for and evaluate medical information.
Content
- pharmaceutical statutes and regulations
- risks in pharmaceutical care
pharmaceutical dosage forms, storage, handling and administration routes of drugs,
taking into account the principles of sustainable development
- documentation in pharmaceutical care
- use of pharmaceutical databases
- pharmaceutical industry and services
Materials
In Moodle
Teaching methods
lectures, paractical issues
Exam schedules
Exam in the end of the course
Two opportunitys to renew the exam
Student workload
2x 26,5h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Student
- Recognizes regulations and guidelines for medical treatment
- Recognizes key concepts in drug therapy
- Recorgnizes the different forms of medicines and their administration methods and be able to handle medicines correctly and carefully
Assessment criteria, good (3)
Student
- Recognizes regulations and guidelines related to pharmaceutical care
- Recognizes key concepts in pharmaceutical care
-Identifies various forms of medications and their administration methods, and know how to store and handle medications correctly and carefully.
- Can search for medical information
Assessment criteria, excellent (5)
Students
- Recognizes regulations and guidelines related to pharmaceutical care.
- Identify the stages and effects of medications in the body.
- Identifies different forms of medications and their methods of administration, and the proper and careful storage, handling, and disposal of medications in
pharmaceutical care.
- Can search for and evaluate medical information.
Assessment criteria, approved/failed
Fail:
Students
- Does not know the regulations and guidelines related to drug treatment
- do not know pharmaceutical dosage forms or how to appropriately handle and store medicines.
- Does not know how to search for medical information
Qualifications
previous studies are not required
Enrollment
29.08.2023 - 01.09.2023
Timing
11.03.2024 - 03.05.2024
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Aino Asunmaa
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Student recognizes the pharmaceutical statutes and regulations. Student is familiar with various pharmaceutical forms, their administration methods, and the stages and effects of medications in the body. Student understands the principles of proper and careful storage, handling, and disposal of medications. The student is able to search for and evaluate medical information.
Content
- pharmaceutical statutes and regulations
- risks in pharmaceutical care
pharmaceutical dosage forms, storage, handling and administration routes of drugs,
taking into account the principles of sustainable development
- documentation in pharmaceutical care
- use of pharmaceutical databases
- pharmaceutical industry and services
Teaching methods
Independent learning, Instruction lecture available on moodle
Voluntary participation in a sparring session via Teams, where you can ask questions, etc
Exam in Moodle
Student workload
2 x 26,5 h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Student
- Recognizes regulations and guidelines for medical treatment
- Recognizes key concepts in drug therapy
- Recorgnizes the different forms of medicines and their administration methods and be able to handle medicines correctly and carefully
Assessment criteria, good (3)
Student
- Recognizes regulations and guidelines related to pharmaceutical care
- Recognizes key concepts in pharmaceutical care
-Identifies various forms of medications and their administration methods, and know how to store and handle medications correctly and carefully.
- Can search for medical information
Assessment criteria, excellent (5)
Students
- Recognizes regulations and guidelines related to pharmaceutical care.
- Identify the stages and effects of medications in the body.
- Identifies different forms of medications and their methods of administration, and the proper and careful storage, handling, and disposal of medications in
pharmaceutical care.
- Can search for and evaluate medical information.
Assessment criteria, approved/failed
Fail:
Students
- Does not know the regulations and guidelines related to drug treatment
- do not know pharmaceutical dosage forms or how to appropriately handle and store medicines.
- Does not know how to search for medical information
Qualifications
previous studies are not required
Enrollment
17.04.2023 - 11.10.2023
Timing
01.09.2023 - 05.11.2023
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
- Bachelor of Health Care, Physiotherapy
Teachers
- Raila Kärnä
Student groups
-
FYS22Degree Programme in Physiotherapy, Full-time studies
Objective
Students become familiar with statutes and regulations that concern pharmaceutical care. They learn the pharmaceutical dosage forms and routes of administration, and assume responsibility for appropriate handling and storage of medicines. Students know how to use pharmaceutical databases and know how to perform pharmaceutical calculations.
Content
- pharmaceutical statutes and regulations
- risks in pharmaceutical care
- pharmaceutical dosage forms, storage, handling and administration routes of drugs
- documentation in pharmaceutical care
- use of pharmaceutical databases
- pharmaceutical industry and services
Materials
-
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- have some knowledge of statutes on pharmaceutical care
- have command of the various pharmaceutical dosage forms and know how to handle medicines appropriate and carefully
- use pharmaceutical databases randomly
Assessment criteria, good (3)
Students
- are familiar with statutes on pharmaceutical care
- have command of the various pharmaceutical dosage forms and know how to handle and store medicines appropriate and carefully.
- mainly use pharmaceutical databases correctly
Assessment criteria, excellent (5)
Students
- are familiar with statutes on pharmaceutical care
- have command of the various pharmaceutical dosage forms and of the appropriate and careful handling and storage of medicines.
- use pharmaceutical databases correctly
Assessment criteria, approved/failed
Fail:
Students
- are not familiar with the statutes on pharmaceutical care
- do not know pharmaceutical dosage forms or how to handle and store medicines appropriately.
- do not know how to use pharmaceutical databases
Qualifications
previous studies are not required
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Aino Asunmaa
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
Objective
Students know what rights and responsibilities Bachelors of Social Services have in drug care. They study special issue in drug care of various client groups. As members of multiprofessional teams, students know how to counsel clients and families on drug care. Students are able to complete drug calculations connected to their tasks without mistakes.
Content
- drug care in the social field: responsibilities and rights
- medical treatment plan, ensuring competence and licensing policies
- special issues in the drug care of clients of various ages, drug care for common diseases
- counselling clients and family members of various ages on drug care
- basics of drug calculation
Materials
In MOODLE
Teaching methods
Contact course
Exam schedules
In the end of the course
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students demonstrate some knowledge of the special issues in drug care for client groups in social work, and some knowledge of the drug care for the most common diseases. Students are able to complete drug calculations connected to their tasks without mistakes.
Assessment criteria, good (3)
Students know what rights and responsibilities Bachelors of Social Services have in drug care.
They have good knowledge of the special issues in drug care for client groups in social work, and good knowledge of the drug care for the most common diseases. As members of multiprofessional teams, students know how to counsel clients and families in drug care.
Students are able to complete drug calculations connected to their tasks without mistakes.
Assessment criteria, excellent (5)
Students know what rights and responsibilities Bachelors of Social Services have in drug care.
They have excellent knowledge of the special issues in drug care for client groups in social work, and excellent knowledge of the drug care for the most common diseases. As members of multiprofessional teams, students know how to counsel clients and families in drug care, and where to seek knowledge to increase their competence.
Students are able to complete drug calculations connected to their tasks without mistakes.
Qualifications
Basics of Drug Care
Enrollment
17.04.2023 - 20.04.2023
Timing
04.03.2024 - 17.05.2024
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Aino Asunmaa
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
Objective
Students know what rights and responsibilities Bachelors of Social Services have in drug care. They study special issue in drug care of various client groups. As members of multiprofessional teams, students know how to counsel clients and families on drug care. Students are able to complete drug calculations connected to their tasks without mistakes.
Content
- drug care in the social field: responsibilities and rights
- medical treatment plan, ensuring competence and licensing policies
- special issues in the drug care of clients of various ages, drug care for common diseases
- counselling clients and family members of various ages on drug care
- basics of drug calculation
Materials
In MOODLE.
Teaching methods
Instruction lecture available on moodle
Independent learning (incl. including a learning tasks)
Voluntary participation in a sparring session via Teams, where you can ask questions, etc
Exam in Moodle
Exam schedules
In the end of the course
The exam consists of two parts: theory and mathematics practices
Student workload
Theory 1 ½ study points
Mathematics practices ½ study points
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students demonstrate some knowledge of the special issues in drug care for client groups in social work, and some knowledge of the drug care for the most common diseases. Students are able to complete drug calculations connected to their tasks without mistakes.
Assessment criteria, good (3)
Students know what rights and responsibilities Bachelors of Social Services have in drug care.
They have good knowledge of the special issues in drug care for client groups in social work, and good knowledge of the drug care for the most common diseases. As members of multiprofessional teams, students know how to counsel clients and families in drug care.
Students are able to complete drug calculations connected to their tasks without mistakes.
Assessment criteria, excellent (5)
Students know what rights and responsibilities Bachelors of Social Services have in drug care.
They have excellent knowledge of the special issues in drug care for client groups in social work, and excellent knowledge of the drug care for the most common diseases. As members of multiprofessional teams, students know how to counsel clients and families in drug care, and where to seek knowledge to increase their competence.
Students are able to complete drug calculations connected to their tasks without mistakes.
Qualifications
Basics of Drug Care
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 35
Degree programmes
- Bachelor of Social Services
Teachers
- Aino Asunmaa
Student groups
-
SOS22C
-
SOS22B
Objective
Students know what rights and responsibilities Bachelors of Social Services have in drug care. They study special issue in drug care of various client groups. As members of multiprofessional teams, students know how to counsel clients and families on drug care. Students are able to complete drug calculations connected to their tasks without mistakes.
Content
- drug care in the social field: responsibilities and rights
- medical treatment plan, ensuring competence and licensing policies
- special issues in the drug care of clients of various ages, drug care for common diseases
- counselling clients and family members of various ages on drug care
- basics of drug calculation
Materials
In MOODLE.
Teaching methods
Contact course
Exam schedules
In the end of the course.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students demonstrate some knowledge of the special issues in drug care for client groups in social work, and some knowledge of the drug care for the most common diseases. Students are able to complete drug calculations connected to their tasks without mistakes.
Assessment criteria, good (3)
Students know what rights and responsibilities Bachelors of Social Services have in drug care.
They have good knowledge of the special issues in drug care for client groups in social work, and good knowledge of the drug care for the most common diseases. As members of multiprofessional teams, students know how to counsel clients and families in drug care.
Students are able to complete drug calculations connected to their tasks without mistakes.
Assessment criteria, excellent (5)
Students know what rights and responsibilities Bachelors of Social Services have in drug care.
They have excellent knowledge of the special issues in drug care for client groups in social work, and excellent knowledge of the drug care for the most common diseases. As members of multiprofessional teams, students know how to counsel clients and families in drug care, and where to seek knowledge to increase their competence.
Students are able to complete drug calculations connected to their tasks without mistakes.
Qualifications
Basics of Drug Care
Enrollment
17.04.2023 - 20.04.2023
Timing
23.10.2023 - 15.12.2023
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 45
Degree programmes
- Bachelor of Social Services
Teachers
- Aino Asunmaa
Student groups
-
SOS22C
-
SOS22B
Objective
Students know what rights and responsibilities Bachelors of Social Services have in drug care. They study special issue in drug care of various client groups. As members of multiprofessional teams, students know how to counsel clients and families on drug care. Students are able to complete drug calculations connected to their tasks without mistakes.
Content
- drug care in the social field: responsibilities and rights
- medical treatment plan, ensuring competence and licensing policies
- special issues in the drug care of clients of various ages, drug care for common diseases
- counselling clients and family members of various ages on drug care
- basics of drug calculation
Materials
In MOODLE.
Teaching methods
Contact course
Exam schedules
In the end of the course.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students demonstrate some knowledge of the special issues in drug care for client groups in social work, and some knowledge of the drug care for the most common diseases. Students are able to complete drug calculations connected to their tasks without mistakes.
Assessment criteria, good (3)
Students know what rights and responsibilities Bachelors of Social Services have in drug care.
They have good knowledge of the special issues in drug care for client groups in social work, and good knowledge of the drug care for the most common diseases. As members of multiprofessional teams, students know how to counsel clients and families in drug care.
Students are able to complete drug calculations connected to their tasks without mistakes.
Assessment criteria, excellent (5)
Students know what rights and responsibilities Bachelors of Social Services have in drug care.
They have excellent knowledge of the special issues in drug care for client groups in social work, and excellent knowledge of the drug care for the most common diseases. As members of multiprofessional teams, students know how to counsel clients and families in drug care, and where to seek knowledge to increase their competence.
Students are able to complete drug calculations connected to their tasks without mistakes.
Qualifications
Basics of Drug Care
Enrollment
17.04.2023 - 20.04.2023
Timing
25.09.2023 - 15.12.2023
Credits
2 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Aino Asunmaa
Student groups
-
MSOS22SV
Objective
Students know what rights and responsibilities Bachelors of Social Services have in drug care. They study special issue in drug care of various client groups. As members of multiprofessional teams, students know how to counsel clients and families on drug care. Students are able to complete drug calculations connected to their tasks without mistakes.
Content
- drug care in the social field: responsibilities and rights
- medical treatment plan, ensuring competence and licensing policies
- special issues in the drug care of clients of various ages, drug care for common diseases
- counselling clients and family members of various ages on drug care
- basics of drug calculation
Materials
In MOODLE.
Teaching methods
Contact course
Exam schedules
In the end of the course.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students demonstrate some knowledge of the special issues in drug care for client groups in social work, and some knowledge of the drug care for the most common diseases. Students are able to complete drug calculations connected to their tasks without mistakes.
Assessment criteria, good (3)
Students know what rights and responsibilities Bachelors of Social Services have in drug care.
They have good knowledge of the special issues in drug care for client groups in social work, and good knowledge of the drug care for the most common diseases. As members of multiprofessional teams, students know how to counsel clients and families in drug care.
Students are able to complete drug calculations connected to their tasks without mistakes.
Assessment criteria, excellent (5)
Students know what rights and responsibilities Bachelors of Social Services have in drug care.
They have excellent knowledge of the special issues in drug care for client groups in social work, and excellent knowledge of the drug care for the most common diseases. As members of multiprofessional teams, students know how to counsel clients and families in drug care, and where to seek knowledge to increase their competence.
Students are able to complete drug calculations connected to their tasks without mistakes.
Qualifications
Basics of Drug Care
Enrollment
16.11.2023 - 07.01.2024
Timing
01.01.2024 - 31.07.2024
Credits
2 op
Teaching languages
- English
Seats
12 - 24
Degree programmes
- Bachelor of Health Care, Nursing
- Bachelor of Health Care, Nursing
- Bachelor of Social Services
- Free Choice Studies
- Degree Programme in Public Health Nursing
- Bachelor of Health Care, Physiotherapy
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Jutta Potila
- Maria Valli
- Virpi Rantanen
Student groups
-
SH22K
-
SH21S
-
MGERO21
-
FYS22Degree Programme in Physiotherapy, Full-time studies
-
FYS21
-
RN21Degree Programme in Nursing, Nursing Branch, Registered Nurse, RN, (UAS)
-
MRN22Degree Programme in Nursing, Nursing Branch, Registered Nurse, RN, (UAS)
-
MGERO22
-
SH21K
-
MSH21KA
-
IEPN24SSneak Peek of Finnish Nursing Education
-
MSH21S
-
MRN23Bachelor of Health Care, Nursing
-
MGERO23Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation
-
FYS23Bachelor of Health Care, Physiotherapy
-
MSH22SB
-
TH22
-
TH21
Objective
-Student
- knows how to work in a multi-professional work group and utilize the expertise of group members in different areas -can map and comprehensively support the functional capacity of the elderly -identify the factors affecting the elderly client's survival at home -can assess the resources of clients with different cultural backgrounds and their loved ones and take these into account in the planning and implementation of care work and rehabilitation -knows how to take advantage of the opportunities offered by technology in supporting elderly living at home
- Student encounters multicultural peer students and other people with respect and equality and gives and takes feedback
-Student evaluates and develops the work, assumes responsibility for his/her actions and becomes aware of the interaction and co-operation skills and development needs of him/ herself
-Student practices simulated client situations in Finnish and in English
Content
- Multi-professional collaboration in healthcare services
- Rehabilitation and supporting the functional capacity of the elderly at home
- Utilizing technological solutions and taking multicultural backgrounds account in the client work for the elderly
Materials
Moodle
Teaching methods
Simulations, lectures, learning diary, familiarization visits and online assignments
Student workload
54 h
Further information
The course is bilingual.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
.
Assessment criteria, approved/failed
Accepted: The student participates in the meetings of the study period and demonstrates the competence presented in the competence objectives during them and by successfully completing the tasks belonging to the study period.
Fail: -The student does not achieve the competence goals of the course and cannot demonstrate his competence in them.
-The student is not able to reflect and to recognize strengths and weaknesses in his/ her interaction and co-operation skills and does not seek to develop himself/ herself or to adapt his/her course of action accordingly.
- The student is not able to act in a professional manner in interaction and co-operation in simulated client situations. The student does not participate in the learning process nor shares knowledge with the peers.
- The student has not actively participated in studies and in simulations.
Qualifications
30 op previous studies are required
Enrollment
17.04.2023 - 20.04.2023
Timing
01.01.2024 - 31.05.2024
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Anu Aalto
- Virpi Nikkola
- Annukka Haapa-aho
- Pia-Christine Sainio
- Katariina Perttula
- Taja Kiiskilä
Student groups
-
SOS21A
-
MSOS22K
Objective
Students know how to report on the entire research or development process in a logical and clear way that makes it possible for any reader outside the UAS to understand how the work has been carried out and how the results have been reached. Students produce factual text, give reasons for their arguments and ethically make extensive use of the sources of information. They are prepared to carry out research and development activities in cooperation with work life representatives. They know how to apply the knowledge produced to practice, and are able to evaluate their action and learning. Students complete their thesis according to the instructions of Seinäjoki UAS and their supervisors.
Content
- finishing the thesis
- Urkund checking
- maturity test
- publishing the Bachelor's Thesis
Materials
- Instructions for written work
- Guidelines for Writing UAS Degree Thesis
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
The evaluation criteria are attached to the thesis guide
Qualifications
Study Course: Thesis Seminar 2
Enrollment
17.04.2023 - 20.04.2023
Timing
01.08.2023 - 31.12.2023
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Anu Aalto
- Virpi Nikkola
- Pia-Christine Sainio
- Milka Volanto
- Taja Kiiskilä
- Katariina Perttula
Student groups
-
SOS20B
-
SOS20C
Objective
Students know how to report on the entire research or development process in a logical and clear way that makes it possible for any reader outside the UAS to understand how the work has been carried out and how the results have been reached. Students produce factual text, give reasons for their arguments and ethically make extensive use of the sources of information. They are prepared to carry out research and development activities in cooperation with work life representatives. They know how to apply the knowledge produced to practice, and are able to evaluate their action and learning. Students complete their thesis according to the instructions of Seinäjoki UAS and their supervisors.
Content
- finishing the thesis
- Urkund checking
- maturity test
- publishing the Bachelor's Thesis
Materials
- Instructions for written work
- Guidelines for Writing UAS Degree Thesis
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
The evaluation criteria are attached to the thesis guide
Qualifications
Study Course: Thesis Seminar 2
Enrollment
17.04.2023 - 20.04.2023
Timing
01.01.2024 - 31.05.2024
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Anu Aalto
- Virpi Nikkola
- Annukka Haapa-aho
- Pia-Christine Sainio
- Milka Volanto
- Taja Kiiskilä
- Katariina Perttula
Student groups
-
SOS22A
-
MSOS23KDegree Programme in Social Services
-
MSOS22SV
Objective
Students prioritize items offered by work life representatives when choosing the thesis item. They know how to plan a practicable research or development project that meets the criteria set for a Bachelor’s thesis. They use multiple sources of information, paying attention to critical evaluation of the sources. Students know how to select and define concepts and terms essential for the thesis and identify relevant prior research on the topic. They are prepared to plan research and development activities in cooperation with work life representatives and they take into consideration research ethical issues.
Content
- defining a research/development task, giving their reasons for research/ development task, concept analysis
- writing a research or development plan, choosing methods
- cooperation with worklife representatives
- realistic thesis plan
Materials
- Instructions for written work
- Guidelines for Writing UAS Degree Thesis
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Thesis Evaluation Criteria will be applied: intra.seamk.fi/opiskelu Seamkissa/Opiskelu/Instructions for written work/Thesis Evaluation Criteria
Qualifications
Study Course: Introduction to Research and Development
Enrollment
17.04.2023 - 20.04.2023
Timing
28.08.2023 - 15.12.2023
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Anu Aalto
- Virpi Nikkola
- Annukka Haapa-aho
- Pia-Christine Sainio
- Milka Volanto
- Taja Kiiskilä
- Katariina Perttula
Student groups
-
SOS21B
-
SOS21C
Objective
Students prioritize items offered by work life representatives when choosing the thesis item. They know how to plan a practicable research or development project that meets the criteria set for a Bachelor’s thesis. They use multiple sources of information, paying attention to critical evaluation of the sources. Students know how to select and define concepts and terms essential for the thesis and identify relevant prior research on the topic. They are prepared to plan research and development activities in cooperation with work life representatives and they take into consideration research ethical issues.
Content
- defining a research/development task, giving their reasons for research/ development task, concept analysis
- writing a research or development plan, choosing methods
- cooperation with worklife representatives
- realistic thesis plan
Materials
- Instructions for written work
- Guidelines for Writing UAS Degree Thesis
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Thesis Evaluation Criteria will be applied: intra.seamk.fi/opiskelu Seamkissa/Opiskelu/Instructions for written work/Thesis Evaluation Criteria
Qualifications
Study Course: Introduction to Research and Development
Enrollment
17.04.2023 - 30.04.2023
Timing
01.08.2023 - 31.12.2023
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Anu Aalto
- Virpi Nikkola
- Annukka Haapa-aho
- Pia-Christine Sainio
- Milka Volanto
- Katariina Perttula
- Taja Kiiskilä
Student groups
-
SOS21A
-
MSOS22K
Objective
Students specify and deepen their thesis plan, make it more concrete and practicable and start the implementation of the thesis. They know how to plan and implement data collection to gain an adequate amount of good quality data to answer the research question or to carry out a development project. Students know where to seek for appropriate sources of information and how to make extensive use of them to write a theoretical background for their thesis, paying attention to critical evaluation of the sources. They are prepared to carry out research and development activities in cooperation with work life representatives and consider ethical issues.
Content
- theoretical background of the Thesis
- preparing for the implementation of the research
- planning data collection
- cooperation with worklife representatives
- reflecting and solving ethical questions.
Materials
- Instructions for written work
- Guidelines for Writing UAS Degree Thesis
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Thesis Evaluation Criteria will be applied: intra.seamk.fi/opiskelu Seamkissa/Opiskelu/Instructions for written work/Thesis Evaluation Criteria
Qualifications
Study course: Thesis Plan
Enrollment
17.04.2023 - 20.04.2023
Timing
01.01.2024 - 31.05.2024
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Anu Aalto
- Virpi Nikkola
- Annukka Haapa-aho
- Pia-Christine Sainio
- Milka Volanto
- Taja Kiiskilä
- Katariina Perttula
Student groups
-
SOS21B
-
SOS21C
Objective
Students specify and deepen their thesis plan, make it more concrete and practicable and start the implementation of the thesis. They know how to plan and implement data collection to gain an adequate amount of good quality data to answer the research question or to carry out a development project. Students know where to seek for appropriate sources of information and how to make extensive use of them to write a theoretical background for their thesis, paying attention to critical evaluation of the sources. They are prepared to carry out research and development activities in cooperation with work life representatives and consider ethical issues.
Content
- theoretical background of the Thesis
- preparing for the implementation of the research
- planning data collection
- cooperation with worklife representatives
- reflecting and solving ethical questions.
Materials
- Instructions for written work
- Guidelines for Writing UAS Degree Thesis
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Thesis Evaluation Criteria will be applied: intra.seamk.fi/opiskelu Seamkissa/Opiskelu/Instructions for written work/Thesis Evaluation Criteria
Qualifications
Study course: Thesis Plan
Enrollment
17.04.2023 - 20.04.2023
Timing
01.01.2024 - 31.05.2024
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Anu Aalto
- Virpi Nikkola
- Annukka Haapa-aho
- Pia-Christine Sainio
- Milka Volanto
- Katariina Perttula
- Taja Kiiskilä
Student groups
-
SOS21A
-
MSOS22K
Objective
Students know who to create a logical and coherent structure for their thesis report. They are able to write the theoretical framework of thesis, to choose relevant concepts and plan a realistic schedule. Students describe the data collection and analysis clearly, paying attention to the individual stages of the work. They critically reflect and evaluate their own and other students’ actions, and they are prepared to carry out research and development activities in cooperation with work life representatives. Students are aware of research ethical principles and apply them to their actions and report.
Content
- writing the theoretical framework
- reporting on data collection and analysis
- reporting on development action
- reporting on research or development results
- self and peer-evaluation
- cooperation with worklife representatives
Materials
- Instructions for written work
- Guidelines for Writing UAS Degree Thesis
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Thesis Evaluation Criteria will be applied: intra.seamk.fi/opiskelu Seamkissa/Opiskelu/Instructions for written work/Thesis Evaluation Criteria.
Qualifications
Study Course: Thesis Seminar 2
Enrollment
17.04.2023 - 20.04.2023
Timing
01.08.2023 - 31.12.2023
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Anu Aalto
- Virpi Nikkola
- Annukka Haapa-aho
- Pia-Christine Sainio
- Milka Volanto
- Taja Kiiskilä
- Katariina Perttula
Student groups
-
SOS20B
-
SOS20C
Objective
Students know who to create a logical and coherent structure for their thesis report. They are able to write the theoretical framework of thesis, to choose relevant concepts and plan a realistic schedule. Students describe the data collection and analysis clearly, paying attention to the individual stages of the work. They critically reflect and evaluate their own and other students’ actions, and they are prepared to carry out research and development activities in cooperation with work life representatives. Students are aware of research ethical principles and apply them to their actions and report.
Content
- writing the theoretical framework
- reporting on data collection and analysis
- reporting on development action
- reporting on research or development results
- self and peer-evaluation
- cooperation with worklife representatives
Materials
- Instructions for written work
- Guidelines for Writing UAS Degree Thesis
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Thesis Evaluation Criteria will be applied: intra.seamk.fi/opiskelu Seamkissa/Opiskelu/Instructions for written work/Thesis Evaluation Criteria.
Qualifications
Study Course: Thesis Seminar 2
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 01.03.2024
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
Objective
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. The student has the ability to use a psychosocial approach and professional interaction in studies and work in a coaching position. The student is able to name the special needs to be taken into account in supporting the studies and working life of young people, immigrants, the long-term unemployed and people with disabilities for various reasons. The student is able to describe in which work environments study and work coaching is carried out. In addition, the student is able to describe the ideas and processes of rehabilitative work.
Content
- employment care actors and current phenomena
- challenges in studying or worklife in the lives of various client groups
- coaching for studies or worklife: settings, work orientations and practices
- collaboration partners and their operational logic
- rehabilitative work
- the role and tasks of the coach
- motivating discussion
Materials
Hakala, K.2017.Työllistymistarinoita.Kehitysvammaliitto ry.
Jahnukainen, M.ym.2019.Oma paikka haussa - maahanmuuttotaustaiset nuoret ja koulutus. Gaudeamus.
Kuntouttavan työtoiminnan käsikirja https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen/osallisuuden-edistaminen/tyoelamaosallisuus/kuntouttava-tyotoiminta
Lämsä, A-L.2015.Erityistä tukea tarvitsevien nuorten työllistyminen.
Oksanen, J.2014.Motivointi työvälineenä.
Teaching methods
Independent online study, two distance learning sessions, group work
Employer connections
-
Completion alternatives
-
Student workload
108 hours, of which 4 hours are distance learning.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. can arque why coaching for studies and work needs competences of psychosocial work. Students can list challenges of participation to studies and work among different client groups. Students describe working fields where coaching to work and studies is implemented and principles which they have adopted. They name co-operating partners.
Assessment criteria, good (3)
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. are from multiple perspectives, able to observe challenges of participation to studies and work among different client groups. Students analyze working fields where coaching to work and studies is implemented and principles which they have adopted, considering especially clients' perspective . They observe co-operating partners related to the field.
Assessment criteria, excellent (5)
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. differentiate and compare work-orientations and work methods in coaching for studies and work. They analyze challenges of participation to studies and work among different client groups. Students compare working fields where coaching to work and studies is implemented and principles which they have adopted, considering especially clients' perspective. They analyze co-operating partner s and their practices from many perspectives.
Assessment methods and criteria
Learning assignments online, participation in distance education. The course ends with an applied essay assignment to be completed in Moodle
Assessment criteria, good (3)
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. can arque why coaching for studies and work needs competences of psychosocial work. Students can list challenges of participation to studies and work among different client groups. Students describe working fields where coaching to work and studies is implemented and principles which they have adopted. They name co-operating partners.
Assessment criteria, excellent (5)
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. are from multiple perspectives, able to observe challenges of participation to studies and work among different client groups. Students analyze working fields where coaching to work and studies is implemented and principles which they have adopted, considering especially clients' perspective . They observe co-operating partners related to the field.
Assessment criteria, approved/failed
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. differentiate and compare work-orientations and work methods in coaching for studies and work. They analyze challenges of participation to studies and work among different client groups. Students compare working fields where coaching to work and studies is implemented and principles which they have adopted, considering especially clients' perspective. They analyze co-operating partner s and their practices from many perspectives.
Qualifications
Most part of the module Knowledge Base in Social Work
Further information
Students choose between this course and the following courses:
- Family Counselling
- Social Rehabilitation
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
- Social Work in Multiprofessional Settings
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 20.10.2023
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
Student groups
-
SOS22C
-
SOS22B
-
MSOS22SV
Objective
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. The student has the ability to use a psychosocial approach and professional interaction in studies and work in a coaching position. The student is able to name the special needs to be taken into account in supporting the studies and working life of young people, immigrants, the long-term unemployed and people with disabilities for various reasons. The student is able to describe in which work environments study and work coaching is carried out. In addition, the student is able to describe the ideas and processes of rehabilitative work.
Content
- employment care actors and current phenomena
- challenges in studying or worklife in the lives of various client groups
- coaching for studies or worklife: settings, work orientations and practices
- collaboration partners and their operational logic
- rehabilitative work
- the role and tasks of the coach
- motivating discussion
Materials
Hakala, K.2017.Työllistymistarinoita.Kehitysvammaliitto ry.
Jahnukainen, M.ym.2019.Oma paikka haussa - maahanmuuttotaustaiset nuoret ja koulutus. Gaudeamus.
Kuntouttavan työtoiminnan käsikirja https://thl.fi/fi/web/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen/osallisuuden-edistaminen/tyoelamaosallisuus/kuntouttava-tyotoiminta
Lämsä, A-L.2015.Erityistä tukea tarvitsevien nuorten työllistyminen.
Oksanen, J.2014.Motivointi työvälineenä.
Teaching methods
Independent online study, two distance learning sessions, group work
Employer connections
-
Completion alternatives
-
Student workload
108 hours, of which 5 hours are distance learning.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. can arque why coaching for studies and work needs competences of psychosocial work. Students can list challenges of participation to studies and work among different client groups. Students describe working fields where coaching to work and studies is implemented and principles which they have adopted. They name co-operating partners.
Assessment criteria, good (3)
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. are from multiple perspectives, able to observe challenges of participation to studies and work among different client groups. Students analyze working fields where coaching to work and studies is implemented and principles which they have adopted, considering especially clients' perspective . They observe co-operating partners related to the field.
Assessment criteria, excellent (5)
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. differentiate and compare work-orientations and work methods in coaching for studies and work. They analyze challenges of participation to studies and work among different client groups. Students compare working fields where coaching to work and studies is implemented and principles which they have adopted, considering especially clients' perspective. They analyze co-operating partner s and their practices from many perspectives.
Assessment methods and criteria
Learning assignments online, participation in distance education. The course ends with an applied essay assignment to be completed in Moodle
Assessment criteria, good (3)
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. can arque why coaching for studies and work needs competences of psychosocial work. Students can list challenges of participation to studies and work among different client groups. Students describe working fields where coaching to work and studies is implemented and principles which they have adopted. They name co-operating partners.
Assessment criteria, excellent (5)
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. are from multiple perspectives, able to observe challenges of participation to studies and work among different client groups. Students analyze working fields where coaching to work and studies is implemented and principles which they have adopted, considering especially clients' perspective . They observe co-operating partners related to the field.
Assessment criteria, approved/failed
The student is able to name the actors in employment care. In addition, the student is able to identify phenomena that are currently related to the job field and service structure. differentiate and compare work-orientations and work methods in coaching for studies and work. They analyze challenges of participation to studies and work among different client groups. Students compare working fields where coaching to work and studies is implemented and principles which they have adopted, considering especially clients' perspective. They analyze co-operating partner s and their practices from many perspectives.
Qualifications
Most part of the module Knowledge Base in Social Work
Further information
Students choose between this course and the following courses:
- Family Counselling
- Social Rehabilitation
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
- Social Work in Multiprofessional Settings
Enrollment
17.04.2023 - 20.04.2023
Timing
23.10.2023 - 15.12.2023
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students learn to define the concepts of social engagement/participation and marginalization and recognize their connections to social work field. They learn to examine associations between social engagement and welfare from the perspectives of the individual, community and society. Students know how to examine themes related to social engagement and marginalization, especially from the perspectives of poverty, addictions, criminality, homelessness, unemployment and loneliness. They learn to see issues of social engagement and marginalization as belonging to their scope of practice in the social field. Students examine phenomena that produce marginalization in a national and global context. They reflect on their personal professional interests that arise from the course themes.
Content
- social engagement and exclusion, encouraging participation, participation
- client involvement
- marginalization
- integration
- active citizenship
- poverty, unemployment, criminality, homelessness, addictions, loneliness
Materials
Gothóni, R.ym.(2016).Osallisuus yhteiskunnallisena haasteena.Diakonia-ammattikorkeakoulu.
Isola, A-M.&Suominen, E.(2016).Suomalainen köyhyys.Into-Kustannus Oy.
Juhila, K.(2015). Sosiaalityöntekijöinä ja asiakkaina. Sosiaalityön yhteiskunnalliset tehtävät ja paikat.Vastapaino.
Kivivuori, J.ym.(2018).Kriminologia.Rikollisuus ja kontrolli muuttuvassa yhteiskunnassa.Gaudeamus.
Pyyvaara, U.&Timonen, A.(2017).Naamat - tarinoita asunnottomuudesta.Into-Kustannus Oy.
Saari, J., Eskelinen, N.&Björklund, L.(2020).Raskas perintö -ylisukupolvinen huono-osaisuus Suomessa. Gaudeamus.
Tammi, T.&Raento, P.(Toim.).(2014).Addiktioyhteiskunta.Riippuvuus aikamme ilmiönä.Gaudeamus.
Teaching methods
Course is studied by e-learning.
Completion alternatives
-
Student workload
133 hours
Further information
Course is orientated by Teams at week 43. Orientation lesson is recorded.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concepts of social engagement/participation and marginalization and to name associations between social engagement and welfare. Students are able to explain phenomena that produce marginalization from perspectives of individual person, of community and of society. They name the issues of participation and marginalization as belonging to their scope of practice in the social field, and examine their personal professional interests.
Assessment criteria, good (3)
Students are able to define the concepts of social engagement/participation and marginalization and to explain associations between social engagement and welfare. Students are able to extensively examine phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect on their personal professional interests.
Assessment criteria, excellent (5)
Students are able to define the concepts of social engagement/participation and marginalization and to analyse associations between social engagement and welfare. Students are also able to analyse phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect and justify their personal professional interests.
Assessment methods and criteria
Students do an essay, which is evaluated between 1-5.
Assessment criteria, good (3)
Students are able to define the concepts of social engagement/participation and marginalization and to name associations between social engagement and welfare. Students are able to explain phenomena that produce marginalization from perspectives of individual person, of community and of society. They name the issues of participation and marginalization as belonging to their scope of practice in the social field, and examine their personal professional interests.
Assessment criteria, excellent (5)
Students are able to define the concepts of social engagement/participation and marginalization and to explain associations between social engagement and welfare. Students are able to extensively examine phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect on their personal professional interests.
Assessment criteria, approved/failed
Students are able to define the concepts of social engagement/participation and marginalization and to analyse associations between social engagement and welfare. Students are also able to analyse phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect and justify their personal professional interests.
Qualifications
previous studies are not required
Enrollment
17.04.2023 - 20.04.2023
Timing
02.10.2023 - 24.11.2023
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
SOS23A
Objective
Students learn to define the concepts of social engagement/participation and marginalization and recognize their connections to social work field. They learn to examine associations between social engagement and welfare from the perspectives of the individual, community and society. Students know how to examine themes related to social engagement and marginalization, especially from the perspectives of poverty, addictions, criminality, homelessness, unemployment and loneliness. They learn to see issues of social engagement and marginalization as belonging to their scope of practice in the social field. Students examine phenomena that produce marginalization in a national and global context. They reflect on their personal professional interests that arise from the course themes.
Content
- social engagement and exclusion, encouraging participation, participation
- client involvement
- marginalization
- integration
- active citizenship
- poverty, unemployment, criminality, homelessness, addictions, loneliness
Materials
- Gothóni, R. ym. (2016). Osallisuus yhteiskunnallisena haasteena. Diakonia-ammattikorkeakoulu.
- Isola, A-M.&Suominen, E. (2016). Suomalainen köyhyys. Into-Kustannus Oy.
- Juhila, K. (2015). Sosiaalityöntekijöinä ja asiakkaina. sosiaalityön yhteiskunnalliset tehtävät ja paikat. Vastapaino.
- Kivivuori, J. ym. (2018). Kriminologia. Rikollisuus ja kontrolli muuttuvassa yhteiskunnassa. Gaudeamus.
- Pyyvaara, U. & Timonen, A. (2017). Naamat - tarinoita asunnottomuudesta. Into-Kustannus Oy.
- Saari, J. (2016). Yksinäisten Suomi. Gaudeamus.
- Saari, J., Eskelinen, N. & Björklund, L. (2020). Raskas perintö -ylisukupolvinen huono-osaisuus Suomessa. Gaudeamus.
- Bessonoff, A., Tammi, T., & Raento, P. (2013). Addiktioyhteiskunta: Riippuvuus aikamme ilmiönä. Gaudeamus.
Teaching methods
The course includes classroom teaching, studying independently and in a group and visiting social work fields.
Employer connections
Students make visits to social work field.
Student workload
135 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concepts of social engagement/participation and marginalization and to name associations between social engagement and welfare. Students are able to explain phenomena that produce marginalization from perspectives of individual person, of community and of society. They name the issues of participation and marginalization as belonging to their scope of practice in the social field, and examine their personal professional interests.
Assessment criteria, good (3)
Students are able to define the concepts of social engagement/participation and marginalization and to explain associations between social engagement and welfare. Students are able to extensively examine phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect on their personal professional interests.
Assessment criteria, excellent (5)
Students are able to define the concepts of social engagement/participation and marginalization and to analyse associations between social engagement and welfare. Students are also able to analyse phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect and justify their personal professional interests.
Assessment methods and criteria
active participation in classroom teaching and learning tasks
Assessment criteria, good (3)
Students are able to define the concepts of social engagement/participation and marginalization and to name associations between social engagement and welfare. Students are able to explain phenomena that produce marginalization from perspectives of individual person, of community and of society. They name the issues of participation and marginalization as belonging to their scope of practice in the social field, and examine their personal professional interests.
Assessment criteria, excellent (5)
Students are able to define the concepts of social engagement/participation and marginalization and to explain associations between social engagement and welfare. Students are able to extensively examine phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect on their personal professional interests.
Assessment criteria, approved/failed
Students are able to define the concepts of social engagement/participation and marginalization and to analyse associations between social engagement and welfare. Students are also able to analyse phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect and justify their personal professional interests.
Qualifications
previous studies are not required
Enrollment
29.08.2023 - 01.09.2023
Timing
08.01.2024 - 08.03.2024
Credits
5 op
Virtual proportion (cr)
1 op
Teaching languages
- Finnish
Seats
12 - 44
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students learn to define the concepts of social engagement/participation and marginalization and recognize their connections to social work field. They learn to examine associations between social engagement and welfare from the perspectives of the individual, community and society. Students know how to examine themes related to social engagement and marginalization, especially from the perspectives of poverty, addictions, criminality, homelessness, unemployment and loneliness. They learn to see issues of social engagement and marginalization as belonging to their scope of practice in the social field. Students examine phenomena that produce marginalization in a national and global context. They reflect on their personal professional interests that arise from the course themes.
Content
- social engagement and exclusion, encouraging participation, participation
- client involvement
- marginalization
- integration
- active citizenship
- poverty, unemployment, criminality, homelessness, addictions, loneliness
Materials
Gothóni, R.ym.(2016).Osallisuus yhteiskunnallisena haasteena.Diakonia-ammattikorkeakoulu.
Isola, A-M.&Suominen, E.(2016).Suomalainen köyhyys.Into-Kustannus Oy.
Juhila, K.(2015). Sosiaalityöntekijöinä ja asiakkaina. Sosiaalityön yhteiskunnalliset tehtävät ja paikat.Vastapaino.
Kivivuori, J.ym.(2018).Kriminologia.Rikollisuus ja kontrolli muuttuvassa yhteiskunnassa.Gaudeamus.
Pyyvaara, U.&Timonen, A.(2017).Naamat - tarinoita asunnottomuudesta.Into-Kustannus Oy.
Saari, J., Eskelinen, N.&Björklund, L.(2020).Raskas perintö -ylisukupolvinen huono-osaisuus Suomessa. Gaudeamus.
Tammi, T.&Raento, P.(Toim.).(2014).Addiktioyhteiskunta.Riippuvuus aikamme ilmiönä.Gaudeamus.
Teaching methods
Course is studied by online -learning.
Employer connections
Course includes visits to social work fields.
Completion alternatives
-
Student workload
133 hours
Further information
Course is orientated at week 2.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concepts of social engagement/participation and marginalization and to name associations between social engagement and welfare. Students are able to explain phenomena that produce marginalization from perspectives of individual person, of community and of society. They name the issues of participation and marginalization as belonging to their scope of practice in the social field, and examine their personal professional interests.
Assessment criteria, good (3)
Students are able to define the concepts of social engagement/participation and marginalization and to explain associations between social engagement and welfare. Students are able to extensively examine phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect on their personal professional interests.
Assessment criteria, excellent (5)
Students are able to define the concepts of social engagement/participation and marginalization and to analyse associations between social engagement and welfare. Students are also able to analyse phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect and justify their personal professional interests.
Assessment methods and criteria
Students do an essay, which is evaluated between 1-5.
Assessment criteria, good (3)
Students are able to define the concepts of social engagement/participation and marginalization and to name associations between social engagement and welfare. Students are able to explain phenomena that produce marginalization from perspectives of individual person, of community and of society. They name the issues of participation and marginalization as belonging to their scope of practice in the social field, and examine their personal professional interests.
Assessment criteria, excellent (5)
Students are able to define the concepts of social engagement/participation and marginalization and to explain associations between social engagement and welfare. Students are able to extensively examine phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect on their personal professional interests.
Assessment criteria, approved/failed
Students are able to define the concepts of social engagement/participation and marginalization and to analyse associations between social engagement and welfare. Students are also able to analyse phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect and justify their personal professional interests.
Qualifications
previous studies are not required
Enrollment
29.08.2023 - 01.09.2023
Timing
11.03.2024 - 03.05.2024
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students learn to define the concepts of social engagement/participation and marginalization and recognize their connections to social work field. They learn to examine associations between social engagement and welfare from the perspectives of the individual, community and society. Students know how to examine themes related to social engagement and marginalization, especially from the perspectives of poverty, addictions, criminality, homelessness, unemployment and loneliness. They learn to see issues of social engagement and marginalization as belonging to their scope of practice in the social field. Students examine phenomena that produce marginalization in a national and global context. They reflect on their personal professional interests that arise from the course themes.
Content
- social engagement and exclusion, encouraging participation, participation
- client involvement
- marginalization
- integration
- active citizenship
- poverty, unemployment, criminality, homelessness, addictions, loneliness
Materials
Gothóni, R. ym. (2016). Osallisuus yhteiskunnallisena haasteena. Diakonia-ammattikorkeakoulu.
Isola, A-M.&Suominen, E. (2016). Suomalainen köyhyys. Into-Kustannus Oy.
Juhila, K. (2015). Sosiaalityöntekijöinä ja asiakkaina. sosiaalityön yhteiskunnalliset tehtävät ja paikat. Vastapaino.
Kivivuori, J. ym. (2018). Kriminologia. Rikollisuus ja kontrolli muuttuvassa yhteiskunnassa. Gaudeamus.
Pyyvaara, U. & Timonen, A. (2017). Naamat - tarinoita asunnottomuudesta. Into-Kustannus Oy.
Saari, J. (2016). Yksinäisten Suomi. Gaudeamus.
Saari, J., Eskelinen, N. & Björklund, L. (2020). Raskas perintö -ylisukupolvinen huono-osaisuus Suomessa. Gaudeamus.
Bessonoff, A., Tammi, T., & Raento, P. (2013). Addiktioyhteiskunta: Riippuvuus aikamme ilmiönä. Gaudeamus.
Teaching methods
The course is studied online.
Student workload
135 hours
Further information
The orientation of the course is in Teams in week 10. The orientation is recorded.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concepts of social engagement/participation and marginalization and to name associations between social engagement and welfare. Students are able to explain phenomena that produce marginalization from perspectives of individual person, of community and of society. They name the issues of participation and marginalization as belonging to their scope of practice in the social field, and examine their personal professional interests.
Assessment criteria, good (3)
Students are able to define the concepts of social engagement/participation and marginalization and to explain associations between social engagement and welfare. Students are able to extensively examine phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect on their personal professional interests.
Assessment criteria, excellent (5)
Students are able to define the concepts of social engagement/participation and marginalization and to analyse associations between social engagement and welfare. Students are also able to analyse phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect and justify their personal professional interests.
Assessment methods and criteria
Students do an essay, which is evaluated between 1-5.
Assessment criteria, good (3)
Students are able to define the concepts of social engagement/participation and marginalization and to name associations between social engagement and welfare. Students are able to explain phenomena that produce marginalization from perspectives of individual person, of community and of society. They name the issues of participation and marginalization as belonging to their scope of practice in the social field, and examine their personal professional interests.
Assessment criteria, excellent (5)
Students are able to define the concepts of social engagement/participation and marginalization and to explain associations between social engagement and welfare. Students are able to extensively examine phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect on their personal professional interests.
Assessment criteria, approved/failed
Students are able to define the concepts of social engagement/participation and marginalization and to analyse associations between social engagement and welfare. Students are also able to analyse phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect and justify their personal professional interests.
Qualifications
previous studies are not required
Enrollment
02.05.2023 - 15.09.2023
Timing
01.04.2024 - 24.05.2024
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Seats
12 - 45
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
AVOINAMKOpen UAS
-
SOPE23SBasics of socionomic work
Objective
Students learn to define the concepts of social engagement/participation and marginalization and recognize their connections to social work field. They learn to examine associations between social engagement and welfare from the perspectives of the individual, community and society. Students know how to examine themes related to social engagement and marginalization, especially from the perspectives of poverty, addictions, criminality, homelessness, unemployment and loneliness. They learn to see issues of social engagement and marginalization as belonging to their scope of practice in the social field. Students examine phenomena that produce marginalization in a national and global context. They reflect on their personal professional interests that arise from the course themes.
Content
- social engagement and exclusion, encouraging participation, participation
- client involvement
- marginalization
- integration
- active citizenship
- poverty, unemployment, criminality, homelessness, addictions, loneliness
Materials
Gothóni, R.ym.(2016).Osallisuus yhteiskunnallisena haasteena.Diakonia-ammattikorkeakoulu.
Isola, A-M.&Suominen, E.(2016).Suomalainen köyhyys.Into-Kustannus Oy.
Juhila, K.(2015). Sosiaalityöntekijöinä ja asiakkaina. Sosiaalityön yhteiskunnalliset tehtävät ja paikat.Vastapaino.
Kivivuori, J.ym.(2018).Kriminologia.Rikollisuus ja kontrolli muuttuvassa yhteiskunnassa.Gaudeamus.
Pyyvaara, U.&Timonen, A.(2017).Naamat - tarinoita asunnottomuudesta.Into-Kustannus Oy.
Saari, J., Eskelinen, N.&Björklund, L.(2020).Raskas perintö -ylisukupolvinen huono-osaisuus Suomessa. Gaudeamus.
Tammi, T.&Raento, P.(Toim.).(2014).Addiktioyhteiskunta.Riippuvuus aikamme ilmiönä.Gaudeamus.
Teaching methods
Course is studied by e-learning.
Completion alternatives
-
Student workload
133 hours
Further information
Course is orientated by Teams at week 14. Orientation lesson is recorded.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concepts of social engagement/participation and marginalization and to name associations between social engagement and welfare. Students are able to explain phenomena that produce marginalization from perspectives of individual person, of community and of society. They name the issues of participation and marginalization as belonging to their scope of practice in the social field, and examine their personal professional interests.
Assessment criteria, good (3)
Students are able to define the concepts of social engagement/participation and marginalization and to explain associations between social engagement and welfare. Students are able to extensively examine phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect on their personal professional interests.
Assessment criteria, excellent (5)
Students are able to define the concepts of social engagement/participation and marginalization and to analyse associations between social engagement and welfare. Students are also able to analyse phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect and justify their personal professional interests.
Assessment methods and criteria
Students do an essay, which is evaluated between 1-5.
Assessment criteria, good (3)
Students are able to define the concepts of social engagement/participation and marginalization and to name associations between social engagement and welfare. Students are able to explain phenomena that produce marginalization from perspectives of individual person, of community and of society. They name the issues of participation and marginalization as belonging to their scope of practice in the social field, and examine their personal professional interests.
Assessment criteria, excellent (5)
Students are able to define the concepts of social engagement/participation and marginalization and to explain associations between social engagement and welfare. Students are able to extensively examine phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect on their personal professional interests.
Assessment criteria, approved/failed
Students are able to define the concepts of social engagement/participation and marginalization and to analyse associations between social engagement and welfare. Students are also able to analyse phenomena that produce marginalization from perspectives of individual person, of community and of society. They see the issues of participation and marginalization as belonging to their scope of practice in the social field, and reflect and justify their personal professional interests.
Qualifications
previous studies are not required
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
5 op
Virtual proportion (cr)
4.5 op
Teaching languages
- Finnish
Seats
12 - 36
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
- Taja Kiiskilä
Student groups
-
SOS21A
-
MSOS22K
Objective
Students learn to define basic concepts and areas in the management of social services. Students will be able to name conditions and determinants, which are connected to organizing and implementing services in professional fields of Bachelor of Social Services. They are able to apply legislation and principles of governing while managing services. Students know what action is required by law and how services are shaped by international, national and local guidelines and policies, and they know how to apply them in the management of services in their professional field. Students understand the importance of cooperating with various stakeholders and they take an active role in cooperation. Students are familiar with decision-making processes in the public, private and third sector. They gain cost-awareness and financial planning competence. Students are familiar with the practices of social welfare service provision and bidding processes. Students have basic skills in entrepreneurship in multisectoral surroundings.
Content
- management theories and concepts
- management operating models
- guidelines, policies, programmes and legislation
- stakeholders, multiprofessional cooperation
- decision-making in organizations
- financing services and economic planning
- competetive procurement
Materials
Sydänmaanlakka: Älykäs julkinen johtaminen (2015)
Reikko, Salonen, uusitalo: Puun ja kuoren välissä – lähijohtajuus sosiaali-ja terveysalalla. (2010, saatavissa verkossakin)
Rissanen, Lammintakanen: Sosiaali- ja terveysjohtaminen
Niiranen, Seppänen-Järvelä, Sinkkonen, Vartiainen: Johtaminen Sosiaalialalla (2010)
Kulmala (toim.): Parempi vanhustyö - menetelmiä johtamisen kehittämiseen (2017)
Laaksonen ym.: Sosiaali- ja terveydenhuollon järjestelmä (2020)
Teaching methods
Virtual studies but seminar (4h) is contact lessons.
Student workload
135 h: seminar, pre-assignment, online studies, independent studying at Moodle and learning assigments.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to recognize conditions and determinants, principles and decision processes in management of social services
- are able to make use of them in their professional work
Assessment criteria, good (3)
The students
- have capacities to apply conditions and determinants, principles and decision processes in management of social services
- have abilities to recognize their individual values and attitudes and be aware of their responsibilities at professional work.
Assessment criteria, excellent (5)
The students
- have competencies to assess and analyze management of social services
- are able to recognize the management of social services as boundaries crossing and knowledge-based activity
- possess the knowledge of management processes in different organizations
- are able to regard the influences of their individual actions
Assessment methods and criteria
Learning assingnment
Qualifications
most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 36
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
- Taja Kiiskilä
Student groups
-
SOS21A
-
MSOS22K
Objective
Students learn to define basic concepts and areas in the management of social services. Students will be able to name conditions and determinants, which are connected to organizing and implementing services in professional fields of Bachelor of Social Services. They are able to apply legislation and principles of governing while managing services. Students know what action is required by law and how services are shaped by international, national and local guidelines and policies, and they know how to apply them in the management of services in their professional field. Students understand the importance of cooperating with various stakeholders and they take an active role in cooperation. Students are familiar with decision-making processes in the public, private and third sector. They gain cost-awareness and financial planning competence. Students are familiar with the practices of social welfare service provision and bidding processes. Students have basic skills in entrepreneurship in multisectoral surroundings.
Content
- management theories and concepts
- management operating models
- guidelines, policies, programmes and legislation
- stakeholders, multiprofessional cooperation
- decision-making in organizations
- financing services and economic planning
- competetive procurement
Materials
Sydänmaanlakka: Älykäs julkinen johtaminen (2015)
Reikko, Salonen, uusitalo: Puun ja kuoren välissä – lähijohtajuus sosiaali-ja terveysalalla. (2010, saatavissa verkossakin)
Rissanen, Lammintakanen: Sosiaali- ja terveysjohtaminen
Niiranen, Seppänen-Järvelä, Sinkkonen, Vartiainen: Johtaminen Sosiaalialalla (2010)
Kulmala (toim.): Parempi vanhustyö - menetelmiä johtamisen kehittämiseen (2017)
Laaksonen ym.: Sosiaali- ja terveydenhuollon järjestelmä (2020)
Teaching methods
Lectures, visitors, learning assignment
Student workload
135 h contact lessons, seminar, pre-assignment, independent studying, and learning assigment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to recognize conditions and determinants, principles and decision processes in management of social services
- are able to make use of them in their professional work
Assessment criteria, good (3)
The students
- have capacities to apply conditions and determinants, principles and decision processes in management of social services
- have abilities to recognize their individual values and attitudes and be aware of their responsibilities at professional work.
Assessment criteria, excellent (5)
The students
- have competencies to assess and analyze management of social services
- are able to recognize the management of social services as boundaries crossing and knowledge-based activity
- possess the knowledge of management processes in different organizations
- are able to regard the influences of their individual actions
Assessment methods and criteria
Learning assignment
Qualifications
most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
5 op
Virtual proportion (cr)
4.5 op
Teaching languages
- Finnish
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
- Taja Kiiskilä
Student groups
-
SOS21B
-
SOS21C
Objective
Students learn to define basic concepts and areas in the management of social services. Students will be able to name conditions and determinants, which are connected to organizing and implementing services in professional fields of Bachelor of Social Services. They are able to apply legislation and principles of governing while managing services. Students know what action is required by law and how services are shaped by international, national and local guidelines and policies, and they know how to apply them in the management of services in their professional field. Students understand the importance of cooperating with various stakeholders and they take an active role in cooperation. Students are familiar with decision-making processes in the public, private and third sector. They gain cost-awareness and financial planning competence. Students are familiar with the practices of social welfare service provision and bidding processes. Students have basic skills in entrepreneurship in multisectoral surroundings.
Content
- management theories and concepts
- management operating models
- guidelines, policies, programmes and legislation
- stakeholders, multiprofessional cooperation
- decision-making in organizations
- financing services and economic planning
- competetive procurement
Materials
Kulmala (toim.): Parempi vanhustyö - menetelmiä johtamisen kehittämiseen (2017)
Laaksonen ym.: Sosiaali- ja terveydenhuollon järjestelmä (2020)
Reikko, Salonen, uusitalo: Puun ja kuoren välissä – lähijohtajuus sosiaali-ja terveysalalla. (2010, saatavissa verkossakin)
Rissanen, Lammintakanen: Sosiaali- ja terveysjohtaminen
Rousu, Sirkka & Lanne-Eriksson, Minna toim. (2021) https://urn.fi/URN:ISBN:978-952-328-308-4
Sydänmaanlakka: Älykäs julkinen johtaminen (2015)
Teaching methods
Virtual studies, seminar in person.
Student workload
135 h: seminar, pre-assignment, online studies, independent studying at Moodle and learning assigments.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to recognize conditions and determinants, principles and decision processes in management of social services
- are able to make use of them in their professional work
Assessment criteria, good (3)
The students
- have capacities to apply conditions and determinants, principles and decision processes in management of social services
- have abilities to recognize their individual values and attitudes and be aware of their responsibilities at professional work.
Assessment criteria, excellent (5)
The students
- have competencies to assess and analyze management of social services
- are able to recognize the management of social services as boundaries crossing and knowledge-based activity
- possess the knowledge of management processes in different organizations
- are able to regard the influences of their individual actions
Assessment methods and criteria
Learning assignment
Qualifications
most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 36
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
- Taja Kiiskilä
Student groups
-
SOS21B
-
SOS21C
Objective
Students learn to define basic concepts and areas in the management of social services. Students will be able to name conditions and determinants, which are connected to organizing and implementing services in professional fields of Bachelor of Social Services. They are able to apply legislation and principles of governing while managing services. Students know what action is required by law and how services are shaped by international, national and local guidelines and policies, and they know how to apply them in the management of services in their professional field. Students understand the importance of cooperating with various stakeholders and they take an active role in cooperation. Students are familiar with decision-making processes in the public, private and third sector. They gain cost-awareness and financial planning competence. Students are familiar with the practices of social welfare service provision and bidding processes. Students have basic skills in entrepreneurship in multisectoral surroundings.
Content
- management theories and concepts
- management operating models
- guidelines, policies, programmes and legislation
- stakeholders, multiprofessional cooperation
- decision-making in organizations
- financing services and economic planning
- competetive procurement
Materials
Kulmala (toim.): Parempi vanhustyö - menetelmiä johtamisen kehittämiseen (2017)
Laaksonen ym.: Sosiaali- ja terveydenhuollon järjestelmä (2020)
Reikko, Salonen, uusitalo: Puun ja kuoren välissä – lähijohtajuus sosiaali-ja terveysalalla. (2010, saatavissa verkossakin)
Rissanen, Lammintakanen: Sosiaali- ja terveysjohtaminen
Rousu, Sirkka & Lanne-Eriksson, Minna toim. (2021) https://urn.fi/URN:ISBN:978-952-328-308-4
Sydänmaanlakka: Älykäs julkinen johtaminen (2015)
Teaching methods
Lectures, seminar, visitors, learning assignment
Student workload
135 h: contact lessons, seminar, pre-assignment, independent studying, and learning assigment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to recognize conditions and determinants, principles and decision processes in management of social services
- are able to make use of them in their professional work
Assessment criteria, good (3)
The students
- have capacities to apply conditions and determinants, principles and decision processes in management of social services
- have abilities to recognize their individual values and attitudes and be aware of their responsibilities at professional work.
Assessment criteria, excellent (5)
The students
- have competencies to assess and analyze management of social services
- are able to recognize the management of social services as boundaries crossing and knowledge-based activity
- possess the knowledge of management processes in different organizations
- are able to regard the influences of their individual actions
Assessment methods and criteria
Learning assignment
Qualifications
most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)
Enrollment
17.04.2023 - 20.04.2023
Timing
30.10.2023 - 15.12.2023
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Katariina Perttula
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students have command of goal-oriented long-term case management principles and practices. Using case management, students are able to focus and collect services to support clients in various life situations. Students know how to extensively assess clients' needs for services according to the ethical principles of social work. Students are familiar with the operating logic of service provision systems and different levels of case management. Students promote the implementation of the service package by networking and understand the importance of multi-professional co-operation.. They know how to coordinate services produced by the public, private and third sector. They use relevant professional methods in the case management process. Students are especially familiar with case management practices for young people, people with mental health problems, disabled people and aged people. Students know how to demonstrate their competence in multi-professional collaboration. They know how to seek information required in case management. Students are able to use digital services as part of case management and service coordination methods and practices.
Content
- the concept and practice of case management
- assessing the client's need for services
- the case management process
- the client-centred approach as part of case management
- ethics in service coordination
- using public, private and third sector services in supporting clients' individual situation
- the operating principles and logic of the service provision systems
- documentation in service coordination
- case management for young people, people with mental health problems, disabled people and aged people
- multi-professional collaboration
- networking
- digital services as part of case management and service coordination methods and practices
Materials
Blommila, K. Juntunen, M. & Kosunen, S. (toim.) Puheenvuoroja palveluohjauksesta. 2022, sivut 19- 168 ja ehkä sivut 247-265 ja 280-290,
Ketola, T. & Alaverdyan, A. 2020. Ihmisiä kohtaamassa: Asiakaslähtöisen palveluohjauksen jäljillä työikäisten palveluissa. Jyväskylän ammattikorkeakoulun julkaisuja 295/2020, Jyväskylän ammattikorkeakoulu. http://urn.fi/URN:ISBN:978-951-830-595-1
Patronen M., Hämäläinen J., Sola J., Leisio J., Koistinen T. & Holja T. Palvelutori – Ohjaus- ja neuvontapalvelu ikäihmisille. 2015. 2. uudistettu laitos. Sitran selvityksiä 82. https://media.sitra.fi/2017/02/27174904/Selvityksia82_uud_p-2.pdf
-Suominen, S. ja Tuominen M. 2007. Palveluohjaus: portti itsenäiseen elämään. Profami.
-Zechner M. (toim.) Näkökulmia palvelutarpeen arviointiin. Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 144. Seinäjoki 2019. https://www.theseus.fi/handle/10024/226365
Teaching methods
Online studies, independent studying and learning assigments
Student workload
135 h: online studies, independent studying and learning assigment
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to recognize principles and concepts of systematic and persevering case management
- can recognize some principles of service system and they know how public, private and voluntary sector services can be fixed together by the means of case management
- have knowledge about professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, good (3)
Students
- have competence to use principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can use relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, excellent (5)
Students
- have governance of principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can apply relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- have capacity to analyse the importance of multi-professional co-operation in case management
- have readiness to gain information required in case management
Assessment methods and criteria
Learning assignments
Enrollment
17.04.2023 - 20.04.2023
Timing
28.08.2023 - 20.10.2023
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Katariina Perttula
Student groups
-
SOS22C
-
SOS22B
Objective
Students have command of goal-oriented long-term case management principles and practices. Using case management, students are able to focus and collect services to support clients in various life situations. Students know how to extensively assess clients' needs for services according to the ethical principles of social work. Students are familiar with the operating logic of service provision systems and different levels of case management. Students promote the implementation of the service package by networking and understand the importance of multi-professional co-operation.. They know how to coordinate services produced by the public, private and third sector. They use relevant professional methods in the case management process. Students are especially familiar with case management practices for young people, people with mental health problems, disabled people and aged people. Students know how to demonstrate their competence in multi-professional collaboration. They know how to seek information required in case management. Students are able to use digital services as part of case management and service coordination methods and practices.
Content
- the concept and practice of case management
- assessing the client's need for services
- the case management process
- the client-centred approach as part of case management
- ethics in service coordination
- using public, private and third sector services in supporting clients' individual situation
- the operating principles and logic of the service provision systems
- documentation in service coordination
- case management for young people, people with mental health problems, disabled people and aged people
- multi-professional collaboration
- networking
- digital services as part of case management and service coordination methods and practices
Materials
- Opettajan osoittama materiaali Moodle- oppimisympäristössä
- Hänninen, K. Palveluohjaus. Asiakaslähtöistä palvelua vauvasta vaariin. Stakes, FinSoc. Raportteja 20/2007. http://www.julkari.fi/handle/10024/75697
- Ketola, T. & Alaverdyan, A. 2020. Ihmisiä kohtaamassa: Asiakaslähtöisen palveluohjauksen jäljillä työikäisten palveluissa. Jyväskylän ammattikorkeakoulun julkaisuja 295/2020, Jyväskylän ammattikorkeakoulu. http://urn.fi/URN:ISBN:978-951-830-595-1
- Pietiläinen, E. ja Seppälä, H. 2003. Palveluohjaus asiakastyössä ja organisaatiossa. Kehitysvammaliitto.
- Patronen M., Hämäläinen J., Sola J., Leisio J., Koistinen T. & Holja T. Palvelutori – Ohjaus- ja neuvontapalvelu ikäihmisille. 2015. 2. uudistettu laitos. Sitran selvityksiä 82. https://media.sitra.fi/2017/02/27174904/Selvityksia82_uud_p-2.pdf
- Suominen, S. ja Tuominen M. 2007. Palveluohjaus: portti itsenäiseen elämään. Profami.
- Zechner M. (toim.) Näkökulmia palvelutarpeen arviointiin. Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 144. Seinäjoki 2019. https://www.theseus.fi/handle/10024/226365
-Other Literature provided by the teachers.
Teaching methods
Contact lessons, group work, independent studying and tasks, expert visitors, seminar
Student workload
135 hours
- 28 hours in the classroom
- 107 hours of group work and independent study
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to recognize principles and concepts of systematic and persevering case management
- can recognize some principles of service system and they know how public, private and voluntary sector services can be fixed together by the means of case management
- have knowledge about professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, good (3)
Students
- have competence to use principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can use relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, excellent (5)
Students
- have governance of principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can apply relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- have capacity to analyse the importance of multi-professional co-operation in case management
- have readiness to gain information required in case management
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 15.03.2024
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Katariina Perttula
Student groups
-
SOS22C
-
SOS22B
Objective
Students have command of goal-oriented long-term case management principles and practices. Using case management, students are able to focus and collect services to support clients in various life situations. Students know how to extensively assess clients' needs for services according to the ethical principles of social work. Students are familiar with the operating logic of service provision systems and different levels of case management. Students promote the implementation of the service package by networking and understand the importance of multi-professional co-operation.. They know how to coordinate services produced by the public, private and third sector. They use relevant professional methods in the case management process. Students are especially familiar with case management practices for young people, people with mental health problems, disabled people and aged people. Students know how to demonstrate their competence in multi-professional collaboration. They know how to seek information required in case management. Students are able to use digital services as part of case management and service coordination methods and practices.
Content
- the concept and practice of case management
- assessing the client's need for services
- the case management process
- the client-centred approach as part of case management
- ethics in service coordination
- using public, private and third sector services in supporting clients' individual situation
- the operating principles and logic of the service provision systems
- documentation in service coordination
- case management for young people, people with mental health problems, disabled people and aged people
- multi-professional collaboration
- networking
- digital services as part of case management and service coordination methods and practices
Materials
- Opettajan osoittama materiaali Moodle- oppimisympäristössä
- Hänninen, K. Palveluohjaus. Asiakaslähtöistä palvelua vauvasta vaariin. Stakes, FinSoc. Raportteja 20/2007. http://www.julkari.fi/handle/10024/75697
- Ketola, T. & Alaverdyan, A. 2020. Ihmisiä kohtaamassa: Asiakaslähtöisen palveluohjauksen jäljillä työikäisten palveluissa. Jyväskylän ammattikorkeakoulun julkaisuja 295/2020, Jyväskylän ammattikorkeakoulu. http://urn.fi/URN:ISBN:978-951-830-595-1
- Pietiläinen, E. ja Seppälä, H. 2003. Palveluohjaus asiakastyössä ja organisaatiossa. Kehitysvammaliitto.
- Patronen M., Hämäläinen J., Sola J., Leisio J., Koistinen T. & Holja T. Palvelutori – Ohjaus- ja neuvontapalvelu ikäihmisille. 2015. 2. uudistettu laitos. Sitran selvityksiä 82. https://media.sitra.fi/2017/02/27174904/Selvityksia82_uud_p-2.pdf
- Suominen, S. ja Tuominen M. 2007. Palveluohjaus: portti itsenäiseen elämään. Profami.
- Zechner M. (toim.) Näkökulmia palvelutarpeen arviointiin. Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 144. Seinäjoki 2019. https://www.theseus.fi/handle/10024/226365
-Other Literature provided by the teachers.
Teaching methods
Contact lessons, group work, independent studying and tasks, expert visitors, seminar
Student workload
135 hours
- 24 hours in the classroom
- 111 hours of group work and independent study
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to recognize principles and concepts of systematic and persevering case management
- can recognize some principles of service system and they know how public, private and voluntary sector services can be fixed together by the means of case management
- have knowledge about professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, good (3)
Students
- have competence to use principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can use relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, excellent (5)
Students
- have governance of principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can apply relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- have capacity to analyse the importance of multi-professional co-operation in case management
- have readiness to gain information required in case management
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Marja-Liisa Saariaho
Student groups
-
SOS23A
Objective
Students have command of goal-oriented long-term case management principles and practices. Using case management, students are able to focus and collect services to support clients in various life situations. Students know how to extensively assess clients' needs for services according to the ethical principles of social work. Students are familiar with the operating logic of service provision systems and different levels of case management. Students promote the implementation of the service package by networking and understand the importance of multi-professional co-operation.. They know how to coordinate services produced by the public, private and third sector. They use relevant professional methods in the case management process. Students are especially familiar with case management practices for young people, people with mental health problems, disabled people and aged people. Students know how to demonstrate their competence in multi-professional collaboration. They know how to seek information required in case management. Students are able to use digital services as part of case management and service coordination methods and practices.
Content
- the concept and practice of case management
- assessing the client's need for services
- the case management process
- the client-centred approach as part of case management
- ethics in service coordination
- using public, private and third sector services in supporting clients' individual situation
- the operating principles and logic of the service provision systems
- documentation in service coordination
- case management for young people, people with mental health problems, disabled people and aged people
- multi-professional collaboration
- networking
- digital services as part of case management and service coordination methods and practices
Materials
- Opettajan osoittama materiaali Moodle- oppimisympäristössä
- Hänninen, K. Palveluohjaus. Asiakaslähtöistä palvelua vauvasta vaariin. Stakes, FinSoc. Raportteja 20/2007. http://www.julkari.fi/handle/10024/75697
- Ketola, T. & Alaverdyan, A. 2020. Ihmisiä kohtaamassa: Asiakaslähtöisen palveluohjauksen jäljillä työikäisten palveluissa. Jyväskylän ammattikorkeakoulun julkaisuja 295/2020, Jyväskylän ammattikorkeakoulu. http://urn.fi/URN:ISBN:978-951-830-595-1
- Pietiläinen, E. ja Seppälä, H. 2003. Palveluohjaus asiakastyössä ja organisaatiossa. Kehitysvammaliitto.
- Patronen M., Hämäläinen J., Sola J., Leisio J., Koistinen T. & Holja T. Palvelutori – Ohjaus- ja neuvontapalvelu ikäihmisille. 2015. 2. uudistettu laitos. Sitran selvityksiä 82. https://media.sitra.fi/2017/02/27174904/Selvityksia82_uud_p-2.pdf
- Suominen, S. ja Tuominen M. 2007. Palveluohjaus: portti itsenäiseen elämään. Profami.
- Zechner M. (toim.) Näkökulmia palvelutarpeen arviointiin. Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 144. Seinäjoki 2019. https://www.theseus.fi/handle/10024/226365
-Other Literature provided by the teachers.
Teaching methods
Contact lessons, group work, independent studying and tasks, expert visitors, seminar
Student workload
135 hours
- 28 hours in the classroom
- 107 hours of group work and independent study
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to recognize principles and concepts of systematic and persevering case management
- can recognize some principles of service system and they know how public, private and voluntary sector services can be fixed together by the means of case management
- have knowledge about professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, good (3)
Students
- have competence to use principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can use relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, excellent (5)
Students
- have governance of principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can apply relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- have capacity to analyse the importance of multi-professional co-operation in case management
- have readiness to gain information required in case management
Enrollment
17.04.2023 - 20.04.2023
Timing
01.01.2024 - 08.03.2024
Credits
5 op
Virtual proportion (cr)
2.5 op
RD proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Taja Kiiskilä
Student groups
-
MSOS22SV
Objective
Students have command of goal-oriented long-term case management principles and practices. Using case management, students are able to focus and collect services to support clients in various life situations. Students know how to extensively assess clients' needs for services according to the ethical principles of social work. Students are familiar with the operating logic of service provision systems and different levels of case management. Students promote the implementation of the service package by networking and understand the importance of multi-professional co-operation.. They know how to coordinate services produced by the public, private and third sector. They use relevant professional methods in the case management process. Students are especially familiar with case management practices for young people, people with mental health problems, disabled people and aged people. Students know how to demonstrate their competence in multi-professional collaboration. They know how to seek information required in case management. Students are able to use digital services as part of case management and service coordination methods and practices.
Content
- the concept and practice of case management
- assessing the client's need for services
- the case management process
- the client-centred approach as part of case management
- ethics in service coordination
- using public, private and third sector services in supporting clients' individual situation
- the operating principles and logic of the service provision systems
- documentation in service coordination
- case management for young people, people with mental health problems, disabled people and aged people
- multi-professional collaboration
- networking
- digital services as part of case management and service coordination methods and practices
Materials
Blommila, K. Juntunen, M. & Kosunen, S. (toim.) Puheenvuoroja palveluohjauksesta. 2022, sivut 19- 168 ja ehkä sivut 247-265 ja 280-290,
Ketola, T. & Alaverdyan, A. 2020. Ihmisiä kohtaamassa: Asiakaslähtöisen palveluohjauksen jäljillä työikäisten palveluissa. Jyväskylän ammattikorkeakoulun julkaisuja 295/2020, Jyväskylän ammattikorkeakoulu. http://urn.fi/URN:ISBN:978-951-830-595-1
Patronen M., Hämäläinen J., Sola J., Leisio J., Koistinen T. & Holja T. Palvelutori – Ohjaus- ja neuvontapalvelu ikäihmisille. 2015. 2. uudistettu laitos. Sitran selvityksiä 82. https://media.sitra.fi/2017/02/27174904/Selvityksia82_uud_p-2.pdf
Suominen, S. ja Tuominen M. 2007. Palveluohjaus: portti itsenäiseen elämään. Profami.
Zechner M. (toim.) Näkökulmia palvelutarpeen arviointiin. Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 144. Seinäjoki 2019. https://www.theseus.fi/handle/10024/226365
Teaching methods
Online course
Employer connections
The study course does not include practical training
Student workload
135 h: online studies, independent studying and learning assigments.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to recognize principles and concepts of systematic and persevering case management
- can recognize some principles of service system and they know how public, private and voluntary sector services can be fixed together by the means of case management
- have knowledge about professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, good (3)
Students
- have competence to use principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can use relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, excellent (5)
Students
- have governance of principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can apply relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- have capacity to analyse the importance of multi-professional co-operation in case management
- have readiness to gain information required in case management
Assessment methods and criteria
Learning assingments
Enrollment
13.03.2024 - 21.04.2024
Timing
01.05.2024 - 31.08.2024
Credits
5 op
Virtual proportion (cr)
5 op
Teaching languages
- Finnish
Seats
12 - 60
Degree programmes
- Bachelor of Social Services
Teachers
- Taja Kiiskilä
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
-
SOS24ABachelor of Social Services, Full-time studies
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Students have command of goal-oriented long-term case management principles and practices. Using case management, students are able to focus and collect services to support clients in various life situations. Students know how to extensively assess clients' needs for services according to the ethical principles of social work. Students are familiar with the operating logic of service provision systems and different levels of case management. Students promote the implementation of the service package by networking and understand the importance of multi-professional co-operation.. They know how to coordinate services produced by the public, private and third sector. They use relevant professional methods in the case management process. Students are especially familiar with case management practices for young people, people with mental health problems, disabled people and aged people. Students know how to demonstrate their competence in multi-professional collaboration. They know how to seek information required in case management. Students are able to use digital services as part of case management and service coordination methods and practices.
Content
- the concept and practice of case management
- assessing the client's need for services
- the case management process
- the client-centred approach as part of case management
- ethics in service coordination
- using public, private and third sector services in supporting clients' individual situation
- the operating principles and logic of the service provision systems
- documentation in service coordination
- case management for young people, people with mental health problems, disabled people and aged people
- multi-professional collaboration
- networking
- digital services as part of case management and service coordination methods and practices
Materials
Blommila Karri, Juntunen Miia, Kosunen Sirkka (toim.) (2022) Puheenvuoroja palveluohjauksesta. Suomen palveluohjausyhdistys SPO ry. Profami Oy.
Helminen Jari (2022). Sosiaaliohjauksen tekijät ja tehtävät.
Hänninen, K. Palveluohjaus. Asiakaslähtöistä palvelua vauvasta vaariin. Stakes, FinSoc. Raportteja 20/2007. http://www.julkari.fi/handle/10024/75697
Ketola, T. & Alaverdyan, A. 2020. Ihmisiä kohtaamassa: Asiakaslähtöisen palveluohjauksen jäljillä työikäisten palveluissa. Jyväskylän ammattikorkeakoulun julkaisuja 295/2020, Jyväskylän ammattikorkeakoulu. http://urn.fi/URN:ISBN:978-951-830-595-1
Suominen, S. ja Tuominen M. 2007. Palveluohjaus: portti itsenäiseen elämään. Profami.
Zechner M. (toim.) Näkökulmia palvelutarpeen arviointiin. Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 144. Seinäjoki 2019. https://www.theseus.fi/handle/10024/226365
Teaching methods
Online course
Employer connections
The study course does not include practical training
Student workload
133h: online studies, independent studying at Moodle, independent tasks and learning assigment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to recognize principles and concepts of systematic and persevering case management
- can recognize some principles of service system and they know how public, private and voluntary sector services can be fixed together by the means of case management
- have knowledge about professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, good (3)
Students
- have competence to use principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can use relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- recognize the importance of multi-professional co-operation in case management
Assessment criteria, excellent (5)
Students
- have governance of principles and concepts of systematic and persevering case management
- have capacity to direct, gather and evaluate services which meet clients? needs
- know principles of service system and they can use methods to fix public, private and voluntary sector services together by the means of case management
- have can apply relevant professional methods in case management process
- have knowledge of case management practices among young people, clients with mental illness and clients who are disabled or have old age
- have capacity to analyse the importance of multi-professional co-operation in case management
- have readiness to gain information required in case management
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 01.03.2024
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
-
MSOS22SV
Objective
Student become familiar with group dynamics. They know what factors affect starting, maintaining and endind a group process. Students recognise needs for pedagogical group activity. They know how pedagogical group activities can help a client or groups of clients learn new skills and knowledge, prepare for new stages in life and promote their personal development. Students learn to construct a pedagogical or counselling-based combination of activity, taking clients' needs into consideration. Students are able to define aims, contents and methods for the activity. They are aware of the importance of encouraging dialogue and participation during the process. Students learn to conduct client group sessions using pedagogical methods. Students know how to promote group members'participation and how to help solve conflicts constructively.
Content
- group dynamics and the group process
- pedagogical group methods in the work of Bachelors of Social Services
- planning and implementing pedagogical action
- conducting goal-oriented group sessions and evaluation of the action
Materials
Literature presented at the beginning of the course. Also literature selected by the student.
Teaching methods
Lectures, independent studies, group guidance practises, essay.
Employer connections
Does not include practical training
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to name regularities of group dynamics and to recognize factors, which influence in beginning, maintaining and closing a group process
- are able to name different needs for pedagogical group activities
- can create a pedagogical or supervising entity of actions and are able to give reasons to the goals and to the pedagogical methods
- have capacities to describe their individual actions and actions of the group in group supervising situations
- know how to describe the factors which strengthen learning and participation in group situations
Assessment criteria, good (3)
The students
- are able to review regularities of group dynamics and to give reasons to factors, which influence in beginning, maintaining and closing a group process
- are able to review and give reasons to different needs for pedagogical group activities
- can create a pedagogical or supervising entity of actions and are able to evaluate to the goals and to the pedagogical methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to reflect the factors which strengthen learning and participation in group situations.
Assessment criteria, excellent (5)
The students
- are able to review regularities of group dynamics multi-dimensionally.
- are able to evaluate the factors, which influence in beginning, maintaining and closing a group process
- are able to differentiate needs for pedagogical group activities
- can create a pedagogical or supervising entity of actions and are able to analyse the goals and the pedagogical methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to evaluate the factors which strengthen learning and participation in group situations.
Assessment methods and criteria
Active participation in contact teaching, assessment of guidance practice. A learning assignment to be graded.
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Facilitating Activity-based Groups
- Facilitating Psychosocial Groups
Enrollment
02.05.2023 - 05.05.2023
Timing
23.10.2023 - 15.12.2023
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 28
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS22C
-
SOS22B
Objective
Student become familiar with group dynamics. They know what factors affect starting, maintaining and endind a group process. Students recognise needs for pedagogical group activity. They know how pedagogical group activities can help a client or groups of clients learn new skills and knowledge, prepare for new stages in life and promote their personal development. Students learn to construct a pedagogical or counselling-based combination of activity, taking clients' needs into consideration. Students are able to define aims, contents and methods for the activity. They are aware of the importance of encouraging dialogue and participation during the process. Students learn to conduct client group sessions using pedagogical methods. Students know how to promote group members'participation and how to help solve conflicts constructively.
Content
- group dynamics and the group process
- pedagogical group methods in the work of Bachelors of Social Services
- planning and implementing pedagogical action
- conducting goal-oriented group sessions and evaluation of the action
Materials
Literature presented at the beginning of the course. Also literature selected by the student.
Teaching methods
Lectures, independent studies, group guidance practises, essay.
Employer connections
Does not include practical training.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to name regularities of group dynamics and to recognize factors, which influence in beginning, maintaining and closing a group process
- are able to name different needs for pedagogical group activities
- can create a pedagogical or supervising entity of actions and are able to give reasons to the goals and to the pedagogical methods
- have capacities to describe their individual actions and actions of the group in group supervising situations
- know how to describe the factors which strengthen learning and participation in group situations
Assessment criteria, good (3)
The students
- are able to review regularities of group dynamics and to give reasons to factors, which influence in beginning, maintaining and closing a group process
- are able to review and give reasons to different needs for pedagogical group activities
- can create a pedagogical or supervising entity of actions and are able to evaluate to the goals and to the pedagogical methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to reflect the factors which strengthen learning and participation in group situations.
Assessment criteria, excellent (5)
The students
- are able to review regularities of group dynamics multi-dimensionally.
- are able to evaluate the factors, which influence in beginning, maintaining and closing a group process
- are able to differentiate needs for pedagogical group activities
- can create a pedagogical or supervising entity of actions and are able to analyse the goals and the pedagogical methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to evaluate the factors which strengthen learning and participation in group situations.
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Facilitating Activity-based Groups
- Facilitating Psychosocial Groups
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 01.03.2024
Credits
4 op
Virtual proportion (cr)
4 op
RD proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Taja Kiiskilä
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
-
MSOS22SV
Objective
The student is able to apply a psychosocial approach and methods of professional interaction. The student can describe key working methods and methors used in family counseling and evaluate their suitability in different client situations.
The student is able to describe in which operating environments family guidance is possible. He / she is able to specify the working methods and models used in family guidance. The student understands the principles of the systemic operating model and strives to implement a multidisciplinary approach in the context of family guidance. The student is able to plan a goal-oriented family guidance process.
Content
- family counselling and related concepts
- family counselling settings
- family councellor's role and professional interaction in family counselling
- the process of family counselling, documentation
- systemic model, multidisciplinary
- main methods of family counselling
- evaluation and development of one's action
Materials
Early intervention and prevention in family and parenting support. Compendium of Inspiring Practices. Eurochild October 2012.
Monen kodin lapset (2018). Forsberg & Ritala-Koskinen (toim.). Gaudeamus.
Halme, Kekkonen & Perälä 2012. Perhekeskukset Suomessa. Palvelut, yhteistoiminta ja johtaminen. Raportti 62/2012. THL.
Vilén, Seppänen, Tapio & Toivanen (toim.).2014.Kohtaamisia lapsiperheissä. Menetelmiä perhetyöhön.
Järvinen,R; Lankinen, A;Taajamo,T:,Veistilä, M;Virolainen A. (toim.) Perheen parhaaksi: Perhetyön arkea. Helsinki: Edita. Luku 6: Perhetyön sisällöt, sivut 112-156.
Rönkkö 2008. Ratkaisu- ja voimavarakeskeinen näkökulma vuorovaikutuksessa. Teoksessa. Vuorovaikutuksellinen tukeminen. Vilen, Leppämäki & Ekström (toim.). WSOY, sivut 171-203. Hyvärinen & Pösö (toim.).2018. Lasten haastattelu lastensuojelussa.PS-kustannus.
Teaching methods
Online studies: virtual lectures, independent studies, exam and learning assignment.
Student workload
108 h: virtual lectures, independent studying, and learning assignment.
Content scheduling
Online studies 8.1 - 1.3.2023
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to name differences between social welfare act based and child welfare law based family counselling
- are able to name different stages where family counselling is possible to use
- are able to define the basic principles of psychosocial work and the meaning of professional interaction in family counselling
- are able to name work methods and models used in family counselling
- are able to recognize the features of a systemic approach
- are able to recognize a goal-oriented family counselling process and role of family counselor
Assessment criteria, good (3)
Students
- can describe differences and meanings between social welfare act based and child welfare law based family counselling
- are able to describe different stages where family counselling is possible to use
- are able to use psychosocial work and professional interaction in family counselling
- can evaluate needs of family counselling in different situations
- can apply and analyze methods and models used in family counselling
- are able to plan goal-oriented family counselling process and recognize the features of a systemic approach
- are capable to reflect on their actions and their professional role from perspective of professional ethics
Assessment criteria, excellent (5)
- are able to critically assess differences and meanings between social welfare act based and child welfare law based family counselling
- are able to critically assess needs for family counselling and analyze its content when working with families with children
-evaluate their own competence to apply psychosocial work and professional interaction in family counselling
- know how to plan and develop a goal-oriented family counselling process, also taking into account the multidisciplinary and systemic approach
- are capable to analyze work methods and international models used in family counselling and to evaluate their action and their professional role from the perspective of professional ethics
Assessment methods and criteria
Learning assignment
Assessment criteria, good (3)
Students
- are able to name differences between social welfare act based and child welfare law based family counselling
- are able to name different stages where family counselling is possible to use
- are able to recognize the basic principles of psychosocial work and the meaning of professional interaction in family counselling
- are able to name work methods and models used in family counselling
- are able to recognize the features of a systemic approach
- are able to recognize a goal-oriented family counselling process and role of family counselor
Assessment criteria, excellent (5)
Students
- can describe differences and meanings between social welfare act based and child welfare law based family counselling
- are able to describe different stages where family counselling is possible to use
- are able to use psychosocial work and professional interaction in family counselling
- can evaluate needs of family counselling in different situations
- can apply methods and models used in family counselling
- are able to plan goal-oriented family counselling process and recognize the features of a systemic approach
- are capable to reflect on their actions and their professional role from perspective of professional ethics
Assessment criteria, approved/failed
Students
- are able to critically assess differences and meanings between social welfare act based and child welfare law based family counselling
- are able to critically assess needs for family counselling and analyze its content when working with families with children
-evaluate their own competence to apply psychosocial work and professional interaction in family counselling
- know how to plan and develop a goal-oriented family counselling process, also taking into account the multidisciplinary and systemic approach
- are capable to analyze work methods and international models used in family counselling and to evaluate their action and their professional role from the perspective of professional ethics
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this course and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
- Social Work in Multiprofessional Settings
Enrollment
02.05.2023 - 05.05.2023
Timing
23.10.2023 - 15.12.2023
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Pia-Christine Sainio
Student groups
-
SOS22C
-
SOS22B
Objective
The student is able to apply a psychosocial approach and methods of professional interaction. The student can describe key working methods and methors used in family counseling and evaluate their suitability in different client situations.
The student is able to describe in which operating environments family guidance is possible. He / she is able to specify the working methods and models used in family guidance. The student understands the principles of the systemic operating model and strives to implement a multidisciplinary approach in the context of family guidance. The student is able to plan a goal-oriented family guidance process.
Content
- family counselling and related concepts
- family counselling settings
- family councellor's role and professional interaction in family counselling
- the process of family counselling, documentation
- systemic model, multidisciplinary
- main methods of family counselling
- evaluation and development of one's action
Location and time
-
Materials
- Kohtaamisia lapsiperheissä. Menetelmiä perhetyöhön. 2010. Vilen, M., Seppänen, P., Tapio, N. &Toivanen, R. (toim.)
- Rönkkö, L & Rytkönen, T. Monisäikeinen perhetyö. 2010. WSOY.
- Perheen parhaaksi: Perhetyön arkea. 2012. Järvinen, R; Lankinen, A; Taajamo,T; Veistilä, M; Virolainen A. (toim.) 2.uud.p. Helsinki: Edita. Luku 6: Perhetyön sisällöt, sivut 112-156.
- Rönkkö, L. 2008. Ratkaisu- ja voimavarakeskeinen näkökulma vuorovaikutuksessa. Teoksessa. Vilen, M., Leppämäki, P. & Ekström, L. (toim.) Vuorovaikutuksellinen tukeminen. WSOY, sivut 171-203.
- Lasten haastattelu lastensuojelussa 2018. Hyvärinen, S. & Pösö T. (toim.).
-Pulkkinen, Lea (2022). Lapsen hyvinvointi alkaa kodista.
-Avola, Pauliina & Viivi Pentikäinen (2019). Kukoistava kasvatus.
-Pöyhönen, Julia & Heidi Livingston (2023) Hyvän vanhemman salaisuus. Teema.
Teaching methods
Orientation initial exam, lectures, working on the Moodle platform, working in small groups, visitors, a possible study visit, final assignment in small groups.
Employer connections
The course does not include practical training.
Visitors and also possible visit to the operating environment of family guidance.
Exam schedules
It will be announced at the beginning of the study period
Completion alternatives
-
Student workload
4 credits = 108 hours
Content scheduling
-
Further information
The course is optional with the following courses:
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to name differences between social welfare act based and child welfare law based family counselling
- are able to name different stages where family counselling is possible to use
- are able to define the basic principles of psychosocial work and the meaning of professional interaction in family counselling
- are able to name work methods and models used in family counselling
- are able to recognize the features of a systemic approach
- are able to recognize a goal-oriented family counselling process and role of family counselor
Assessment criteria, good (3)
Students
- can describe differences and meanings between social welfare act based and child welfare law based family counselling
- are able to describe different stages where family counselling is possible to use
- are able to use psychosocial work and professional interaction in family counselling
- can evaluate needs of family counselling in different situations
- can apply and analyze methods and models used in family counselling
- are able to plan goal-oriented family counselling process and recognize the features of a systemic approach
- are capable to reflect on their actions and their professional role from perspective of professional ethics
Assessment criteria, excellent (5)
- are able to critically assess differences and meanings between social welfare act based and child welfare law based family counselling
- are able to critically assess needs for family counselling and analyze its content when working with families with children
-evaluate their own competence to apply psychosocial work and professional interaction in family counselling
- know how to plan and develop a goal-oriented family counselling process, also taking into account the multidisciplinary and systemic approach
- are capable to analyze work methods and international models used in family counselling and to evaluate their action and their professional role from the perspective of professional ethics
Assessment methods and criteria
The evaluation is based on the student's active participation in teaching and on the Moodle platform, writing a learning diary, and participation in individual and group assignments. In addition, the initial orientation exam and the final assignments carried out in a small group are evaluated on a scale of 1-5.
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this course and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
- Social Work in Multiprofessional Settings
Enrollment
13.03.2024 - 17.04.2024
Timing
27.05.2024 - 31.08.2024
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
-
SOS24ABachelor of Social Services, Full-time studies
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
The student is able to apply a psychosocial approach and methods of professional interaction. The student can describe key working methods and methors used in family counseling and evaluate their suitability in different client situations.
The student is able to describe in which operating environments family guidance is possible. He / she is able to specify the working methods and models used in family guidance. The student understands the principles of the systemic operating model and strives to implement a multidisciplinary approach in the context of family guidance. The student is able to plan a goal-oriented family guidance process.
Content
- family counselling and related concepts
- family counselling settings
- family councellor's role and professional interaction in family counselling
- the process of family counselling, documentation
- systemic model, multidisciplinary
- main methods of family counselling
- evaluation and development of one's action
Materials
- Kohtaamisia lapsiperheissä. Menetelmiä perhetyöhön. 2010. Vilen, M., Seppänen, P., Tapio, N. &Toivanen, R. (toim.)
- Rönkkö, L & Rytkönen, T. Monisäikeinen perhetyö. 2010. WSOY.
- Perheen parhaaksi: Perhetyön arkea. 2012. Järvinen, R; Lankinen, A; Taajamo,T; Veistilä, M; Virolainen A. (toim.) 2.uud.p. Helsinki: Edita. Luku 6: Perhetyön sisällöt, sivut 112-156.
- Rönkkö, L. 2008. Ratkaisu- ja voimavarakeskeinen näkökulma vuorovaikutuksessa. Teoksessa. Vilen, M., Leppämäki, P. & Ekström, L. (toim.) Vuorovaikutuksellinen tukeminen. WSOY, sivut 171-203.
- Lasten haastattelu lastensuojelussa 2018. Hyvärinen, S. & Pösö T. (toim.).
-Pulkkinen, Lea (2022). Lapsen hyvinvointi alkaa kodista.
-Avola, Pauliina & Viivi Pentikäinen (2019). Kukoistava kasvatus.
-Pöyhönen, Julia & Heidi Livingston (2023) Hyvän vanhemman salaisuus. Teema.
Teaching methods
Recorded lessons, independent studying on the Moodle platform, visit to the operating environment of family guidance, learning assignment. Course includes a sexual education of small child at 4.6.2024 by another educator.
Employer connections
Student visit to the operating environment of family guidance.
Exam schedules
Course is orientated and recorded at 28.5. 14.15-16 p.m.
Sexual education of small child at 4.6.2024 8-16 p.m., not recorded.
An exam at 18.6.2024 between 8 a.m. to 24 p.m.
Learning assignment date of returned between 31.7.-31.8.2024.
Student workload
108 hours
Content scheduling
Course is orientated and recorded at 28.5. 14.15-16 p.m.
Sexual education of small child at 4.6.2024 8-16 p.m., not recorded.
An exam at 18.6.2024 between 8 a.m. to 24 p.m.
Learning assignment date of returned between 31.7.-31.8.2024.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to name differences between social welfare act based and child welfare law based family counselling
- are able to name different stages where family counselling is possible to use
- are able to define the basic principles of psychosocial work and the meaning of professional interaction in family counselling
- are able to name work methods and models used in family counselling
- are able to recognize the features of a systemic approach
- are able to recognize a goal-oriented family counselling process and role of family counselor
Assessment criteria, good (3)
Students
- can describe differences and meanings between social welfare act based and child welfare law based family counselling
- are able to describe different stages where family counselling is possible to use
- are able to use psychosocial work and professional interaction in family counselling
- can evaluate needs of family counselling in different situations
- can apply and analyze methods and models used in family counselling
- are able to plan goal-oriented family counselling process and recognize the features of a systemic approach
- are capable to reflect on their actions and their professional role from perspective of professional ethics
Assessment criteria, excellent (5)
- are able to critically assess differences and meanings between social welfare act based and child welfare law based family counselling
- are able to critically assess needs for family counselling and analyze its content when working with families with children
-evaluate their own competence to apply psychosocial work and professional interaction in family counselling
- know how to plan and develop a goal-oriented family counselling process, also taking into account the multidisciplinary and systemic approach
- are capable to analyze work methods and international models used in family counselling and to evaluate their action and their professional role from the perspective of professional ethics
Assessment methods and criteria
Exam (50%) and learning assignment (50%).
Assessment criteria, good (3)
Assessment criteria, satisfactory (1)
Students
- are able to name differences between social welfare act based and child welfare law based family counselling
- are able to name different stages where family counselling is possible to use
- are able to define the basic principles of psychosocial work and the meaning of professional interaction in family counselling
- are able to name work methods and models used in family counselling
- are able to recognize the features of a systemic approach
- are able to recognize a goal-oriented family counselling process and role of family counselor
Assessment criteria, excellent (5)
Assessment criteria, good (3)
Students
- can describe differences and meanings between social welfare act based and child welfare law based family counselling
- are able to describe different stages where family counselling is possible to use
- are able to use psychosocial work and professional interaction in family counselling
- can evaluate needs of family counselling in different situations
- can apply and analyze methods and models used in family counselling
- are able to plan goal-oriented family counselling process and recognize the features of a systemic approach
- are capable to reflect on their actions and their professional role from perspective of professional ethics
Assessment criteria, approved/failed
Assessment criteria, excellent (5)
- are able to critically assess differences and meanings between social welfare act based and child welfare law based family counselling
- are able to critically assess needs for family counselling and analyze its content when working with families with children
-evaluate their own competence to apply psychosocial work and professional interaction in family counselling
- know how to plan and develop a goal-oriented family counselling process, also taking into account the multidisciplinary and systemic approach
- are capable to analyze work methods and international models used in family counselling and to evaluate their action and their professional role from the perspective of professional ethics
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this course and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
- Social Work in Multiprofessional Settings
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 17.05.2024
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students know how to plan, implement and evaluate pedagogical activities for early childhood education. They know how to observe individual children and child groups and how to document the observations. Students recognize typical features of children's play and the community's culture and incorporate them while planning and action. Students know the principles pertaining to small group activities and sense of community, and they have competence to implement them in their action. Students are able to consider cultural diversity in their actions. Students know how sustainable development can be promoted. Students are able to plan early childhood education in a way which allows integrating the action into society, culture and nature.
Content
- planning, implementing and evaluating pedagogical activities
- observations in early childhood education
- pedagogical documentation
- small group activities in early childhood education
- communality in early childhood education
- multi-culturalism
- taking the principles of sustainable development into account
Materials
Literature presented at the beginning of the course. Also literature selected by the student.
Teaching methods
Orientation, independent learning assignments during pedagogical training and a feedback seminar.
Employer connections
The course is part of the Early Childhood Education studies. The course is done during pedagogical training. The course implements the Living lab method, which operates in a real working environment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Under supervision, students know how to plan and implement pedagogical small group activities for early childhood education. Under supervision, they know how to observe children and document their observations. Students know some features of the children’s play and culture. They know some principles related to small group activity and sense of community. Students recognize principles of sustainable development and connections between early childhood education and the surrounding society, culture and nature.
Assessment criteria, good (3)
Students can plan, implement and evaluate pedagogical small group activities for early childhood education. They know how to observe children and document their observations. Students know features of the children’s culture and community and take them into consideration in their action. Students know principles related to small group activity and sense of community and take them into account in their action. Students recognise principles of sustainable development and understand what the integration of early childhood education with the surrounding society, culture and nature means.
Assessment criteria, excellent (5)
Students can plan, implement and evaluate pedagogical small group activities for early childhood education. They know how to observe children with sensitivity and document their observations using multiple perspectives. Students can analyze features in children’s play and culture and community and apply this knowledge to their action in wide range. Students have assimilated the principles of small group activity and the sense of community and can apply them to their action in varied ways. Students know how to apply the principles of sustainable development and how to promote the integration of early childhood education with the surrounding society, culture and nature.
Assessment methods and criteria
The course is evaluated on a scale of 1-5. The grade of the independent assignments forms the grade of the course.
Qualifications
Study Cources: The Child's Growth and Learning and Early Childhood Pedagogy
Further information
For the students who take Early Childhood Education Studies.
Enrollment
02.05.2023 - 05.05.2023
Timing
01.11.2023 - 22.03.2024
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS22C
-
SOS22B
Objective
Students know how to plan, implement and evaluate pedagogical activities for early childhood education. They know how to observe individual children and child groups and how to document the observations. Students recognize typical features of children's play and the community's culture and incorporate them while planning and action. Students know the principles pertaining to small group activities and sense of community, and they have competence to implement them in their action. Students are able to consider cultural diversity in their actions. Students know how sustainable development can be promoted. Students are able to plan early childhood education in a way which allows integrating the action into society, culture and nature.
Content
- planning, implementing and evaluating pedagogical activities
- observations in early childhood education
- pedagogical documentation
- small group activities in early childhood education
- communality in early childhood education
- multi-culturalism
- taking the principles of sustainable development into account
Materials
Literature presented at the beginning of the course. Also literature selected by the student.
Teaching methods
Orientation, independent learning assignments during pedagogical training and a feedback seminar.
Employer connections
The course is part of the Early Childhood Education studies. The course is done during pedagogical training. The course implements the Living lab method, which operates in a real working environment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Under supervision, students know how to plan and implement pedagogical small group activities for early childhood education. Under supervision, they know how to observe children and document their observations. Students know some features of the children’s play and culture. They know some principles related to small group activity and sense of community. Students recognize principles of sustainable development and connections between early childhood education and the surrounding society, culture and nature.
Assessment criteria, good (3)
Students can plan, implement and evaluate pedagogical small group activities for early childhood education. They know how to observe children and document their observations. Students know features of the children’s culture and community and take them into consideration in their action. Students know principles related to small group activity and sense of community and take them into account in their action. Students recognise principles of sustainable development and understand what the integration of early childhood education with the surrounding society, culture and nature means.
Assessment criteria, excellent (5)
Students can plan, implement and evaluate pedagogical small group activities for early childhood education. They know how to observe children with sensitivity and document their observations using multiple perspectives. Students can analyze features in children’s play and culture and community and apply this knowledge to their action in wide range. Students have assimilated the principles of small group activity and the sense of community and can apply them to their action in varied ways. Students know how to apply the principles of sustainable development and how to promote the integration of early childhood education with the surrounding society, culture and nature.
Assessment methods and criteria
The course is evaluated on a scale of 1-5. The grade of the independent assignments forms the grade of the course.
Qualifications
Study Cources: The Child's Growth and Learning and Early Childhood Pedagogy
Further information
For the students who take Early Childhood Education Studies.
Enrollment
02.05.2023 - 05.05.2023
Timing
01.11.2023 - 31.07.2024
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS22C
-
SOS22B
Objective
Students know how to plan, implement and evaluate pedagogical activities for early childhood education. They know how to observe individual children and child groups and how to document the observations. Students recognize typical features of children's play and the community's culture and incorporate them while planning and action. Students know the principles pertaining to small group activities and sense of community, and they have competence to implement them in their action. Students are able to consider cultural diversity in their actions. Students know how sustainable development can be promoted. Students are able to plan early childhood education in a way which allows integrating the action into society, culture and nature.
Content
- planning, implementing and evaluating pedagogical activities
- observations in early childhood education
- pedagogical documentation
- small group activities in early childhood education
- communality in early childhood education
- multi-culturalism
- taking the principles of sustainable development into account
Materials
Literature presented at the beginning of the course. Also literature selected by the student.
Teaching methods
Orientation, independent learning assignments during pedagogical training and a feedback seminar.
Employer connections
The course is part of the Early Childhood Education studies. The course is done during pedagogical training. The course implements the Living lab method, which operates in a real working environment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Under supervision, students know how to plan and implement pedagogical small group activities for early childhood education. Under supervision, they know how to observe children and document their observations. Students know some features of the children’s play and culture. They know some principles related to small group activity and sense of community. Students recognize principles of sustainable development and connections between early childhood education and the surrounding society, culture and nature.
Assessment criteria, good (3)
Students can plan, implement and evaluate pedagogical small group activities for early childhood education. They know how to observe children and document their observations. Students know features of the children’s culture and community and take them into consideration in their action. Students know principles related to small group activity and sense of community and take them into account in their action. Students recognise principles of sustainable development and understand what the integration of early childhood education with the surrounding society, culture and nature means.
Assessment criteria, excellent (5)
Students can plan, implement and evaluate pedagogical small group activities for early childhood education. They know how to observe children with sensitivity and document their observations using multiple perspectives. Students can analyze features in children’s play and culture and community and apply this knowledge to their action in wide range. Students have assimilated the principles of small group activity and the sense of community and can apply them to their action in varied ways. Students know how to apply the principles of sustainable development and how to promote the integration of early childhood education with the surrounding society, culture and nature.
Qualifications
Study Cources: The Child's Growth and Learning and Early Childhood Pedagogy
Further information
For the students who take Early Childhood Education Studies.
Enrollment
02.05.2023 - 05.05.2023
Timing
02.10.2023 - 08.12.2023
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 25
Degree programmes
- Bachelor of Social Services
Teachers
- Virpi Nikkola
Student groups
-
MSOS22SV
Objective
Students know how to plan, implement and evaluate pedagogical activities for early childhood education. They know how to observe individual children and child groups and how to document the observations. Students recognize typical features of children's play and the community's culture and incorporate them while planning and action. Students know the principles pertaining to small group activities and sense of community, and they have competence to implement them in their action. Students are able to consider cultural diversity in their actions. Students know how sustainable development can be promoted. Students are able to plan early childhood education in a way which allows integrating the action into society, culture and nature.
Content
- planning, implementing and evaluating pedagogical activities
- observations in early childhood education
- pedagogical documentation
- small group activities in early childhood education
- communality in early childhood education
- multi-culturalism
- taking the principles of sustainable development into account
Materials
Literature presented at the beginning of the course. Also literature selected by the student.
Teaching methods
Orientation, independent learning assignments during pedagogical training and a feedback seminar.
Employer connections
The course is part of the Early Childhood Education studies. The course is done during pedagogical training. The course implements the Living lab method, which operates in a real working environment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Under supervision, students know how to plan and implement pedagogical small group activities for early childhood education. Under supervision, they know how to observe children and document their observations. Students know some features of the children’s play and culture. They know some principles related to small group activity and sense of community. Students recognize principles of sustainable development and connections between early childhood education and the surrounding society, culture and nature.
Assessment criteria, good (3)
Students can plan, implement and evaluate pedagogical small group activities for early childhood education. They know how to observe children and document their observations. Students know features of the children’s culture and community and take them into consideration in their action. Students know principles related to small group activity and sense of community and take them into account in their action. Students recognise principles of sustainable development and understand what the integration of early childhood education with the surrounding society, culture and nature means.
Assessment criteria, excellent (5)
Students can plan, implement and evaluate pedagogical small group activities for early childhood education. They know how to observe children with sensitivity and document their observations using multiple perspectives. Students can analyze features in children’s play and culture and community and apply this knowledge to their action in wide range. Students have assimilated the principles of small group activity and the sense of community and can apply them to their action in varied ways. Students know how to apply the principles of sustainable development and how to promote the integration of early childhood education with the surrounding society, culture and nature.
Qualifications
Study Cources: The Child's Growth and Learning and Early Childhood Pedagogy
Further information
For the students who take Early Childhood Education Studies.
Enrollment
22.04.2024 - 28.04.2024
Timing
29.04.2024 - 31.12.2024
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS23A
Objective
Students know how to plan, implement and evaluate pedagogical activities for early childhood education. They know how to observe individual children and child groups and how to document the observations. Students recognize typical features of children's play and the community's culture and incorporate them while planning and action. Students know the principles pertaining to small group activities and sense of community, and they have competence to implement them in their action. Students are able to consider cultural diversity in their actions. Students know how sustainable development can be promoted. Students are able to plan early childhood education in a way which allows integrating the action into society, culture and nature.
Content
- planning, implementing and evaluating pedagogical activities
- observations in early childhood education
- pedagogical documentation
- small group activities in early childhood education
- communality in early childhood education
- multi-culturalism
- taking the principles of sustainable development into account
Materials
Literature presented at the beginning of the course. Also literature selected by the student.
Teaching methods
Orientation, independent learning assignments during pedagogical training and a feedback seminar.
Employer connections
The course is part of the Early Childhood Education studies. The course is done during pedagogical training. The course implements the Living lab method, which operates in a real working environment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Under supervision, students know how to plan and implement pedagogical small group activities for early childhood education. Under supervision, they know how to observe children and document their observations. Students know some features of the children’s play and culture. They know some principles related to small group activity and sense of community. Students recognize principles of sustainable development and connections between early childhood education and the surrounding society, culture and nature.
Assessment criteria, good (3)
Students can plan, implement and evaluate pedagogical small group activities for early childhood education. They know how to observe children and document their observations. Students know features of the children’s culture and community and take them into consideration in their action. Students know principles related to small group activity and sense of community and take them into account in their action. Students recognise principles of sustainable development and understand what the integration of early childhood education with the surrounding society, culture and nature means.
Assessment criteria, excellent (5)
Students can plan, implement and evaluate pedagogical small group activities for early childhood education. They know how to observe children with sensitivity and document their observations using multiple perspectives. Students can analyze features in children’s play and culture and community and apply this knowledge to their action in wide range. Students have assimilated the principles of small group activity and the sense of community and can apply them to their action in varied ways. Students know how to apply the principles of sustainable development and how to promote the integration of early childhood education with the surrounding society, culture and nature.
Assessment methods and criteria
The course is assessed on a scale of 1-5. The grade for the independent tasks is the course grade.
Qualifications
Study Cources: The Child's Growth and Learning and Early Childhood Pedagogy
Further information
For the students who take Early Childhood Education Studies.
Enrollment
17.04.2023 - 20.04.2023
Timing
02.10.2023 - 24.11.2023
Credits
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Katariina Perttula
Student groups
-
SOS23A
Objective
The student is able to
- explain the character of project work and determine when the project work model is useful
- present the basic knowledge and skills on the basis of which he/she can participate in project work and project planning
- explain concepts connected with projects, content of a project plan, project time planing and supervising (life circle)
- present tasks connected with the different phases of the project cycle
Content
- concepts and methods of project work
- project phases and process
- project plan (time, resource and cost planning)
- project organisation and interest groups
- changes, risks and problems in project work
- project communication and reporting
- concluding a project
Materials
A textbook in project management and Project management competence 3.0 ( http://www.pry.fi/UserFiles/33fa4818-2dbf-44aa-a497-0e74914327b1/Web/IPMA-sertifiointi/ENG/PMAF_NCB_3.0_v1.3.pdf )
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
1-2 :
The student knows the main project management concepts and methods . He is able to make a project plan , and he has an understanding of the project implementation and management.
Assessment criteria, good (3)
3-4
The student knows well the main project concepts and management techniques . He is able to do different kind of project plans , and he has a good understanding of the project implementation and management.
Assessment criteria, excellent (5)
5 :
The student knows perfectly the main project concepts and methods. He is able to do different kind of project plans and analyze them. He a very good understanding of the project implementation and management and leadership.
Qualifications
No prerequisites
Enrollment
09.01.2024 - 12.01.2024
Timing
05.02.2024 - 12.04.2024
Credits
3 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Asta Niinimäki
Student groups
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
The student knows how to define the role and importance of project activities in the tasks of a social counselor.
The student can identify project work as one of the tools of social work and social counseling.
The student can name the characteristic features of project activities in the social and health sector.
The student can describe the project work process and name the core tasks included in the different phases.
The student can identify and name the prerequisites for a successful project.
Content
- Concepts and methods of project activities
- Project organization and stakeholders
- Project stages and process
- Funding sources for projects
- Project communication
- Project management
Materials
Kymäläinen, H-R., Lakkala, M., Carver, E. & Kamppari, K.(2016).Opas projektityöskentelyyn. Helsingin yliopisto. Tieteestä toimintaa -verkoston julkaisu. Opas projektityöskentelyyn_2016.pdf (helsinki.fi)
Teaching methods
Course includes self-study and teamwork.
Employer connections
-
Exam schedules
An exam at 8.3.2024. Teamwork´s return to be made and presentated 12.4.2024.
Student workload
78 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student knows how to define the role and importance of projects in the social and health sector. The student knows the most important concepts and operating methods of the project. The student can describe the stages and process of the project. The student knows the most important funding sources for projects in the social and health sector. The student can name the key elements of project communication and management.
Assessment criteria, good (3)
The student can define and describe the role and importance of project activities in the social and health sector and in the tasks of a social counselor. The student knows how to describe project concepts, activities, phases, and processes in a versatile way. The student identifies and describes the meaningful connections between project communication, management, and a successful project
Assessment criteria, excellent (5)
The student can define and describe the role and importance of project activities in the social and health sector and in the tasks of a social counselor. The student knows how to comprehensively explain project concepts. The student knows how to analyze the operation of the project, its phases, and its processes. The student can analyze the meaningful connections between project communication, management, and a successful project.
Assessment methods and criteria
Course includes an exam (50%) and teamwork´s presentation (50%).
Assessment criteria, good (3)
The student knows how to define the role and importance of projects in the social and health sector. The student knows the most important concepts and operating methods of the project. The student can describe the stages and process of the project. The student knows the most important funding sources for projects in the social and health sector. The student can name the key elements of project communication and management.
Assessment criteria, excellent (5)
The student can define and describe the role and importance of project activities in the social and health sector and in the tasks of a social counselor. The student knows how to describe project concepts, activities, phases, and processes in a versatile way. The student identifies and describes the meaningful connections between project communication, management, and a successful project
Assessment criteria, approved/failed
The student can define and describe the role and importance of project activities in the social and health sector and in the tasks of a social counselor. The student knows how to comprehensively explain project concepts. The student knows how to analyze the operation of the project, its phases, and its processes. The student can analyze the meaningful connections between project communication, management, and a successful project.
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 22.10.2023
Credits
4 op
Teaching languages
- Finnish
Seats
10 - 25
Degree programmes
- Bachelor of Social Services
Teachers
- Elina Kangasluoma
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
-
MSOS22SV
Objective
Students learn to organise psychosocial group activities aimed at change and to start group activities to meet the needs of client groups. Students are able to promote group processes to ensure members' participation and to solve potential conficts constructively. Students are familiar with group dynamics. They know what factors affect starting, maintaining and ending a group process. Students recognise clients' needs for group activity. They know how psychosocial group activity and peer support can be used to support client groups' welfare, functional capacity, management of daily activities and empowerment through shared experience. Students are familiar with social encouragement and with the principles and practices of sociocultural work. They take into consideration clients' needs to have support for functional capacity and promote the clients' participation options.
Content
- group work as a social work method
- group dynamics, the group process
- conducting goal-oriented group sessions
- the psychosocial approach to group activity
- sociocultural methods, social encouragement
- peer group activity and experiential elements
- peer support groups, group activities for residential care units, sharing experiences and learning from them
Materials
- Heikkinen, A. ym. (2007). Näe minut - kuule minua. Kokemuksia ryhmistä.
- Jansson, A. (2012). Psykososiaalinen ryhmätoiminta yksinäisyyden lievittäjänä.
- Kopakkala, A. (2005). Ryhmä, jengi, tiimi: ryhmädynamiikka ja siihen vaikuttaminen.
- Kurki, L. (2000). Sosiokulttuurinen innostaminen.
- Ståhlberg, L. (2019). Pienryhmäohjaajan opas.
- teacher's material
Teaching methods
- Independent study and study in groups: contact teaching, case examplses, learning assignments and an essay on a book concerning group facilitating.
-Facilitating Psychosocial Group with the collaboration of the workfield.
Employer connections
-One part of the course involves group facilitating practise with the collaboration of the workfield.
Student workload
-108 hours.
Further information
Students choose between this and the following course:
- Facilitating Pedagogical Groups
- Facilitating Activity-Based Groups
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to name regularities of group dynamics and to recognize factors, which influence in beginning, maintaining and closing a group process
- are able to name different needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to give reasons to the goals and to the methods
- have capacities to describe their individual actions and actions of the group in group supervising situations
- know how to describe the factors which strengthen learning and participation in group situations
Assessment criteria, good (3)
The students
- are able to review regularities of group dynamics and to give reasons to factors, which influence in beginning, maintaining and closing a group process
- are able to review and give reasons to different needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to evaluate to the goals and to the methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to reflect the factors which strengthen learning and participation in group situations.
Assessment criteria, excellent (5)
The students
- are able to review regularities of group dynamics multi-dimensionally.
- are able to evaluate the factors, which influence in beginning, maintaining and closing a group process
- are able to differentiate needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to analyze the goals and the methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to evaluate the factors which strengthen learning and participation in group situations.
Assessment methods and criteria
An essay on a book concerning group facilitating.
Valuatingscale: 1-5.
Assessment criteria, satisfactory (1)
Performance does not reach level 1.
Assessment criteria, good (3)
The students
- are able to name regularities of group dynamics and to recognize factors, which influence in beginning, maintaining and closing a group process
- are able to name different needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to give reasons to the goals and to the methods
- have capacities to describe their individual actions and actions of the group in group supervising situations
- know how to describe the factors which strengthen learning and participation in group situations
Assessment criteria, excellent (5)
The students
- are able to review regularities of group dynamics and to give reasons to factors, which influence in beginning, maintaining and closing a group process
- are able to review and give reasons to different needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to evaluate to the goals and to the methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to reflect the factors which strengthen learning and participation in group situations.
Assessment criteria, approved/failed
The students
- are able to review regularities of group dynamics multi-dimensionally.
- are able to evaluate the factors, which influence in beginning, maintaining and closing a group process
- are able to differentiate needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to analyze the goals and the methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to evaluate the factors which strengthen learning and participation in group situations.
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following course:
- Facilitating Pedagogical Groups
- Facilitating Activity-Based Groups
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 15.03.2024
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 25
Degree programmes
- Bachelor of Social Services
Teachers
- Elina Kangasluoma
Student groups
-
SOS22C
-
SOS22B
Objective
Students learn to organise psychosocial group activities aimed at change and to start group activities to meet the needs of client groups. Students are able to promote group processes to ensure members' participation and to solve potential conficts constructively. Students are familiar with group dynamics. They know what factors affect starting, maintaining and ending a group process. Students recognise clients' needs for group activity. They know how psychosocial group activity and peer support can be used to support client groups' welfare, functional capacity, management of daily activities and empowerment through shared experience. Students are familiar with social encouragement and with the principles and practices of sociocultural work. They take into consideration clients' needs to have support for functional capacity and promote the clients' participation options.
Content
- group work as a social work method
- group dynamics, the group process
- conducting goal-oriented group sessions
- the psychosocial approach to group activity
- sociocultural methods, social encouragement
- peer group activity and experiential elements
- peer support groups, group activities for residential care units, sharing experiences and learning from them
Materials
- Heikkinen, A. ym. (2007). Näe minut - kuule minua. Kokemuksia ryhmistä.
- Jansson, A. (2012). Psykososiaalinen ryhmätoiminta yksinäisyyden lievittäjänä.
- Kopakkala, A. (2005). Ryhmä, jengi, tiimi: ryhmädynamiikka ja siihen vaikuttaminen.
- Kurki, L. (2000). Sosiokulttuurinen innostaminen.
- Ståhlberg, L. (2019). Pienryhmäohjaajan opas.
- teacher's material
Teaching methods
- Independent study and study in groups: contact teaching, case examplses, learning assignments and an essay on a book concerning group facilitating.
-Facilitating Psychosocial Group with the collaboration of the workfield.
Employer connections
-One part of the course involves group facilitating practise with the collaboration of the workfield.
Student workload
-108 hours.
Further information
Students choose between this and the following course:
- Facilitating Pedagogical Groups
- Facilitating Activity-Based Groups
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to name regularities of group dynamics and to recognize factors, which influence in beginning, maintaining and closing a group process
- are able to name different needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to give reasons to the goals and to the methods
- have capacities to describe their individual actions and actions of the group in group supervising situations
- know how to describe the factors which strengthen learning and participation in group situations
Assessment criteria, good (3)
The students
- are able to review regularities of group dynamics and to give reasons to factors, which influence in beginning, maintaining and closing a group process
- are able to review and give reasons to different needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to evaluate to the goals and to the methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to reflect the factors which strengthen learning and participation in group situations.
Assessment criteria, excellent (5)
The students
- are able to review regularities of group dynamics multi-dimensionally.
- are able to evaluate the factors, which influence in beginning, maintaining and closing a group process
- are able to differentiate needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to analyze the goals and the methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to evaluate the factors which strengthen learning and participation in group situations.
Assessment methods and criteria
An essay on a book concerning group facilitating.
Valuatingscale: 1-5.
Assessment criteria, satisfactory (1)
Performance does not reach level 1.
Assessment criteria, good (3)
The students
- are able to name regularities of group dynamics and to recognize factors, which influence in beginning, maintaining and closing a group process
- are able to name different needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to give reasons to the goals and to the methods
- have capacities to describe their individual actions and actions of the group in group supervising situations
- know how to describe the factors which strengthen learning and participation in group situations
Assessment criteria, excellent (5)
The students
- are able to review regularities of group dynamics and to give reasons to factors, which influence in beginning, maintaining and closing a group process
- are able to review and give reasons to different needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to evaluate to the goals and to the methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to reflect the factors which strengthen learning and participation in group situations.
Assessment criteria, approved/failed
The students
- are able to review regularities of group dynamics multi-dimensionally.
- are able to evaluate the factors, which influence in beginning, maintaining and closing a group process
- are able to differentiate needs for psychosocial group activities
- can create a psychosocial entity of actions and are able to analyze the goals and the methods
- have capacities to reflect their individual actions and actions of the group in group supervising situations
- know how to evaluate the factors which strengthen learning and participation in group situations.
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following course:
- Facilitating Pedagogical Groups
- Facilitating Activity-Based Groups
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 08.03.2024
Credits
4 op
Teaching languages
- Finnish
Seats
8 - 15
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
Student groups
-
SOS22A
-
MSOS22K
Objective
Students learn to define the concept of structural social work and describe its connections with empowering social work. They know how to describe this approach in their professional work as Bachelors of Social Services. Students are capable of examining the social situation of individuals and communities from the perspectives of structures, processes and sustainable development. Students know how to seek and produce information required in decision-making concerning a client group. They are familiar with various practices and methods of structural social work. They know how to promote civic engagement and citizens’ opportunities to participate. They also know how to work with various actors to influence decision-making.
The student has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Content
- the concept of structural social work
- the concept of empowering social work
- evaluating the effects of structural and social factors, ecososcial social work
- sustainable development
- practices and methods of structural social work for Bachelors of Social Services
- seeking and producing information for structural social work
Materials
-Liukko, E., Muurinen, H., Kokkonen, T., & Santalahti, V. (toim.). (2022). Vaikuttava rakenteellinen sosiaalityö. Raportti 1/2022 . THL. Saatavana: https://www.julkari.fi/bitstream/handle/10024/143940/RAP2022_001_WEB_final.pdf?sequence=7&isAllowed=y
- Kivipelto, M. (2021). Rakenteellisen sosiaalityön katsaus. Työpaperi 16/2021. THL Saatavana: https://www.julkari.fi/handle/10024/142735
- Juhila, K. (2018). Aika, paikka & sosiaalityö. Vastapaino. s.10-19, 190-262 (luvut 1,4 ja 5)
ja joku seuraavista:
- Hirvonen, J., Kilpeläinen, V., Piirainen, K., Surakka,A., Tanttu, S., & Tuikka, A. (2021). Tiedolla vaikuttamisen mahdollisuudesta toteutukseen. Rakenteellisen sosiaalityön osaamiskartoitus. XAMK. Saatavana: https://www.theseus.fi/handle/10024/377388
- Lyly, A. (2016). Sosiaalinen raportointi asiakastiedon tuottajana Esimerkkinä aikuissosiaalityö ja lastensuojelu. Helsingin kaupunki Sosiaali- ja terveysvirasto Tutkimuksia ja raportteja 2 / 2016.
Saatavana: https://www.hel.fi/static/sote/hankkeet/sosiaalinen-raportointi-asiakastiedon-tuottajana.pdf
- Niemi, M. (2018). Sosiaalinen raportti ikääntyneiden perhesuhteissa ilmenevästä kaltoinkohtelusta. Helsingin kaupunki. Saatavana: https://www.hel.fi/static/sote/sosrap/raportit/sosiaalinen-raportti-ikaantyneiden-perhesuhteissa-ilmenevasta-kaltoinkohtelusta-GESO.pdf
- Meriluoto, T., Marila-Penttinen, L., & Lehtinen, E. (toim.). (2015). Osallisuuden ja kokemusasiantuntijuuden käsikirja. Ensi- ja turvakotien liitto.
Saatavana: https://issuu.com/ensi-jaturvakotienliitto/docs/osallisuus._osallisuuden_kokemusasi
Teaching methods
Implementation 2 : contact teaching, including lectures, excercises and essay
Employer connections
the course does not include practice
Completion alternatives
Implementation 1: exam
Student workload
108 hours
Further information
Students choose between this and the following courses:
- Communication and Media in Social Work
- Community-Oriented Social Work
- Empowering Social Work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- have the capacity to define the general features of the concept structural social work and connect it to empowering social work, but their skills and knowledge are limited
- have ability to some extent describe the structural work perspective to their work as Bachelors of Social Services
- have ability to name some factors at general level that influence the social situation of individual citizens and communities from the perspectives of societal structures, processes and sustainable development
- are able to name some ways to gain and produce information about clients’ and client groups’ situation and to give examples of different practices and methods of structural social work
- recognise clients’ possibilities for social engagement and participation and know some ways to influence decision-making
has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Assessment criteria, good (3)
- have capacity to explain the concept structural social work using the framework of empowering social work
- have ability to analyse factors that influence the situation of individual citizens and communities from the perspectives of societal structures, processes and sustainable development, and understand their dynamic nature
- are able to extensively present various methods of gaining and producing information about clients’ and client groups’ situation, to give examples of various practices in structural social work and to apply them to their professional work as Bachelors of Social Services
-know how to report and promote citizens’ social engagement and participation and how to work with various actors
- has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Assessment criteria, excellent (5)
In addition to the criteria listed above, students
- have competence to critically and extensively evaluate the importance of structural social work from the framework of empowering social work
- have competence to relate methods and concepts of structural social work to other social work practices and compare them
- are able to draw conclusions of the meaning of structural social work using all the criter
- has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Assessment methods and criteria
Implementation 2: working in lessons 25%, essay 75%
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 31.05.2024
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
Student groups
-
SOS22A
-
SOS21B
-
SOS21C
-
MSOS22K
-
MSOS22SV
Objective
Students learn to define the concept of structural social work and describe its connections with empowering social work. They know how to describe this approach in their professional work as Bachelors of Social Services. Students are capable of examining the social situation of individuals and communities from the perspectives of structures, processes and sustainable development. Students know how to seek and produce information required in decision-making concerning a client group. They are familiar with various practices and methods of structural social work. They know how to promote civic engagement and citizens’ opportunities to participate. They also know how to work with various actors to influence decision-making.
The student has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Content
- the concept of structural social work
- the concept of empowering social work
- evaluating the effects of structural and social factors, ecososcial social work
- sustainable development
- practices and methods of structural social work for Bachelors of Social Services
- seeking and producing information for structural social work
Materials
- Liukko, E., Muurinen, H., Kokkonen, T., & Santalahti, V. (toim.). (2022). Vaikuttava rakenteellinen sosiaalityö. Raportti 1/2022 . THL. Saatavana: https://www.julkari.fi/bitstream/handle/10024/143940/RAP2022_001_WEB_final.pdf?sequence=7&isAllowed=y
- Kivipelto, M. (2021). Rakenteellisen sosiaalityön katsaus. Työpaperi 16/2021. THL Saatavana: https://www.julkari.fi/handle/10024/142735
- Juhila, K. (2018). Aika, paikka & sosiaalityö. Vastapaino. s.10-19, 190-262 (luvut 1,4 ja 5)
ja joku seuraavista:
- Hirvonen, J., Kilpeläinen, V., Piirainen, K., Surakka,A., Tanttu, S., & Tuikka, A. (2021). Tiedolla vaikuttamisen mahdollisuudesta toteutukseen. Rakenteellisen sosiaalityön osaamiskartoitus. XAMK. Saatavana: https://www.theseus.fi/handle/10024/377388
- Lyly, A. (2016). Sosiaalinen raportointi asiakastiedon tuottajana Esimerkkinä aikuissosiaalityö ja lastensuojelu. Helsingin kaupunki Sosiaali- ja terveysvirasto Tutkimuksia ja raportteja 2 / 2016.
Saatavana: https://www.hel.fi/static/sote/hankkeet/sosiaalinen-raportointi-asiakastiedon-tuottajana.pdf
- Niemi, M. (2018). Sosiaalinen raportti ikääntyneiden perhesuhteissa ilmenevästä kaltoinkohtelusta. Helsingin kaupunki. Saatavana: https://www.hel.fi/static/sote/sosrap/raportit/sosiaalinen-raportti-ikaantyneiden-perhesuhteissa-ilmenevasta-kaltoinkohtelusta-GESO.pdf
- Meriluoto, T., Marila-Penttinen, L., & Lehtinen, E. (toim.). (2015). Osallisuuden ja kokemusasiantuntijuuden käsikirja. Ensi- ja turvakotien liitto.
Saatavana: https://issuu.com/ensi-jaturvakotienliitto/docs/osallisuus._osallisuuden_kokemusasi
Teaching methods
Implementation 1: exam, independent study of literature
Employer connections
the course does not include practice
Exam schedules
The exam is taken in Exam, see the instructions in Intra. You can take the exam throughout the academic year.
Completion alternatives
Implementation 2: working in lessons, essay
Student workload
108 hours
Further information
Students choose between this and the following courses:
- Communication and Media in Social Work
- Community-Oriented Social Work
- Empowering Social Work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- have the capacity to define the general features of the concept structural social work and connect it to empowering social work, but their skills and knowledge are limited
- have ability to some extent describe the structural work perspective to their work as Bachelors of Social Services
- have ability to name some factors at general level that influence the social situation of individual citizens and communities from the perspectives of societal structures, processes and sustainable development
- are able to name some ways to gain and produce information about clients’ and client groups’ situation and to give examples of different practices and methods of structural social work
- recognise clients’ possibilities for social engagement and participation and know some ways to influence decision-making
has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Assessment criteria, good (3)
- have capacity to explain the concept structural social work using the framework of empowering social work
- have ability to analyse factors that influence the situation of individual citizens and communities from the perspectives of societal structures, processes and sustainable development, and understand their dynamic nature
- are able to extensively present various methods of gaining and producing information about clients’ and client groups’ situation, to give examples of various practices in structural social work and to apply them to their professional work as Bachelors of Social Services
-know how to report and promote citizens’ social engagement and participation and how to work with various actors
- has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Assessment criteria, excellent (5)
In addition to the criteria listed above, students
- have competence to critically and extensively evaluate the importance of structural social work from the framework of empowering social work
- have competence to relate methods and concepts of structural social work to other social work practices and compare them
- are able to draw conclusions of the meaning of structural social work using all the criter
- has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Assessment methods and criteria
1-5
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 20.10.2023
Credits
4 op
Teaching languages
- Finnish
Seats
8 - 14
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
Student groups
-
SOS21B
-
SOS21C
Objective
Students learn to define the concept of structural social work and describe its connections with empowering social work. They know how to describe this approach in their professional work as Bachelors of Social Services. Students are capable of examining the social situation of individuals and communities from the perspectives of structures, processes and sustainable development. Students know how to seek and produce information required in decision-making concerning a client group. They are familiar with various practices and methods of structural social work. They know how to promote civic engagement and citizens’ opportunities to participate. They also know how to work with various actors to influence decision-making.
The student has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Content
- the concept of structural social work
- the concept of empowering social work
- evaluating the effects of structural and social factors, ecososcial social work
- sustainable development
- practices and methods of structural social work for Bachelors of Social Services
- seeking and producing information for structural social work
Materials
-Liukko, E., Muurinen, H., Kokkonen, T., & Santalahti, V. (toim.). (2022). Vaikuttava rakenteellinen sosiaalityö. Raportti 1/2022 . THL. Saatavana: https://www.julkari.fi/bitstream/handle/10024/143940/RAP2022_001_WEB_final.pdf?sequence=7&isAllowed=y
- Kivipelto, M. (2021). Rakenteellisen sosiaalityön katsaus. Työpaperi 16/2021. THL Saatavana: https://www.julkari.fi/handle/10024/142735
- Juhila, K. (2018). Aika, paikka & sosiaalityö. Vastapaino. s.10-19, 190-262 (luvut 1,4 ja 5)
ja joku seuraavista:
- Hirvonen, J., Kilpeläinen, V., Piirainen, K., Surakka,A., Tanttu, S., & Tuikka, A. (2021). Tiedolla vaikuttamisen mahdollisuudesta toteutukseen. Rakenteellisen sosiaalityön osaamiskartoitus. XAMK. Saatavana: https://www.theseus.fi/handle/10024/377388
- Lyly, A. (2016). Sosiaalinen raportointi asiakastiedon tuottajana Esimerkkinä aikuissosiaalityö ja lastensuojelu. Helsingin kaupunki Sosiaali- ja terveysvirasto Tutkimuksia ja raportteja 2 / 2016.
Saatavana: https://www.hel.fi/static/sote/hankkeet/sosiaalinen-raportointi-asiakastiedon-tuottajana.pdf
- Niemi, M. (2018). Sosiaalinen raportti ikääntyneiden perhesuhteissa ilmenevästä kaltoinkohtelusta. Helsingin kaupunki. Saatavana: https://www.hel.fi/static/sote/sosrap/raportit/sosiaalinen-raportti-ikaantyneiden-perhesuhteissa-ilmenevasta-kaltoinkohtelusta-GESO.pdf
- Meriluoto, T., Marila-Penttinen, L., & Lehtinen, E. (toim.). (2015). Osallisuuden ja kokemusasiantuntijuuden käsikirja. Ensi- ja turvakotien liitto.
Saatavana: https://issuu.com/ensi-jaturvakotienliitto/docs/osallisuus._osallisuuden_kokemusasi
Teaching methods
Implementation 2 : contact teaching, including lectures, excercises and essay
Employer connections
the course does not include practice
Completion alternatives
Implementation 1: exam
Student workload
108 hours
Further information
Students choose between this and the following courses:
- Communication and Media in Social Work
- Community-Oriented Social Work
- Empowering Social Work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- have the capacity to define the general features of the concept structural social work and connect it to empowering social work, but their skills and knowledge are limited
- have ability to some extent describe the structural work perspective to their work as Bachelors of Social Services
- have ability to name some factors at general level that influence the social situation of individual citizens and communities from the perspectives of societal structures, processes and sustainable development
- are able to name some ways to gain and produce information about clients’ and client groups’ situation and to give examples of different practices and methods of structural social work
- recognise clients’ possibilities for social engagement and participation and know some ways to influence decision-making
has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Assessment criteria, good (3)
- have capacity to explain the concept structural social work using the framework of empowering social work
- have ability to analyse factors that influence the situation of individual citizens and communities from the perspectives of societal structures, processes and sustainable development, and understand their dynamic nature
- are able to extensively present various methods of gaining and producing information about clients’ and client groups’ situation, to give examples of various practices in structural social work and to apply them to their professional work as Bachelors of Social Services
-know how to report and promote citizens’ social engagement and participation and how to work with various actors
- has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Assessment criteria, excellent (5)
In addition to the criteria listed above, students
- have competence to critically and extensively evaluate the importance of structural social work from the framework of empowering social work
- have competence to relate methods and concepts of structural social work to other social work practices and compare them
- are able to draw conclusions of the meaning of structural social work using all the criter
- has the ability to reflect and observe their own role in the local and global community as well as the ability to develop themselves in action.
Assessment methods and criteria
Implementation 2: working in lessons 25%, essay 75%
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
3 op
Teaching languages
- roo.sv
Degree programmes
- Bachelor of Social Services
Teachers
- Jaana Store
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students will learn to tell about themselves and their social work studies, to use social field vocabulary, to interview clients and to describe clients' life situation. Students will be able to discuss the social welfare system both orally and in writing and to provide counselling and information for clients in social services.
Content
- Oral and written profiency in the vocabulary of the social sector
- Typical interactive situations in social work
- Problems of client groups
- The Finnish social welfare system
- Describing students' professional field and education
Materials
Material - Tuunanen M. & Wallinheimo K. 2008. Flexsocial. Svenska för högskolor. Otava.
Material provided by the lecturer.
Teaching methods
Contact teaching, oral and written exercises, work in groups and pairs, independent learning.
Student workload
Total work load of the course 80 h out of which 24 h contact lessons, independent work 56 h.
Further information
80% compulsory attendance in lessons.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students use simple structures and limited vocabulary and make mistakes that make it difficult to understand them. They understand slow and clear speech and relatively easy professional texts. They can manage in predictable working life situations. Students' pronunciation is strongly influenced by other languages.
Assessment criteria, good (3)
Students have a satisfactory command of grammatical structures and professional vocabulary. They manage fairly well in predictable field-related situations. Their pronunciation is understandable.
Assessment criteria, excellent (5)
Students have an excellent command of grammatical structures and professional vocabulary. They are active and can interact independently and fluently in written and oral communication situations in their professional field. Their pronunciation is close to that of a native speaker.
Assessment methods and criteria
Active participation in guided work and oral exercises. Written and oral exercises are to be performed according to the requirements. Written and oral exam.
Qualifications
No prerequisites
Enrollment
17.04.2023 - 20.04.2023
Timing
04.03.2024 - 17.05.2024
Credits
3 op
Teaching languages
- roo.sv
Degree programmes
- Bachelor of Social Services
Teachers
- Jaana Store
Student groups
-
SOS23A
Objective
Students will learn to tell about themselves and their social work studies, to use social field vocabulary, to interview clients and to describe clients' life situation. Students will be able to discuss the social welfare system both orally and in writing and to provide counselling and information for clients in social services.
Content
- Oral and written profiency in the vocabulary of the social sector
- Typical interactive situations in social work
- Problems of client groups
- The Finnish social welfare system
- Describing students' professional field and education
Materials
Material - Tuunanen M. & Wallinheimo K. 2008. Flexsocial. Svenska för högskolor. Otava.
Material provided by the lecturer.
Teaching methods
Contact teaching, oral and written exercises, work in groups and pairs, independent learning.
Student workload
Total work load of the course 80 h out of which 24 h contact lessons, independent work 56 h.
Further information
80% compulsory attendance in lessons.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students use simple structures and limited vocabulary and make mistakes that make it difficult to understand them. They understand slow and clear speech and relatively easy professional texts. They can manage in predictable working life situations. Students' pronunciation is strongly influenced by other languages.
Assessment criteria, good (3)
Students have a satisfactory command of grammatical structures and professional vocabulary. They manage fairly well in predictable field-related situations. Their pronunciation is understandable.
Assessment criteria, excellent (5)
Students have an excellent command of grammatical structures and professional vocabulary. They are active and can interact independently and fluently in written and oral communication situations in their professional field. Their pronunciation is close to that of a native speaker.
Assessment methods and criteria
Active participation in guided work and oral exercises. Written and oral exercises are to be performed according to the requirements. Written and oral exam.
Qualifications
No prerequisites
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 24.05.2024
Credits
3 op
Virtual proportion (cr)
2 op
Teaching languages
- roo.sv
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Jaana Store
Student groups
-
MSOS22SV
Objective
Students will learn to tell about themselves and their social work studies, to use social field vocabulary, to interview clients and to describe clients' life situation. Students will be able to discuss the social welfare system both orally and in writing and to provide counselling and information for clients in social services.
Content
- Oral and written profiency in the vocabulary of the social sector
- Typical interactive situations in social work
- Problems of client groups
- The Finnish social welfare system
- Describing students' professional field and education
Materials
Material - Tuunanen M. & Wallinheimo K. 2008. Flexsocial. Svenska för högskolor. Otava.
Material provided by the lecturer.
Teaching methods
Contact teaching and distance on Moodle an Teams oral and written exercises, work in groups and pairs, independent learning.
Student workload
Total work load of the course 80 h out of which 24 h contact lessons, lessons on Moodle and Teams, independent work 56 h.
Further information
80% compulsory attendance in contact lessons and lessons on Teams and Moodle.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students use simple structures and limited vocabulary and make mistakes that make it difficult to understand them. They understand slow and clear speech and relatively easy professional texts. They can manage in predictable working life situations. Students' pronunciation is strongly influenced by other languages.
Assessment criteria, good (3)
Students have a satisfactory command of grammatical structures and professional vocabulary. They manage fairly well in predictable field-related situations. Their pronunciation is understandable.
Assessment criteria, excellent (5)
Students have an excellent command of grammatical structures and professional vocabulary. They are active and can interact independently and fluently in written and oral communication situations in their professional field. Their pronunciation is close to that of a native speaker.
Assessment methods and criteria
Active participation in guided work and oral exercises. Written and oral exercises are to be performed according to the requirements. Written and oral exam.
Qualifications
No prerequisites
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
3 op
Teaching languages
- roo.sv
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Jaana Store
Student groups
-
SOS22C
-
SOS22B
Objective
Students will learn to tell about themselves and their social work studies, to use social field vocabulary, to interview clients and to describe clients' life situation. Students will be able to discuss the social welfare system both orally and in writing and to provide counselling and information for clients in social services.
Content
- Oral and written profiency in the vocabulary of the social sector
- Typical interactive situations in social work
- Problems of client groups
- The Finnish social welfare system
- Describing students' professional field and education
Materials
Material - Tuunanen M. & Wallinheimo K. 2008. Flexsocial. Svenska för högskolor. Otava.
Material provided by the lecturer.
Teaching methods
Contact teaching, oral and written exercises, work in groups and pairs, independent learning.
Student workload
Total work load of the course 80 h out of which 24 h contact lessons, independent work 56 h.
Further information
80% compulsory attendance in lessons.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students use simple structures and limited vocabulary and make mistakes that make it difficult to understand them. They understand slow and clear speech and relatively easy professional texts. They can manage in predictable working life situations. Students' pronunciation is strongly influenced by other languages.
Assessment criteria, good (3)
Students have a satisfactory command of grammatical structures and professional vocabulary. They manage fairly well in predictable field-related situations. Their pronunciation is understandable.
Assessment criteria, excellent (5)
Students have an excellent command of grammatical structures and professional vocabulary. They are active and can interact independently and fluently in written and oral communication situations in their professional field. Their pronunciation is close to that of a native speaker.
Assessment methods and criteria
Active participation in guided work and oral exercises. Written and oral exercises are to be performed according to the requirements. Written and oral exam.
Qualifications
No prerequisites
Enrollment
17.04.2023 - 20.04.2023
Timing
23.10.2023 - 05.01.2024
Credits
3 op
Teaching languages
- roo.sv
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Jaana Store
Student groups
-
SOS22C
-
SOS22B
Objective
Students will learn to tell about themselves and their social work studies, to use social field vocabulary, to interview clients and to describe clients' life situation. Students will be able to discuss the social welfare system both orally and in writing and to provide counselling and information for clients in social services.
Content
- Oral and written profiency in the vocabulary of the social sector
- Typical interactive situations in social work
- Problems of client groups
- The Finnish social welfare system
- Describing students' professional field and education
Materials
Material - Tuunanen M. & Wallinheimo K. 2008. Flexsocial. Svenska för högskolor. Otava.
Material provided by the lecturer.
Teaching methods
Contact teaching, oral and written exercises, work in groups and pairs, independent learning.
Student workload
Total work load of the course 80 h out of which 24 h contact lessons, independent work 56 h.
Further information
80% compulsory attendance in lessons.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students use simple structures and limited vocabulary and make mistakes that make it difficult to understand them. They understand slow and clear speech and relatively easy professional texts. They can manage in predictable working life situations. Students' pronunciation is strongly influenced by other languages.
Assessment criteria, good (3)
Students have a satisfactory command of grammatical structures and professional vocabulary. They manage fairly well in predictable field-related situations. Their pronunciation is understandable.
Assessment criteria, excellent (5)
Students have an excellent command of grammatical structures and professional vocabulary. They are active and can interact independently and fluently in written and oral communication situations in their professional field. Their pronunciation is close to that of a native speaker.
Assessment methods and criteria
Active participation in guided work and oral exercises. Written and oral exercises are to be performed according to the requirements. Written and oral exam.
Qualifications
No prerequisites
Enrollment
29.08.2023 - 07.09.2023
Timing
11.03.2024 - 17.05.2024
Credits
3 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Health Care, Nursing
- Bachelor of Social Services
- Degree Programme in Public Health Nursing
- Bachelor of Health Care, Physiotherapy
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Anu Aalto
Student groups
-
MGERO23Bachelor of Social Services and Health Care, Applied Gerontology,Multimodal implementation
Objective
The student
- is able to outline the entrepreneurial competences and to reflect on their own goals and strengths in relation to them.
- is able to describe and consider social, cultural and economic value and to perceive their differences.
- is able to analyze different value chains and networks.
- is able to describe the importance of entrepreneurship for society and national economy as well as to recognize different manifestations of entrepreneurship in everyday life.
- is able to describe the preconditions for profitable business activity.
- knows the stages of the establishment of a company.
- identifies the special features and opportunities of entrepreneurship in the social and health sector.
- knows the entrepreneurship opportunities at SeAMK.
Content
- Entrepreneurial competence, self-knowledge and self-efficacy, entrepreneurship as part of life.
- Value creation, recognition of value chains and networks in different environments, value creation in different structures, such as companies and associations.
- Basic concepts of entrepreneurship and business and earnings logic, economic literacy, risk management.
- Stages of the establishment of business activities.
- Business plan as a tool for structuring a business idea.
- Special features of business activities in social and health care as part of society, legislation.
- Deepening of the student’s entrepreneurial skills at SeAMK (SeAMK Yritystalli, SeAMKPro, SeiES, etc.)
Materials
Learning material in Moodle,
- Taivas ja helvetti 2.0
- Urheilijan taivas ja helvetti, paras versio itsestäsi
- Taivas ja helvetti - Riko rajasi
- Aki Hintsa: Voittamisen anatomia
Teaching methods
Independent studying in Moodle and lectures in classroom (including personal and group tasks).
Student workload
80 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student:
- is able to take responsibility for his/ her tasks.
- is able to describe and reflect on entrepreneurship and business activity.
- is familiar with the business information base and the content of responsibility in social and health care.
Assessment criteria, good (3)
In addition to the previous one, the student can
- evaluate his / her own opportunities to act as an entrepreneur.
- evaluate business opportunities and how to become an entrepreneur.
- identify and describe their own networks in social- and health care.
- well describe the business information base and the connections of responsibility to business.
Assessment criteria, excellent (5)
In addition to the previous one, the student can:
- evaluate the challenges and opportunities of entrepreneurship.
- analyze and evaluate business opportunities, strategic choices and business models.
Assessment criteria, approved/failed
Failed
The course is failed if the student has not completed the course tasks to an acceptable level. The student incompletely describes the creation of social, cultural and economic value, and does not recognize their importance in business and society. The student does not recognize the basic concepts of business, and cannot describe the prerequisites for a profitable business. The student does not describe his/ her own relationship with entrepreneurship and entrepreneurial competence.
Assessment methods and criteria
Learning assigments
Enrollment
29.08.2023 - 01.09.2023
Timing
11.03.2024 - 03.05.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
The student
- is able to outline the entrepreneurial competences and to reflect on their own goals and strengths in relation to them.
- is able to describe and consider social, cultural and economic value and to perceive their differences.
- is able to analyze different value chains and networks.
- is able to describe the importance of entrepreneurship for society and national economy as well as to recognize different manifestations of entrepreneurship in everyday life.
- is able to describe the preconditions for profitable business activity.
- knows the stages of the establishment of a company.
- identifies the special features and opportunities of entrepreneurship in the social and health sector.
- knows the entrepreneurship opportunities at SeAMK.
Content
- Entrepreneurial competence, self-knowledge and self-efficacy, entrepreneurship as part of life.
- Value creation, recognition of value chains and networks in different environments, value creation in different structures, such as companies and associations.
- Basic concepts of entrepreneurship and business and earnings logic, economic literacy, risk management.
- Stages of the establishment of business activities.
- Business plan as a tool for structuring a business idea.
- Special features of business activities in social and health care as part of society, legislation.
- Deepening of the student’s entrepreneurial skills at SeAMK (SeAMK Yritystalli, SeAMKPro, SeiES, etc.)
Materials
Learning material in Moodle,
Supplementary material:
- Taivas ja helvetti 2.0
- Urheilijan taivas ja helvetti, paras versio itsestäsi
- Taivas ja helvetti - Riko rajasi
- Aki Hintsa: Voittamisen anatomia
Teaching methods
Independent studying in Moodle and lectures in classroom (including personal and group tasks).
Student workload
80 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student:
- is able to take responsibility for his/ her tasks.
- is able to describe and reflect on entrepreneurship and business activity.
- is familiar with the business information base and the content of responsibility in social and health care.
Assessment criteria, good (3)
In addition to the previous one, the student can
- evaluate his / her own opportunities to act as an entrepreneur.
- evaluate business opportunities and how to become an entrepreneur.
- identify and describe their own networks in social- and health care.
- well describe the business information base and the connections of responsibility to business.
Assessment criteria, excellent (5)
In addition to the previous one, the student can:
- evaluate the challenges and opportunities of entrepreneurship.
- analyze and evaluate business opportunities, strategic choices and business models.
Assessment criteria, approved/failed
Failed
The course is failed if the student has not completed the course tasks to an acceptable level. The student incompletely describes the creation of social, cultural and economic value, and does not recognize their importance in business and society. The student does not recognize the basic concepts of business, and cannot describe the prerequisites for a profitable business. The student does not describe his/ her own relationship with entrepreneurship and entrepreneurial competence.
Assessment methods and criteria
Learning assignments
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 22.10.2023
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 36
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students are able to define a foundation for ethical action and the related theoretical concepts. They can explain what human and fundamental rights statutes, values of social work and professional ethical principles involve. Students know how to evaluate and describe the meaning of professional ethical principles in the work of Bachelors of Social Services. Students are able to define the concept of reflection and they have basic skills in reflection. Students recognize development tasks in their individual activities. They are able to detect value conflicts and seek solutions based on professional ethics. They know and apply the principles of sustainable development. Students are aware of the importance of preventing disadvantage in regional, national and global environments.
Content
- ethics, conception of the human being, morality and values
- ethical principles
- professional ethics for the social field
- the role of reflection in social work
- ethics in documentation
- sustainable development and social responsibility
Materials
-Juujärvi S., Myyry L. & Pesso K. (2007). Eettinen herkkyys ammatillisessa toiminnassa. Tammi. (alternative material for the book available in the Moodle of the course)
- Arki, arvot ja etiikka. (2007). Sosiaalialan ammattihenkilön eettiset ohjeet. www.talentia.fi.
- UN human rights treaties
- Other course material
Teaching methods
contact teaching, which keep inside lectures, examinations, independent study of literature, learning assignment and exam
Employer connections
the study course does not include practice
Student workload
81 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize the principles of professional ethical action and are aware of ethical challenges
- are aware of the importance of social work in society and of the effects that human and fundamental rights statutes and sustainable development have on the social work field
- express interest in professional ethics and reflection
Assessment criteria, good (3)
Students
-are able to explain and evaluate ethical issues in the social field
-identify and interpret connections between social work, sustainable development and human and fundamental rights statutes
- reflect on their personal values and courses of action as social work professionals
Assessment criteria, excellent (5)
Students
- are able to critically analyse ethical issues in social work and argue for them from a personal perspective
- demonstrate ethical sensitivity and compare the consequences different solutions can have for professional practice
- demonstrate commitment and preparedness to act in addressing ethical and value-based issues
Assessment methods and criteria
- working during lectures and independent assignment 25%
- individual exam 75%
Qualifications
no prerequisities
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 24.11.2023
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 36
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
Student groups
-
SOS23A
Objective
Students are able to define a foundation for ethical action and the related theoretical concepts. They can explain what human and fundamental rights statutes, values of social work and professional ethical principles involve. Students know how to evaluate and describe the meaning of professional ethical principles in the work of Bachelors of Social Services. Students are able to define the concept of reflection and they have basic skills in reflection. Students recognize development tasks in their individual activities. They are able to detect value conflicts and seek solutions based on professional ethics. They know and apply the principles of sustainable development. Students are aware of the importance of preventing disadvantage in regional, national and global environments.
Content
- ethics, conception of the human being, morality and values
- ethical principles
- professional ethics for the social field
- the role of reflection in social work
- ethics in documentation
- sustainable development and social responsibility
Materials
- Juujärvi S.& Myyry L. & Pesso K. 2007. Eettinen herkkyys ammatillisessa toiminnassa. Helsinki:Tammi.
- Arki, arvot ja etiikka. Sosiaalialan ammattihenkilön eettiset ohjeet. 2022. www.talentia.fi.
- YK:n ihmisoikeussopimukset
- Muu tunneilla jaettava materiaali
Teaching methods
contact teaching, which keep inside lectures, examinations, independent study of literature, learning assignment and exam
Employer connections
the study course does not include practice
Exam schedules
The exam is at the end of the study course.
Student workload
81 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize the principles of professional ethical action and are aware of ethical challenges
- are aware of the importance of social work in society and of the effects that human and fundamental rights statutes and sustainable development have on the social work field
- express interest in professional ethics and reflection
Assessment criteria, good (3)
Students
-are able to explain and evaluate ethical issues in the social field
-identify and interpret connections between social work, sustainable development and human and fundamental rights statutes
- reflect on their personal values and courses of action as social work professionals
Assessment criteria, excellent (5)
Students
- are able to critically analyse ethical issues in social work and argue for them from a personal perspective
- demonstrate ethical sensitivity and compare the consequences different solutions can have for professional practice
- demonstrate commitment and preparedness to act in addressing ethical and value-based issues
Assessment methods and criteria
- working during lectures and independent assignment 25%
- individual exam 75%
Qualifications
no prerequisities
Enrollment
29.08.2023 - 01.09.2023
Timing
08.01.2024 - 08.03.2024
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 44
Degree programmes
- Bachelor of Social Services
Teachers
- Taja Kiiskilä
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to define a foundation for ethical action and the related theoretical concepts. They can explain what human and fundamental rights statutes, values of social work and professional ethical principles involve. Students know how to evaluate and describe the meaning of professional ethical principles in the work of Bachelors of Social Services. Students are able to define the concept of reflection and they have basic skills in reflection. Students recognize development tasks in their individual activities. They are able to detect value conflicts and seek solutions based on professional ethics. They know and apply the principles of sustainable development. Students are aware of the importance of preventing disadvantage in regional, national and global environments.
Content
- ethics, conception of the human being, morality and values
- ethical principles
- professional ethics for the social field
- the role of reflection in social work
- ethics in documentation
- sustainable development and social responsibility
Materials
Arki, arvot ja etiikka. Sosiaalialan ammattihenkilön eettiset ohjeet. 2017. www.talentia.fi.
Juujärvi S.& Myyry L. & Pesso K. 2007. Eettinen herkkyys ammatillisessa toiminnassa. Helsinki:Tammi.
Pehkonen, Aini ; Väänänen-Fomin, Marja (toim.) 2011. Sosiaalityön arvot ja etiikka. PS-kustannus
Pohjola, A, Kemppainen T., Niskala, A & Peronius Nina (toim.) 2019. Yhteiskunnallisen asemansa ottava sosiaalityö. Vastapaino.
UN human rights treaties
Teaching methods
Contact lessons, casework, independent study, exam.
Employer connections
The study course does not include practice
Student workload
81 hours: contact lessons, casework, independent study, exam.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize the principles of professional ethical action and are aware of ethical challenges
- are aware of the importance of social work in society and of the effects that human and fundamental rights statutes and sustainable development have on the social work field
- express interest in professional ethics and reflection
Assessment criteria, good (3)
Students
-are able to explain and evaluate ethical issues in the social field
-identify and interpret connections between social work, sustainable development and human and fundamental rights statutes
- reflect on their personal values and courses of action as social work professionals
Assessment criteria, excellent (5)
Students
- are able to critically analyse ethical issues in social work and argue for them from a personal perspective
- demonstrate ethical sensitivity and compare the consequences different solutions can have for professional practice
- demonstrate commitment and preparedness to act in addressing ethical and value-based issues
Assessment methods and criteria
Casework
Individual exam
Qualifications
no prerequisities
Enrollment
29.08.2023 - 01.09.2023
Timing
11.03.2024 - 03.05.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 44
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to define a foundation for ethical action and the related theoretical concepts. They can explain what human and fundamental rights statutes, values of social work and professional ethical principles involve. Students know how to evaluate and describe the meaning of professional ethical principles in the work of Bachelors of Social Services. Students are able to define the concept of reflection and they have basic skills in reflection. Students recognize development tasks in their individual activities. They are able to detect value conflicts and seek solutions based on professional ethics. They know and apply the principles of sustainable development. Students are aware of the importance of preventing disadvantage in regional, national and global environments.
Content
- ethics, conception of the human being, morality and values
- ethical principles
- professional ethics for the social field
- the role of reflection in social work
- ethics in documentation
- sustainable development and social responsibility
Materials
- Juujärvi S., Myyry L. & Pesso K. (2007). Eettinen herkkyys ammatillisessa toiminnassa. Tammi. (Alternative material for the book available in the Moodle of the course)
- Arki, arvot ja etiikka. (2007). Sosiaalialan ammattihenkilön eettiset ohjeet. www.talentia.fi.
- UN human rights treaties
- Other course material
Teaching methods
An online teaching that includes independent study of a given material and doing a learning tasks. The course has time-bound learning tasks.The exam included in the course is taken in the Exam.
Employer connections
the study course does not include practice
Student workload
80 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize the principles of professional ethical action and are aware of ethical challenges
- are aware of the importance of social work in society and of the effects that human and fundamental rights statutes and sustainable development have on the social work field
- express interest in professional ethics and reflection
Assessment criteria, good (3)
Students
-are able to explain and evaluate ethical issues in the social field
-identify and interpret connections between social work, sustainable development and human and fundamental rights statutes
- reflect on their personal values and courses of action as social work professionals
Assessment criteria, excellent (5)
Students
- are able to critically analyse ethical issues in social work and argue for them from a personal perspective
- demonstrate ethical sensitivity and compare the consequences different solutions can have for professional practice
- demonstrate commitment and preparedness to act in addressing ethical and value-based issues
Assessment methods and criteria
- getting acquainted with the material of the online course and the learning tasks 25%
- individual exam 75%
Qualifications
no prerequisities
Enrollment
29.08.2023 - 01.09.2023
Timing
08.01.2024 - 31.05.2024
Credits
5 op
Teaching languages
- Finnish
Seats
1 - 88
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Sos 2 Nimeämätön
- Sos 1 Nimeämätön
- Marja-Liisa Saariaho
- Elina Kangasluoma
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to describe the most typical professional fields of Bachelors of Social Services. Concerning their practical placement, they are able to describle the objectives and responsibilities which the organization has in the field of welfare services. Students are able to describe every day life, strengths and challenges of service users and other people that are in the need of support. They have capacities to meet the service users and the people closely related to them. Students are able to name some objectives and principals of professional work in social services field. They can describe clients' service network.Students are able to reflect their individual experiences and consider their future career as Bachelor of Social Services.
Content
Implementation of practical training in social welfare organization, which represents public, private or voluntary sector. Practical training can alternatively be implemented in different learning environments related to working life.
Materials
The same material as for the preceding theoretical courses and material used in practical field placements.
Teaching methods
Orientation, practical training, learning assignments and a seminar on practicing experiences.
Employer connections
- This course consists of practical training (3 weeks).
Student workload
135 hours: Orientation (4h), Practicing (3 weeks/38h/week 114h),
a seminar on practicing experiences (8h).
Learning Assignments (9h).
realization.localizedApproveRejectDescription
Students are able to describle the most typical professional fields of Bachelors of Social Services. Concerning their practical placement, they are able to describe the objectives and responsibilities which the organization has. Students are able to describe, what kind of support the clients need. They have experiences of meeting the service users and the people closely related to them. Students are able to name some objectives and principals of professional work in social services field. They can describe clients' service network.Students are able to reflect their individual experiences and consider their future career as Bachelor of Social Services.
Content scheduling
Orientation in week 3/2024
Practicing: weeks 19-21/2024. Seminar week 22/2024.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
Students are able to describle the most typical professional fields of Bachelors of Social Services. Concerning their practical placement, they are able to describe the objectives and responsibilities which the organization has. Students are able to describe, what kind of support the clients need. They have experiences of meeting the service users and the people closely related to them. Students are able to name some objectives and principals of professional work in social services field. They can describe clients' service network.Students are able to reflect their individual experiences and consider their future career as Bachelor of Social Services.
Assessment methods and criteria
Practical training period (pass), learning assignments and a seminar on the practicing experiences.
Enrollment
22.04.2024 - 28.04.2024
Timing
08.04.2024 - 13.09.2024
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Elina Kangasluoma
Student groups
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Students are able to describe the most typical professional fields of Bachelors of Social Services. Concerning their practical placement, they are able to describle the objectives and responsibilities which the organization has in the field of welfare services. Students are able to describe every day life, strengths and challenges of service users and other people that are in the need of support. They have capacities to meet the service users and the people closely related to them. Students are able to name some objectives and principals of professional work in social services field. They can describe clients' service network.Students are able to reflect their individual experiences and consider their future career as Bachelor of Social Services.
Content
Implementation of practical training in social welfare organization, which represents public, private or voluntary sector. Practical training can alternatively be implemented in different learning environments related to working life.
Materials
The same material as for the preceding theoretical courses and material used in practical field placements.
Teaching methods
Orientation, practical training, learning assignments and a seminar on practicing experiences.
Employer connections
- This course consists of practical training (3 weeks).
Student workload
135 hours: Orientation (4h), Practicing (3 weeks/38h/week 114h),
a seminar on practicing experiences (8h).
Learning Assignments (9h).
realization.localizedApproveRejectDescription
Students are able to describle the most typical professional fields of Bachelors of Social Services. Concerning their practical placement, they are able to describe the objectives and responsibilities which the organization has. Students are able to describe, what kind of support the clients need. They have experiences of meeting the service users and the people closely related to them. Students are able to name some objectives and principals of professional work in social services field. They can describe clients' service network.Students are able to reflect their individual experiences and consider their future career as Bachelor of Social Services.
Content scheduling
Orientation in week 15/2024
Practicing: weeks 35-37/2024. Seminar week 38/2024.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
Students are able to describle the most typical professional fields of Bachelors of Social Services. Concerning their practical placement, they are able to describe the objectives and responsibilities which the organization has. Students are able to describe, what kind of support the clients need. They have experiences of meeting the service users and the people closely related to them. Students are able to name some objectives and principals of professional work in social services field. They can describe clients' service network.Students are able to reflect their individual experiences and consider their future career as Bachelor of Social Services.
Assessment methods and criteria
Practical training period (pass), learning assignments and a seminar on the practicing experiences.
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 12.01.2024
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
- Milka Volanto
Student groups
-
SOS23A
Objective
Students are able to describe the most typical professional fields of Bachelors of Social Services. Concerning their practical placement, they are able to describle the objectives and responsibilities which the organization has in the field of welfare services. Students are able to describe every day life, strengths and challenges of service users and other people that are in the need of support. They have capacities to meet the service users and the people closely related to them. Students are able to name some objectives and principals of professional work in social services field. They can describe clients' service network.Students are able to reflect their individual experiences and consider their future career as Bachelor of Social Services.
Content
Implementation of practical training in social welfare organization, which represents public, private or voluntary sector. Practical training can alternatively be implemented in different learning environments related to working life.
Materials
The same material as for the preceding theoretical courses and material used in practical field placements.
Teaching methods
Orientation, practical training, learning assignments and a seminar on practicing experiences.
Employer connections
- This course consists of practical training (3 weeks).
Student workload
135 hours: Orientation (4h), Practicing (3 weeks/39h/week 118h),
a seminar on practicing experiences (4h).
Learning Assignments (9h).
realization.localizedApproveRejectDescription
Students are able to describle the most typical professional fields of Bachelors of Social Services. Concerning their practical placement, they are able to describe the objectives and responsibilities which the organization has. Students are able to describe, what kind of support the clients need. They have experiences of meeting the service users and the people closely related to them. Students are able to name some objectives and principals of professional work in social services field. They can describe clients' service network.Students are able to reflect their individual experiences and consider their future career as Bachelor of Social Services.
Content scheduling
Orientation in week 36/2023
Practicing: weeks 48-50/23. Seminar week 50/2023.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
Students are able to describle the most typical professional fields of Bachelors of Social Services. Concerning their practical placement, they are able to describe the objectives and responsibilities which the organization has. Students are able to describe, what kind of support the clients need. They have experiences of meeting the service users and the people closely related to them. Students are able to name some objectives and principals of professional work in social services field. They can describe clients' service network.Students are able to reflect their individual experiences and consider their future career as Bachelor of Social Services.
Assessment methods and criteria
Practical training period (pass), learning assignments and a seminar on the practicing experiences.
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
5 op
Virtual proportion (cr)
4 op
RD proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
- Katariina Perttula
Student groups
-
MSOS22K
Objective
Students can find detect relevant and interesting research targets in their professional field. They are familiar with the research approaches and methods used in social sciences. Students know how to evaluate the suitability of various research approaches and methods for given targets. They know how to define a research task and how to formulate research questions. Students can explain the whole research process and its features in qualitative, quantitative and action research. They know how to use the most important qualitative and quantitative research tools and recognise the action research process. Students select and focus on one approach, qualitative, quantitative or action research.
Content
- research-mindedness
- research approaches and methods in social sciences
- defining research tasks and research problems
- the qualitative, quantitative and action reseach process
- the Webropol tool, tools for qualitative analysis
- Qualitative research methods: interview. observation
- Quantitative research methos: SPSS software, tables, indicators, graphics
- Action research methods: the action research process, use of multiple methods
Materials
- Greasley, Pete (2008) Quantitative Data Analysis Using SPSS: An Introduction for Health and Social Sciences. Open University Press. (e-kirja).
- Heikkilä, Tarja (2014) Tilastollinen tutkimus. Edita.
- Hirsjärvi, Sirkka & Hurme, H. Tutkimushaastattelu. teemahaastattelun teoria ja käytäntö. Gaudeamus.
- Kananen, Jorma (2014) Laadullinen tutkimus opinnäytetyönä (Jyväskylän ammattikorkeakoulun julkaisuja 176). Jyväskylän ammattikorkeakolu.
- Kananen, Jorma (2014) Toimintatutkimus kehittämistutkimuksen muotona. Jyväskylän ammattikorkeakoulun julkaisuja.
- Puusa, A & Juuti, P. (2011). Menetelmäviidakon raivaajat: perusteita laadullisen tutkimuslähestymistavan valintaan. JTO.
- Sarajärvi, Anneli & Tuomi, Jouni. (2009). Laadullinen tutkimus ja sisällön analyysi. Kustannusosakeyhtiö Tammi.
- Vilkka, H. & Airaksinen, T. (2003). Toiminnallinen opinnäytetyö. Kustannusosakeyhtiö Tammi.
- Salonen, K. (2013). Näkökulmia tutkimukselliseen ja toiminnalliseen opinnäytetyöhön : opas opiskelijoille, opettajille ja TKI-henkilöstölle. (Turun ammattikorkeakoulun puheenvuoroja 72). Turun ammattikorkeakoulu. http://julkaisut.turkuamk.fi/isbn9789522163738.pdf
- Materials in e-learning environment
-Other Literature provided by the teachers.
Teaching methods
Lessons, studies in e-learning environment, assignments.
Statistical methods: all studies in e-learning environment
Qualitative methods: partly in e-learning environment, analysis exercises contact studies.
Student workload
Student work 130 h, which includes
- Quantitative research methods
- Qualitative research methods:
- Activity Analysis
- independent work
Content scheduling
- research-mindedness
- research approaches and methods in social sciences
- defining research tasks and research problems
- the qualitative, quantitative and action reseach process
- the Webropol tool, possibility to use also SPSS, tools for qualitative analysis
- Qualitative research methods: interview. observation
- Quantitative research methos: tables, indicators, graphics
- Action research methods: the action research process, use of multiple methods
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- can define the key features of qualitative, quantitative and action research orientations
- are able to use qualitative and quantitative research methods in analyzing reseach data under supervision
- are able to describe the action research process
Assessment criteria, good (3)
The students
- have ability to describe the key features of qualitative, quantitative and action research orientations
- have knowledge concerning the nature and the wholeness of research processes, where previously mentioned orientations are used
- have capacities to assess the applicibility of qualitative, quantitative and action research methods and orientation related to different research topics
- have ability to implement research by using qualitative, quantitative and action research.
Assessment criteria, excellent (5)
The students
- possess the knowledge of the processes in qualitative, quantitative and action research orientations
- have ability to observe essential and meaningful research topics related to one's professional area
- have capacities to compare the applicibility of qualitative, quantitative and action research methods and orientation related to different research topics
- have ability to implement research by using qualitative, quantitative and action research in wide range.
Assessment methods and criteria
Participation in lectures, independent assignments.
Quantitative research: independent assignments.
Qualifications
Introduction to Research and Development
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
5 op
Virtual proportion (cr)
4 op
RD proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
- Katariina Perttula
Student groups
-
SOS21B
-
SOS21C
Objective
Students can find detect relevant and interesting research targets in their professional field. They are familiar with the research approaches and methods used in social sciences. Students know how to evaluate the suitability of various research approaches and methods for given targets. They know how to define a research task and how to formulate research questions. Students can explain the whole research process and its features in qualitative, quantitative and action research. They know how to use the most important qualitative and quantitative research tools and recognise the action research process. Students select and focus on one approach, qualitative, quantitative or action research.
Content
- research-mindedness
- research approaches and methods in social sciences
- defining research tasks and research problems
- the qualitative, quantitative and action reseach process
- the Webropol tool, tools for qualitative analysis
- Qualitative research methods: interview. observation
- Quantitative research methos: SPSS software, tables, indicators, graphics
- Action research methods: the action research process, use of multiple methods
Materials
- Greasley, Pete (2008) Quantitative Data Analysis Using SPSS: An Introduction for Health and Social Sciences. Open University Press. (e-kirja).
- Heikkilä, Tarja (2014) Tilastollinen tutkimus. Edita.
- Hirsjärvi, Sirkka & Hurme, H. Tutkimushaastattelu. teemahaastattelun teoria ja käytäntö. Gaudeamus.
- Kananen, Jorma (2014) Laadullinen tutkimus opinnäytetyönä (Jyväskylän ammattikorkeakoulun julkaisuja 176). Jyväskylän ammattikorkeakolu.
- Kananen, Jorma (2014) Toimintatutkimus kehittämistutkimuksen muotona. Jyväskylän ammattikorkeakoulun julkaisuja.
- Puusa, A & Juuti, P. (2011). Menetelmäviidakon raivaajat: perusteita laadullisen tutkimuslähestymistavan valintaan. JTO.
- Sarajärvi, Anneli & Tuomi, Jouni. (2009). Laadullinen tutkimus ja sisällön analyysi. Kustannusosakeyhtiö Tammi.
- Vilkka, H. & Airaksinen, T. (2003). Toiminnallinen opinnäytetyö. Kustannusosakeyhtiö Tammi.
- Salonen, K. (2013). Näkökulmia tutkimukselliseen ja toiminnalliseen opinnäytetyöhön : opas opiskelijoille, opettajille ja TKI-henkilöstölle. (Turun ammattikorkeakoulun puheenvuoroja 72). Turun ammattikorkeakoulu. http://julkaisut.turkuamk.fi/isbn9789522163738.pdf
- Materials in e-learning environment
-Other Literature provided by the teachers.
Teaching methods
Lessons, studies in e-learning environment, assignments.
Statistical methods: all studies in e-learning environment
Qualitative methods: partly in e-learning environment, analysis exercises contact studies.
Student workload
Student work 130 h, which includes
- Quantitative research methods
- Qualitative research methods:
- Activity Analysis
- independent work
Content scheduling
- research-mindedness
- research approaches and methods in social sciences
- defining research tasks and research problems
- the qualitative, quantitative and action reseach process
- the Webropol tool, possibility to use also SPSS, tools for qualitative analysis
- Qualitative research methods: interview. observation
- Quantitative research methos: tables, indicators, graphics
- Action research methods: the action research process, use of multiple methods
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- can define the key features of qualitative, quantitative and action research orientations
- are able to use qualitative and quantitative research methods in analyzing reseach data under supervision
- are able to describe the action research process
Assessment criteria, good (3)
The students
- have ability to describe the key features of qualitative, quantitative and action research orientations
- have knowledge concerning the nature and the wholeness of research processes, where previously mentioned orientations are used
- have capacities to assess the applicibility of qualitative, quantitative and action research methods and orientation related to different research topics
- have ability to implement research by using qualitative, quantitative and action research.
Assessment criteria, excellent (5)
The students
- possess the knowledge of the processes in qualitative, quantitative and action research orientations
- have ability to observe essential and meaningful research topics related to one's professional area
- have capacities to compare the applicibility of qualitative, quantitative and action research methods and orientation related to different research topics
- have ability to implement research by using qualitative, quantitative and action research in wide range.
Assessment methods and criteria
Participation in lectures, independent assignments.
Quantitative research: independen assignments.
Qualifications
Introduction to Research and Development
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
5 op
Virtual proportion (cr)
4 op
RD proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
- Katariina Perttula
Student groups
-
SOS21B
-
SOS21C
Objective
Students can find detect relevant and interesting research targets in their professional field. They are familiar with the research approaches and methods used in social sciences. Students know how to evaluate the suitability of various research approaches and methods for given targets. They know how to define a research task and how to formulate research questions. Students can explain the whole research process and its features in qualitative, quantitative and action research. They know how to use the most important qualitative and quantitative research tools and recognise the action research process. Students select and focus on one approach, qualitative, quantitative or action research.
Content
- research-mindedness
- research approaches and methods in social sciences
- defining research tasks and research problems
- the qualitative, quantitative and action reseach process
- the Webropol tool, tools for qualitative analysis
- Qualitative research methods: interview. observation
- Quantitative research methos: SPSS software, tables, indicators, graphics
- Action research methods: the action research process, use of multiple methods
Materials
- Greasley, Pete (2008) Quantitative Data Analysis Using SPSS: An Introduction for Health and Social Sciences. Open University Press. (e-kirja).
- Heikkilä, Tarja (2014) Tilastollinen tutkimus. Edita.
- Hirsjärvi, Sirkka & Hurme, H. Tutkimushaastattelu. teemahaastattelun teoria ja käytäntö. Gaudeamus.
- Kananen, Jorma (2014) Laadullinen tutkimus opinnäytetyönä (Jyväskylän ammattikorkeakoulun julkaisuja 176). Jyväskylän ammattikorkeakolu.
- Kananen, Jorma (2014) Toimintatutkimus kehittämistutkimuksen muotona. Jyväskylän ammattikorkeakoulun julkaisuja.
- Puusa, A & Juuti, P. (2011). Menetelmäviidakon raivaajat: perusteita laadullisen tutkimuslähestymistavan valintaan. JTO.
- Sarajärvi, Anneli & Tuomi, Jouni. (2009). Laadullinen tutkimus ja sisällön analyysi. Kustannusosakeyhtiö Tammi.
- Vilkka, H. & Airaksinen, T. (2003). Toiminnallinen opinnäytetyö. Kustannusosakeyhtiö Tammi.
- Salonen, K. (2013). Näkökulmia tutkimukselliseen ja toiminnalliseen opinnäytetyöhön : opas opiskelijoille, opettajille ja TKI-henkilöstölle. (Turun ammattikorkeakoulun puheenvuoroja 72). Turun ammattikorkeakoulu. http://julkaisut.turkuamk.fi/isbn9789522163738.pdf
- Materials in e-learning environment
-Other Literature provided by the teachers.
Teaching methods
Lessons, studies in e-learning environment, assignments.
Statistical methods: all studies in e-learning environment
Qualitative methods: partly in e-learning environment, analysis exercises contact studies.
Student workload
Student work 130 h, which includes
- Quantitative research methods
- Qualitative research methods:
- Activity Analysis
- independent work
Content scheduling
- research-mindedness
- research approaches and methods in social sciences
- defining research tasks and research problems
- the qualitative, quantitative and action reseach process
- the Webropol tool, possibility to use also SPSS, tools for qualitative analysis
- Qualitative research methods: interview. observation
- Quantitative research methos: tables, indicators, graphics
- Action research methods: the action research process, use of multiple methods
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- can define the key features of qualitative, quantitative and action research orientations
- are able to use qualitative and quantitative research methods in analyzing reseach data under supervision
- are able to describe the action research process
Assessment criteria, good (3)
The students
- have ability to describe the key features of qualitative, quantitative and action research orientations
- have knowledge concerning the nature and the wholeness of research processes, where previously mentioned orientations are used
- have capacities to assess the applicibility of qualitative, quantitative and action research methods and orientation related to different research topics
- have ability to implement research by using qualitative, quantitative and action research.
Assessment criteria, excellent (5)
The students
- possess the knowledge of the processes in qualitative, quantitative and action research orientations
- have ability to observe essential and meaningful research topics related to one's professional area
- have capacities to compare the applicibility of qualitative, quantitative and action research methods and orientation related to different research topics
- have ability to implement research by using qualitative, quantitative and action research in wide range.
Assessment methods and criteria
Participation in lectures, independent assignments.
Quantitative research: independent assignments.
Qualifications
Introduction to Research and Development
Enrollment
17.04.2023 - 20.04.2023
Timing
06.11.2023 - 31.12.2023
Credits
5 op
Virtual proportion (cr)
4 op
RD proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
- Katariina Perttula
Student groups
-
SOS22A
Objective
Students can find detect relevant and interesting research targets in their professional field. They are familiar with the research approaches and methods used in social sciences. Students know how to evaluate the suitability of various research approaches and methods for given targets. They know how to define a research task and how to formulate research questions. Students can explain the whole research process and its features in qualitative, quantitative and action research. They know how to use the most important qualitative and quantitative research tools and recognise the action research process. Students select and focus on one approach, qualitative, quantitative or action research.
Content
- research-mindedness
- research approaches and methods in social sciences
- defining research tasks and research problems
- the qualitative, quantitative and action reseach process
- the Webropol tool, tools for qualitative analysis
- Qualitative research methods: interview. observation
- Quantitative research methos: SPSS software, tables, indicators, graphics
- Action research methods: the action research process, use of multiple methods
Materials
- Greasley, Pete (2008) Quantitative Data Analysis Using SPSS: An Introduction for Health and Social Sciences. Open University Press. (e-kirja).
- Heikkilä, Tarja (2014) Tilastollinen tutkimus. Edita.
- Hirsjärvi, Sirkka & Hurme, H. Tutkimushaastattelu. teemahaastattelun teoria ja käytäntö. Gaudeamus.
- Kananen, Jorma (2014) Laadullinen tutkimus opinnäytetyönä (Jyväskylän ammattikorkeakoulun julkaisuja 176). Jyväskylän ammattikorkeakolu.
- Kananen, Jorma (2014) Toimintatutkimus kehittämistutkimuksen muotona. Jyväskylän ammattikorkeakoulun julkaisuja.
- Puusa, A & Juuti, P. (2011). Menetelmäviidakon raivaajat: perusteita laadullisen tutkimuslähestymistavan valintaan. JTO.
- Sarajärvi, Anneli & Tuomi, Jouni. (2009). Laadullinen tutkimus ja sisällön analyysi. Kustannusosakeyhtiö Tammi.
- Vilkka, H. & Airaksinen, T. (2003). Toiminnallinen opinnäytetyö. Kustannusosakeyhtiö Tammi.
- Salonen, K. (2013). Näkökulmia tutkimukselliseen ja toiminnalliseen opinnäytetyöhön : opas opiskelijoille, opettajille ja TKI-henkilöstölle. (Turun ammattikorkeakoulun puheenvuoroja 72). Turun ammattikorkeakoulu. http://julkaisut.turkuamk.fi/isbn9789522163738.pdf
- Materials in e-learning environment
-Other Literature provided by the teachers.
Teaching methods
Lessons, studies in e-learning environment, assignments.
Statistical methods: all studies in e-learning environment
Qualitative methods: partly in e-learning environment, analysis exercises contact studies.
Student workload
Student work 130 h, which includes
- Quantitative research methods
- Qualitative research methods:
- Activity Analysis
- independent work
Content scheduling
- research-mindedness
- research approaches and methods in social sciences
- defining research tasks and research problems
- the qualitative, quantitative and action reseach process
- the Webropol tool, possibility to use also SPSS, tools for qualitative analysis
- Qualitative research methods: interview. observation
- Quantitative research methos: tables, indicators, graphics
- Action research methods: the action research process, use of multiple methods
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- can define the key features of qualitative, quantitative and action research orientations
- are able to use qualitative and quantitative research methods in analyzing reseach data under supervision
- are able to describe the action research process
Assessment criteria, good (3)
The students
- have ability to describe the key features of qualitative, quantitative and action research orientations
- have knowledge concerning the nature and the wholeness of research processes, where previously mentioned orientations are used
- have capacities to assess the applicibility of qualitative, quantitative and action research methods and orientation related to different research topics
- have ability to implement research by using qualitative, quantitative and action research.
Assessment criteria, excellent (5)
The students
- possess the knowledge of the processes in qualitative, quantitative and action research orientations
- have ability to observe essential and meaningful research topics related to one's professional area
- have capacities to compare the applicibility of qualitative, quantitative and action research methods and orientation related to different research topics
- have ability to implement research by using qualitative, quantitative and action research in wide range.
Assessment methods and criteria
Participation in lectures, independent assignments.
Quantitative research: independent assignments.
Qualifications
Introduction to Research and Development
Enrollment
29.08.2023 - 01.09.2023
Timing
08.01.2024 - 08.03.2024
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students know where to seek information about current legislation and how to apply the most important laws in social work. Students are familiar with the overall legislative system and understand its significance for social field. Students know the main features and core contents of social policy legislation. They are aware of how EU legislation and international agreements affect social work. Students are able to explain how laws are made.
Content
- seeking and using information of legislation
- legal principles in the social service provision
- confidentiality
- Essential sicial legislation
Materials
- current legislation
- in addition material delivered by the lecturer
- online material
Teaching methods
lectures, assignments individually and in groups
Exam schedules
The student performs independent assignments, which form the grade of the course
Completion alternatives
online course
Student workload
106 h, includes lectures, assignments and independent study
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are familiar with the main features and core contents of the most important laws pertaining to social field. Students know where to seek information about current legislation and they can explain what the most important laws involve.
Assessment criteria, good (3)
Students are familiar with the most important laws pertaining to social field. They know where to seek information about current legislation and apply central laws in case studies.
Assessment criteria, excellent (5)
Students are familiar with the most important laws pertaining to social field. They know where to seek information about current legislation and extensively apply central laws, taking into consideration their meaning. They support the learning of other students.
Assessment methods and criteria
participation in contact teaching and group work, independent tasks
Further information
The course must be completed before the first long internship.
Enrollment
29.08.2023 - 01.09.2023
Timing
23.10.2023 - 15.12.2023
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students know where to seek information about current legislation and how to apply the most important laws in social work. Students are familiar with the overall legislative system and understand its significance for social field. Students know the main features and core contents of social policy legislation. They are aware of how EU legislation and international agreements affect social work. Students are able to explain how laws are made.
Content
- seeking and using information of legislation
- legal principles in the social service provision
- confidentiality
- Essential sicial legislation
Materials
- current legislation
- in addition material delivered by the lecturer
- online material
Teaching methods
lectures, assignments individually and in groups
Exam schedules
The student performs independent assignments, which form the grade of the course
Completion alternatives
online course
Student workload
108 h, includes lectures, assignments and independent study
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are familiar with the main features and core contents of the most important laws pertaining to social field. Students know where to seek information about current legislation and they can explain what the most important laws involve.
Assessment criteria, good (3)
Students are familiar with the most important laws pertaining to social field. They know where to seek information about current legislation and apply central laws in case studies.
Assessment criteria, excellent (5)
Students are familiar with the most important laws pertaining to social field. They know where to seek information about current legislation and extensively apply central laws, taking into consideration their meaning. They support the learning of other students.
Assessment methods and criteria
participation in contact teaching and group work, independent tasks
Further information
The course must be completed before the first long internship.
Enrollment
09.01.2024 - 12.01.2024
Timing
08.01.2024 - 24.05.2024
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 80
Degree programmes
- Bachelor of Social Services
Teachers
- Arja Haapaharju
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
-
SOS24ABachelor of Social Services, Full-time studies
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Students know where to seek information about current legislation and how to apply the most important laws in social work. Students are familiar with the overall legislative system and understand its significance for social field. Students know the main features and core contents of social policy legislation. They are aware of how EU legislation and international agreements affect social work. Students are able to explain how laws are made.
Content
- seeking and using information of legislation
- legal principles in the social service provision
- confidentiality
- Essential sicial legislation
Materials
current legislation
online links to apply for legislation information
other recommended literature
Teaching methods
network. The assignments are carried out in the order and schedule chosen by the student during the course.
Completion alternatives
contact course
Student workload
106 hours consisting of studying the laws and performing tasks
Content scheduling
the course includes nine separate tasks
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are familiar with the main features and core contents of the most important laws pertaining to social field. Students know where to seek information about current legislation and they can explain what the most important laws involve.
Assessment criteria, good (3)
Students are familiar with the most important laws pertaining to social field. They know where to seek information about current legislation and apply central laws in case studies.
Assessment criteria, excellent (5)
Students are familiar with the most important laws pertaining to social field. They know where to seek information about current legislation and extensively apply central laws, taking into consideration their meaning. They support the learning of other students.
Assessment methods and criteria
The grade (1-5) consists of the average of the tasks performed.
Further information
The course must be completed before the first long internship.
Enrollment
08.01.2024 - 21.01.2024
Timing
27.05.2024 - 31.08.2024
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 80
Degree programmes
- Bachelor of Social Services
Teachers
- Arja Haapaharju
Student groups
-
AVOINAMKOpen UAS
-
SOS24ABachelor of Social Services, Full-time studies
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Students know where to seek information about current legislation and how to apply the most important laws in social work. Students are familiar with the overall legislative system and understand its significance for social field. Students know the main features and core contents of social policy legislation. They are aware of how EU legislation and international agreements affect social work. Students are able to explain how laws are made.
Content
- seeking and using information of legislation
- legal principles in the social service provision
- confidentiality
- Essential sicial legislation
Materials
current legislation
online links to apply for legislation information
other recommended literature
Teaching methods
network. The assignments are carried out in the order and schedule chosen by the student during the course.
Completion alternatives
contact course
Student workload
106 hours consisting of studying the laws and performing tasks
Content scheduling
the course includes nine separate tasks
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are familiar with the main features and core contents of the most important laws pertaining to social field. Students know where to seek information about current legislation and they can explain what the most important laws involve.
Assessment criteria, good (3)
Students are familiar with the most important laws pertaining to social field. They know where to seek information about current legislation and apply central laws in case studies.
Assessment criteria, excellent (5)
Students are familiar with the most important laws pertaining to social field. They know where to seek information about current legislation and extensively apply central laws, taking into consideration their meaning. They support the learning of other students.
Assessment methods and criteria
The grade (1-5) consists of the average of the tasks performed.
Further information
The course must be completed before the first long internship.
Enrollment
20.11.2023 - 31.03.2024
Timing
02.01.2024 - 10.05.2024
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 99
Degree programmes
- Bachelor of Social Services
Teachers
- Arja Haapaharju
Objective
Students know where to seek information about current legislation and how to apply the most important laws in social work. Students are familiar with the overall legislative system and understand its significance for social field. Students know the main features and core contents of social policy legislation. They are aware of how EU legislation and international agreements affect social work. Students are able to explain how laws are made.
Content
- seeking and using information of legislation
- legal principles in the social service provision
- confidentiality
- Essential sicial legislation
Materials
current legislation
online links to apply for legislation information
other recommended literature
Teaching methods
network. The assignments are carried out in the order and schedule chosen by the student during the course.
Student workload
106 hours consisting of studying the laws and performing tasks
Content scheduling
the course includes nine separate tasks
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are familiar with the main features and core contents of the most important laws pertaining to social field. Students know where to seek information about current legislation and they can explain what the most important laws involve.
Assessment criteria, good (3)
Students are familiar with the most important laws pertaining to social field. They know where to seek information about current legislation and apply central laws in case studies.
Assessment criteria, excellent (5)
Students are familiar with the most important laws pertaining to social field. They know where to seek information about current legislation and extensively apply central laws, taking into consideration their meaning. They support the learning of other students.
Assessment methods and criteria
The grade (1-5) consists of the average of the tasks performed.
Further information
The course must be completed before the first long internship.
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
4 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 36
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Pia-Christine Sainio
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students know how to apply social welfare laws and laws of related fields in professional work, especially in the areas of child welfare, income support and social services for intoxicant abusers and disabled people. Students are able to explore the boundary conditions of applying laws and they are aware of how the legislation defines the client work process. In the client work process, students take into consideration the client's self-determination right, the client based orientation and the involuntary treatment. Students know where to seek information about the current legislation and its application.
Content
- interpretation of social welfare legislation
- application of laws in a client work process
- boundary conditions for application
- child welfare, income support, social services for intoxicant abusers and disabled people
Materials
Social legislation and legislation applicable in parallel areas.
Separate material according to the teacher's instructions.
Teaching methods
Contact teaching including lectures 18h, essays and independent online studying at Moodle. Analysis of social work processes from the perspective of social welfare legislation, experts from the field of social work, experts by experience
Employer connections
The study course does not include practice.
Exam schedules
Assigment return is the end of the course.
International connections
-
Completion alternatives
-
Student workload
108 hours.
Content scheduling
The course begins with orientation, followed by contact hours. After the contact classes, time is set aside for making and returning case learning assignments.
Further information
The course has its own Moodle base. More detailed information at the start of the study period.
The basics of social legislation must be completed in order to be able to evaluate this course.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize and is aware of the boundaries which legislation sets to the professional work of Bachelors of Social Services
- are able to gain information of the most relevant legislation and apply it at work situations
Assessment criteria, good (3)
Students
- are able to explain the importance of legislation in client work processes
- is able to gain information of the most relevant legislation and apply it in wide range considering clients' rights and duties
Assessment criteria, excellent (5)
Students
- are able to describe and evaluate the importance of legislation in social sector both from the perspective of a client and a professional worker
- is able to gain information of social legislation and legislation of nearby sectors and apply it in wide range
- are able to make conclusions and analyze meaning and effects in client work processes.
Assessment methods and criteria
Active participation on the study course, online excercises
Qualifications
Introduction to Social Welfare Legislation
Enrollment
17.04.2023 - 20.04.2023
Timing
23.10.2023 - 15.12.2023
Credits
4 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Pia-Christine Sainio
Student groups
-
SOS22C
-
SOS22B
Objective
Students know how to apply social welfare laws and laws of related fields in professional work, especially in the areas of child welfare, income support and social services for intoxicant abusers and disabled people. Students are able to explore the boundary conditions of applying laws and they are aware of how the legislation defines the client work process. In the client work process, students take into consideration the client's self-determination right, the client based orientation and the involuntary treatment. Students know where to seek information about the current legislation and its application.
Content
- interpretation of social welfare legislation
- application of laws in a client work process
- boundary conditions for application
- child welfare, income support, social services for intoxicant abusers and disabled people
Location and time
-
Materials
Social legislation and legislation applicable in parallel areas.
Separate material according to the teacher's instructions.
Teaching methods
Contact teaching including lectures 18h, essays and independent studying at Moodle. Analysis of social work processes from the perspective of social welfare legislation, experts from the field of social work, experts by experience
Employer connections
The study course does not include practice.
Exam schedules
Assigment return is the end of the course.
International connections
-
Completion alternatives
-
Student workload
108 hours.
Content scheduling
The course begins with orientation, followed by contact hours. After the contact classes, time is set aside for making and returning case learning assignments.
Further information
The course has its own Moodle platform. More detailed information at the start of the study period. The basics of social legislation must be completed in order before to be able to evaluate this course.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize and is aware of the boundaries which legislation sets to the professional work of Bachelors of Social Services
- are able to gain information of the most relevant legislation and apply it at work situations
Assessment criteria, good (3)
Students
- are able to explain the importance of legislation in client work processes
- is able to gain information of the most relevant legislation and apply it in wide range considering clients' rights and duties
Assessment criteria, excellent (5)
Students
- are able to describe and evaluate the importance of legislation in social sector both from the perspective of a client and a professional worker
- is able to gain information of social legislation and legislation of nearby sectors and apply it in wide range
- are able to make conclusions and analyze meaning and effects in client work processes.
Assessment methods and criteria
Active participation on the study course, online excercises
Qualifications
Introduction to Social Welfare Legislation
Enrollment
17.04.2023 - 20.04.2023
Timing
18.03.2024 - 24.05.2024
Credits
4 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 32
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Pia-Christine Sainio
Student groups
-
SOS22C
-
SOS22B
Objective
Students know how to apply social welfare laws and laws of related fields in professional work, especially in the areas of child welfare, income support and social services for intoxicant abusers and disabled people. Students are able to explore the boundary conditions of applying laws and they are aware of how the legislation defines the client work process. In the client work process, students take into consideration the client's self-determination right, the client based orientation and the involuntary treatment. Students know where to seek information about the current legislation and its application.
Content
- interpretation of social welfare legislation
- application of laws in a client work process
- boundary conditions for application
- child welfare, income support, social services for intoxicant abusers and disabled people
Location and time
-
Materials
Social legislation and legislation applicable in parallel areas.
Separate material according to the teacher's instructions.
Teaching methods
Contact teaching including lectures 18h, essays and independent online studying at Moodle. Analysis of social work processes from the perspective of social welfare legislation, experts from the field of social work, experts by experience
Employer connections
The study course does not include practice.
Exam schedules
Assigment return is the end of the course.
International connections
-
Completion alternatives
-
Student workload
108 hours.
Content scheduling
The course begins with orientation, followed by contact hours. After the contact classes, time is set aside for making and returning case learning assignments.
Further information
The course has its own Moodle base. More detailed information at the start of the study period.
The basics of social legislation must be completed in order to be able to evaluate this course.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize and is aware of the boundaries which legislation sets to the professional work of Bachelors of Social Services
- are able to gain information of the most relevant legislation and apply it at work situations
Assessment criteria, good (3)
Students
- are able to explain the importance of legislation in client work processes
- is able to gain information of the most relevant legislation and apply it in wide range considering clients' rights and duties
Assessment criteria, excellent (5)
Students
- are able to describe and evaluate the importance of legislation in social sector both from the perspective of a client and a professional worker
- is able to gain information of social legislation and legislation of nearby sectors and apply it in wide range
- are able to make conclusions and analyze meaning and effects in client work processes.
Assessment methods and criteria
Active participation on the study course, online excercises
Qualifications
Introduction to Social Welfare Legislation
Enrollment
17.04.2023 - 20.04.2023
Timing
09.10.2023 - 24.11.2023
Credits
4 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Pia-Christine Sainio
Student groups
-
SOS23A
Objective
Students know how to apply social welfare laws and laws of related fields in professional work, especially in the areas of child welfare, income support and social services for intoxicant abusers and disabled people. Students are able to explore the boundary conditions of applying laws and they are aware of how the legislation defines the client work process. In the client work process, students take into consideration the client's self-determination right, the client based orientation and the involuntary treatment. Students know where to seek information about the current legislation and its application.
Content
- interpretation of social welfare legislation
- application of laws in a client work process
- boundary conditions for application
- child welfare, income support, social services for intoxicant abusers and disabled people
Location and time
-
Materials
Social legislation and legislation applicable in parallel areas.
Separate material according to the teacher's instructions.
Teaching methods
Contact teaching including lectures 18h, essays and independent studying at Moodle. Analysis of social work processes from the perspective of social welfare legislation, experts from the field of social work, experts by experience
Employer connections
The study course does not include practice.
Exam schedules
Assigment return is the end of the course.
International connections
-
Completion alternatives
-
Student workload
108 hours.
Content scheduling
The course begins with orientation, followed by contact hours. After the contact classes, time is set aside for making and returning case learning assignments.
Further information
The course has its own Moodle platform. More detailed information at the start of the study period. The basics of social legislation must be completed in order before to be able to evaluate this course.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize and is aware of the boundaries which legislation sets to the professional work of Bachelors of Social Services
- are able to gain information of the most relevant legislation and apply it at work situations
Assessment criteria, good (3)
Students
- are able to explain the importance of legislation in client work processes
- is able to gain information of the most relevant legislation and apply it in wide range considering clients' rights and duties
Assessment criteria, excellent (5)
Students
- are able to describe and evaluate the importance of legislation in social sector both from the perspective of a client and a professional worker
- is able to gain information of social legislation and legislation of nearby sectors and apply it in wide range
- are able to make conclusions and analyze meaning and effects in client work processes.
Assessment methods and criteria
Active participation on the study course, online excercises
Qualifications
Introduction to Social Welfare Legislation
Enrollment
17.04.2023 - 20.04.2023
Timing
25.09.2023 - 31.12.2023
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Pia-Christine Sainio
Student groups
-
MSOS22SV
Objective
Students know how to apply social welfare laws and laws of related fields in professional work, especially in the areas of child welfare, income support and social services for intoxicant abusers and disabled people. Students are able to explore the boundary conditions of applying laws and they are aware of how the legislation defines the client work process. In the client work process, students take into consideration the client's self-determination right, the client based orientation and the involuntary treatment. Students know where to seek information about the current legislation and its application.
Content
- interpretation of social welfare legislation
- application of laws in a client work process
- boundary conditions for application
- child welfare, income support, social services for intoxicant abusers and disabled people
Location and time
-
Materials
Social legislation and legislation applicable in parallel areas.
Separate material according to the teacher's instructions.
Teaching methods
Independent online studying at Moodle platform. Case assignments: Analysis of social work processes from the perspective of social welfare legislation.
Orientation during the classroom teaching week.
Employer connections
Does not including practical training.
Exam schedules
It will be announced at the beginning of the course.
International connections
-
Completion alternatives
-
Student workload
108 hours.
Content scheduling
-
Further information
The course begins with orientation.
The basics of social legislation must be completed in order to be able to evaluate this course.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize and is aware of the boundaries which legislation sets to the professional work of Bachelors of Social Services
- are able to gain information of the most relevant legislation and apply it at work situations
Assessment criteria, good (3)
Students
- are able to explain the importance of legislation in client work processes
- is able to gain information of the most relevant legislation and apply it in wide range considering clients' rights and duties
Assessment criteria, excellent (5)
Students
- are able to describe and evaluate the importance of legislation in social sector both from the perspective of a client and a professional worker
- is able to gain information of social legislation and legislation of nearby sectors and apply it in wide range
- are able to make conclusions and analyze meaning and effects in client work processes.
Assessment methods and criteria
The evaluation is based on activity on the Moodle platform and the approved completion of learning assignments.
Qualifications
Introduction to Social Welfare Legislation
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 20.10.2023
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Elina Kangasluoma
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
Objective
Students learn to use a psychosocial approach and professional interaction in social rehabilitation. Students become aware of the challenges various clients may have regarding indendent life, management of daily activities, community involvement and social engagement at various stages of their lives. Examples are: people with addictions, mentally disabled people, unemployed people and people with mental health rehabilitation. Students are able to define the principles, aims and process of social rehabilitation. They learn to know practices, work orientations, methods and international models of social rehabilitation. Students know how to participate in planning, implementing and evaluating rehabilitation. Students can explain the meaning of documentation in social rehabilitation. Students learn to apply the methods of Methods of psycosocial counselling in practical work situations and they learn to develop and evaluate their action.
Content
- the concept of social rehabilitation
- the forms of social rehabilitation
- needs and special features in social rehabilitation for different client groups
- the rehabilitative approach to work
- the rehabiliation process
- providers of social rehabilitation
- dialogical and resource-centred approach in the rehabilitation process, dialogy
- planning, implementation and evaluation of social rehabilitation
- multiprofessional collaboration
Materials
-Kokko, R-L ja Veistilä, M. (2016). Sosiaalityö ja sosiaalinen kuntoutus yhteistyönä. Teoksessa M. Törrönen, K. Hänninen, P. Jouttimäki, T. Lehto-Lundén, P. Salovaara & M. Veistilä (toim.), Vastavuoroinen sosiaalityö. (s.220-230). Gaudeamus University Press.
-Kostilainen, H. ja Nieminen, A. (2018). (toim.) Sosiaalisen kuntoutuksen näkökulmia ja mahdollisuuksia. Diakonia-ammattikorkeakoulun julkaisuja DIAK TYÖELÄMÄ 13. Juvenes Print Oy. http://urn.fi/URN:ISBN:978-952-493-307-0
-Lindh,J. Härkäpää, K. & Kostamo-Pääkkö, K. (2018). (toim.) Sosiaalinen kuntoutuksessa. Hansaprint Oy.
-Teacher´s material.
Teaching methods
- teaching in a class
- Independent study and study in groups
- Social rehabilitation practise with the collaboration of the working field
- Exam
Employer connections
-One part of the course involves Social rehabilitation practise with the collaboration of the workfield.
Student workload
106 hours.
Further information
Students choose between this course and the following courses:
- Coaching for Studies and Work
- Family Counselling
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
-Social Work in Multiprofessional Settings
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to apply some elements of psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can describe challenges, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can explain principles, goals and process of social rehabilitation
- are able to interpret concepts, orientations, methods and international models of social rehabilitation
- are capable to plan, to implement and to evaluate rehabilitation process
- are able to apply methods of social counselling
- are able to explain the meaning of documentation in social rehabilitation process
- are able to recognize and evaluate their individual skills
Assessment criteria, good (3)
The students
- have capacities to apply essential parts of psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can analyze needs, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can categorize principles, goals and process of social rehabilitation
- are able to analyze concepts, orientations, methods and international models of social rehabilitation
- are capable to plan, to implement, to evaluate and to justify a rehabilitation process
- are able to apply justified and essential solutions to clients' needs and function capacity by using models and orientations of rehabilitation
- are able to explain from many perspectives the meaning of documentation in social rehabilitation process and apply principles of documentation
- are able to explain and evaluate their individual skills
Assessment criteria, excellent (5)
The students
- have capacities to give reasons and to apply in wide range the psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can evaluate challenges, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can justify and combine, from multiple perspectives, the principles, the goals and the process of social rehabilitation
- are able to join, from several different perspectives, the concepts, the orientations, the methods and the international models of social rehabilitation
- are capable to plan, to implement, to evaluate and to justify a rehabilitation process
- are able to apply the most accessible solutions to practical situations from different models and orientations of rehabilitation
- are able to evaluate from many perspectives the meaning of documentation in social rehabilitation process and apply the most essential principles of documentation
- are able to analyze their individual skills from many perspectives
- are able to develop, to evaluate and to state their individual actions
Assessment methods and criteria
-Exam based on lectures and literature.
Assessment criteria, good (3)
The students
- are able to apply some elements of psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can describe challenges, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can explain principles, goals and process of social rehabilitation
- are able to interpret concepts, orientations, methods and international models of social rehabilitation
- are capable to plan, to implement and to evaluate rehabilitation process
- are able to apply social work and social guidance methods
- are able to explain the meaning of documentation in social rehabilitation process
- are able to recognize and evaluate their individual skills
Assessment criteria, excellent (5)
The students
- have capacities to apply essential parts of psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can analyze needs, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can categorize principles, goals and process of social rehabilitation
- are able to analyze concepts, orientations, methods and international models of social rehabilitation
- are capable to plan, to implement, to evaluate and to justify a rehabilitation process
- are able to apply justified and essential solutions to clients' needs and function capacity by using models and orientations of rehabilitation
- are able to explain from many perspectives the meaning of documentation in social rehabilitation process and apply principles of documentation
- are able to explain and evaluate their individual skills
Assessment criteria, approved/failed
The students
- have capacities to give reasons and to apply in wide range the psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can evaluate challenges, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can justify and combine, from multiple perspectives, the principles, the goals and the process of social rehabilitation
- are able to join, from several different perspectives, the concepts, the orientations, the methods and the international models of social rehabilitation
- are capable to plan, to implement, to evaluate and to justify a rehabilitation process
- are able to apply the most accessible solutions to practical situations from different models and orientations of rehabilitation
- are able to evaluate from many perspectives the meaning of documentation in social rehabilitation process and apply the most essential principles of documentation
- are able to analyze their individual skills from many perspectives
- are able to develop, to evaluate and to state their individual actions
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this course and the following courses:
- Coaching for Studies and Work
- Family Counselling
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
-Social Work in Multiprofessional Settings
Enrollment
02.05.2023 - 05.05.2023
Timing
18.03.2024 - 17.05.2024
Credits
4 op
Teaching languages
- Finnish
Seats
10 - 25
Degree programmes
- Bachelor of Social Services
Teachers
- Elina Kangasluoma
Student groups
-
SOS22C
-
SOS22B
-
MSOS22SV
Objective
Students learn to use a psychosocial approach and professional interaction in social rehabilitation. Students become aware of the challenges various clients may have regarding indendent life, management of daily activities, community involvement and social engagement at various stages of their lives. Examples are: people with addictions, mentally disabled people, unemployed people and people with mental health rehabilitation. Students are able to define the principles, aims and process of social rehabilitation. They learn to know practices, work orientations, methods and international models of social rehabilitation. Students know how to participate in planning, implementing and evaluating rehabilitation. Students can explain the meaning of documentation in social rehabilitation. Students learn to apply the methods of Methods of psycosocial counselling in practical work situations and they learn to develop and evaluate their action.
Content
- the concept of social rehabilitation
- the forms of social rehabilitation
- needs and special features in social rehabilitation for different client groups
- the rehabilitative approach to work
- the rehabiliation process
- providers of social rehabilitation
- dialogical and resource-centred approach in the rehabilitation process, dialogy
- planning, implementation and evaluation of social rehabilitation
- multiprofessional collaboration
Materials
-Kokko, R-L ja Veistilä, M. (2016). Sosiaalityö ja sosiaalinen kuntoutus yhteistyönä. Teoksessa M. Törrönen, K. Hänninen, P. Jouttimäki, T. Lehto-Lundén, P. Salovaara & M. Veistilä (toim.), Vastavuoroinen sosiaalityö. (s.220-230). Gaudeamus University Press.
-Kostilainen, H. ja Nieminen, A. (2018). (toim.) Sosiaalisen kuntoutuksen näkökulmia ja mahdollisuuksia. Diakonia-ammattikorkeakoulun julkaisuja DIAK TYÖELÄMÄ 13. Juvenes Print Oy. http://urn.fi/URN:ISBN:978-952-493-307-0
-Lindh,J. Härkäpää, K. & Kostamo-Pääkkö, K. (2018). (toim.) Sosiaalinen kuntoutuksessa. Hansaprint Oy.
-Teacher´s material.
Teaching methods
- Independent study and study in groups: contact teaching, case examplses, learning assignments and litteral assignment.
-Social rehabilitation practise with the collaboration of the workfield.
Employer connections
-One part of the course involves Social rehabilitation practise with the collaboration of the workfield.
Student workload
108 hours.
Further information
Students choose between this course and the following courses:
- Coaching for Studies and Work
- Family Counselling
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
-Social Work in Multiprofessional Settings
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to apply some elements of psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can describe challenges, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can explain principles, goals and process of social rehabilitation
- are able to interpret concepts, orientations, methods and international models of social rehabilitation
- are capable to plan, to implement and to evaluate rehabilitation process
- are able to apply methods of social counselling
- are able to explain the meaning of documentation in social rehabilitation process
- are able to recognize and evaluate their individual skills
Assessment criteria, good (3)
The students
- have capacities to apply essential parts of psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can analyze needs, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can categorize principles, goals and process of social rehabilitation
- are able to analyze concepts, orientations, methods and international models of social rehabilitation
- are capable to plan, to implement, to evaluate and to justify a rehabilitation process
- are able to apply justified and essential solutions to clients' needs and function capacity by using models and orientations of rehabilitation
- are able to explain from many perspectives the meaning of documentation in social rehabilitation process and apply principles of documentation
- are able to explain and evaluate their individual skills
Assessment criteria, excellent (5)
The students
- have capacities to give reasons and to apply in wide range the psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can evaluate challenges, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can justify and combine, from multiple perspectives, the principles, the goals and the process of social rehabilitation
- are able to join, from several different perspectives, the concepts, the orientations, the methods and the international models of social rehabilitation
- are capable to plan, to implement, to evaluate and to justify a rehabilitation process
- are able to apply the most accessible solutions to practical situations from different models and orientations of rehabilitation
- are able to evaluate from many perspectives the meaning of documentation in social rehabilitation process and apply the most essential principles of documentation
- are able to analyze their individual skills from many perspectives
- are able to develop, to evaluate and to state their individual actions
Assessment methods and criteria
-Multiform-learning: Active participation in contact-learninglessons and also one assignment will be evaluated.
Assessment criteria, satisfactory (1)
Performance does not reach level 1.
Assessment criteria, good (3)
The students
- are able to apply some elements of psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can describe challenges, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can explain principles, goals and process of social rehabilitation
- are able to interpret concepts, orientations, methods and international models of social rehabilitation
- are capable to plan, to implement and to evaluate rehabilitation process
- are able to apply social work and social guidance methods
- are able to explain the meaning of documentation in social rehabilitation process
- are able to recognize and evaluate their individual skills
Assessment criteria, excellent (5)
The students
- have capacities to apply essential parts of psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can analyze needs, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can categorize principles, goals and process of social rehabilitation
- are able to analyze concepts, orientations, methods and international models of social rehabilitation
- are capable to plan, to implement, to evaluate and to justify a rehabilitation process
- are able to apply justified and essential solutions to clients' needs and function capacity by using models and orientations of rehabilitation
- are able to explain from many perspectives the meaning of documentation in social rehabilitation process and apply principles of documentation
- are able to explain and evaluate their individual skills
Assessment criteria, approved/failed
The students
- have capacities to give reasons and to apply in wide range the psychosocial orientation and professional interaction in interactive situations of social rehabilitation
- can evaluate challenges, which different client groups may have connected to independent life, every day activities, participation in community and belonging to society
- can justify and combine, from multiple perspectives, the principles, the goals and the process of social rehabilitation
- are able to join, from several different perspectives, the concepts, the orientations, the methods and the international models of social rehabilitation
- are capable to plan, to implement, to evaluate and to justify a rehabilitation process
- are able to apply the most accessible solutions to practical situations from different models and orientations of rehabilitation
- are able to evaluate from many perspectives the meaning of documentation in social rehabilitation process and apply the most essential principles of documentation
- are able to analyze their individual skills from many perspectives
- are able to develop, to evaluate and to state their individual actions
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this course and the following courses:
- Coaching for Studies and Work
- Family Counselling
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
-Social Work in Multiprofessional Settings
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 20.10.2023
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
-
MSOS22SV
Objective
Students learn to apply the psychosocial approach and professional interaction in counselling in resential care units. Students recognize clients' challenges of managing daily activities, leading an independent life and achieving a home-like environment in temporary or permanent residential care (child or youth welfare services, services for mentally disabled people, aged people and for people with mental health problems or drug misuse problems). Students learn to define factors pertaining to clients' privacy and self-determination as well as to restrictive interventions, and they learn to promote their clients' individuality, full participation and citizenship. Students learn to explain the role of personal key workers and the councelling work methods used by personal key workers in various communities. Students learn to organise activities in a community, activiting and counselling residents to participate as far as their resources will allow. Students promote the integration of residential care communities into society. They make it possible, for example, for the clients to have cultural experiences or to enjoy nature, taking into account the principles of sustainable development. Students evaluate and develop their action.
Content
- social councelling and councelling orientations in residential care units
- residential care units: facilities, environment, nutrition, daily programme, care, nursing and rehabilitation
- the sense of community in residential care units
- the role and work methods of personal key workers
- self-determination and privacy
- restrictive interventions
- contact to the surrounding society
- culture, nature, green care
- evaluation and development of one's action
Materials
Material shown by the teacher on the online platform
Teaching methods
Online implementation: learning tasks, familiarization visits and getting to know and participating in the work in practice
Studyfying is possibly
Employer connections
Does not include training. Includes working life cooperation.
Student workload
106 hours:
- 80 hours of independent work online
- 8 hours of teaching online (2 hours of orientation and 6 hours of seminar)
- 20 hours of exercises
Further information
Students choose between this and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Family Counselling
- Social Counselling in Community Care
- Social Work in Multiprofessional Settings
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- have abilities to partly apply psychosocial orientation and professional interaction in residential care units.
- are able to recognize challenges of managing daily activities, independent life and home-like environment which different client groups might have in residential care
- know how to define factors pertaining to client?s privacy, self-determination and restrictive interventions
- can explain the role of personal key worker and differentiate counselling methods used in different residential communities
- have capacities to apply counselling methods while encouraging clients to participate to common activities and building community-spirit as far as their resources will allow
- can categorize promoting and restraining factors, which influence in integration to the society
- are able to construct a goal-oriented counselling process, which promotes integration
- are able to recognize their skills in professional interaction and psychosocial supervision
Assessment criteria, good (3)
The students
- have abilities to essentially apply psychosocial orientation and professional interaction in residential care units.
- are able to compare and analyze challenges of managing daily activities, independent life and home-like environment which different client groups might have in residential care
- know how to categorize factors pertaining to client?s privacy, self-determination and restrictive interventions
- can evaluate the role of personal key worker and analyze counselling methods used in different residential communities
- have capacities to give good reasons for essential counselling methods while encouraging clients to participate to common activities and building community-spirit as far as their resources will allow
- can explain promoting and restraining factors, which influence in integration to the society
- are able to construct a justified goal-oriented counselling process, which promotes integration
- are able to analyze their skills in professional interaction and psychosocial supervision
Assessment criteria, excellent (5)
The students
- have abilities to justify and apply psychosocial orientation and professional interaction in residential care units multi-dimensionally
- are able in varied ways to compare and evaluate challenges of managing daily activities, independent life and home-like environment which different client groups might have in residential care
- know how to explain factors pertaining to client?s privacy, self-determination and restrictive interventions
- can evaluate the role of personal key worker and differentiate counselling methods used in different residential communities
- have capacities to apply by reasoning in diverse ways, how to use counselling methods while encouraging clients to participate to common activities and building community-spirit as far as their resources will allow
- can compare and analyze promoting and restraining factors, which influence in integration to the society
- are able to construct a justified counselling process, which promotes integration
- are able to broadly analyze their individual skills in professional interaction and psychosocial supervision
Assessment methods and criteria
Learning tasks done on the online learning platform, doing exercises and reporting, and participating in the seminar day
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Family Counselling
- Social Counselling in Community Care
- Social Work in Multiprofessional Settings
Enrollment
02.05.2023 - 05.05.2023
Timing
23.10.2023 - 15.12.2023
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS22C
-
SOS22B
Objective
Students learn to apply the psychosocial approach and professional interaction in counselling in resential care units. Students recognize clients' challenges of managing daily activities, leading an independent life and achieving a home-like environment in temporary or permanent residential care (child or youth welfare services, services for mentally disabled people, aged people and for people with mental health problems or drug misuse problems). Students learn to define factors pertaining to clients' privacy and self-determination as well as to restrictive interventions, and they learn to promote their clients' individuality, full participation and citizenship. Students learn to explain the role of personal key workers and the councelling work methods used by personal key workers in various communities. Students learn to organise activities in a community, activiting and counselling residents to participate as far as their resources will allow. Students promote the integration of residential care communities into society. They make it possible, for example, for the clients to have cultural experiences or to enjoy nature, taking into account the principles of sustainable development. Students evaluate and develop their action.
Content
- social councelling and councelling orientations in residential care units
- residential care units: facilities, environment, nutrition, daily programme, care, nursing and rehabilitation
- the sense of community in residential care units
- the role and work methods of personal key workers
- self-determination and privacy
- restrictive interventions
- contact to the surrounding society
- culture, nature, green care
- evaluation and development of one's action
Materials
The teaching material assigned by the teacher at the beginning of the study period
Teaching methods
There are two possibilities to study the course:
- Individual and group work, including contact lessons, case examples, learning assigmnets and field visits. Participation in the professional field placements.
- Studyfying is possibly
Employer connections
Does not include training, but working life cooperation.
Completion alternatives
There are two possibilities to study the course:
- Individual and group work, including contact lessons, case examples, learning assigmnets and field visits. Participation in the professional field placements.
- Studyfying is possibly
Student workload
106 hours, of which
- lectures 30 hours
- excercises 24 hours
- independent study 52 hours
Further information
Students choose between this and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Family Counselling
- Social Counselling in Community Care
- Social Work in Multiprofessional Settings
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- have abilities to partly apply psychosocial orientation and professional interaction in residential care units.
- are able to recognize challenges of managing daily activities, independent life and home-like environment which different client groups might have in residential care
- know how to define factors pertaining to client?s privacy, self-determination and restrictive interventions
- can explain the role of personal key worker and differentiate counselling methods used in different residential communities
- have capacities to apply counselling methods while encouraging clients to participate to common activities and building community-spirit as far as their resources will allow
- can categorize promoting and restraining factors, which influence in integration to the society
- are able to construct a goal-oriented counselling process, which promotes integration
- are able to recognize their skills in professional interaction and psychosocial supervision
Assessment criteria, good (3)
The students
- have abilities to essentially apply psychosocial orientation and professional interaction in residential care units.
- are able to compare and analyze challenges of managing daily activities, independent life and home-like environment which different client groups might have in residential care
- know how to categorize factors pertaining to client?s privacy, self-determination and restrictive interventions
- can evaluate the role of personal key worker and analyze counselling methods used in different residential communities
- have capacities to give good reasons for essential counselling methods while encouraging clients to participate to common activities and building community-spirit as far as their resources will allow
- can explain promoting and restraining factors, which influence in integration to the society
- are able to construct a justified goal-oriented counselling process, which promotes integration
- are able to analyze their skills in professional interaction and psychosocial supervision
Assessment criteria, excellent (5)
The students
- have abilities to justify and apply psychosocial orientation and professional interaction in residential care units multi-dimensionally
- are able in varied ways to compare and evaluate challenges of managing daily activities, independent life and home-like environment which different client groups might have in residential care
- know how to explain factors pertaining to client?s privacy, self-determination and restrictive interventions
- can evaluate the role of personal key worker and differentiate counselling methods used in different residential communities
- have capacities to apply by reasoning in diverse ways, how to use counselling methods while encouraging clients to participate to common activities and building community-spirit as far as their resources will allow
- can compare and analyze promoting and restraining factors, which influence in integration to the society
- are able to construct a justified counselling process, which promotes integration
- are able to broadly analyze their individual skills in professional interaction and psychosocial supervision
Assessment methods and criteria
To be announced in the beginning of the study course
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Family Counselling
- Social Counselling in Community Care
- Social Work in Multiprofessional Settings
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 01.03.2024
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Elina Kangasluoma
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS22C
-
SOS22B
-
SOS23A
-
MSOS22SV
Objective
Students are able to define various actors, who use social counselling in their work with home-living clients. Students can explain the methods and tools used by these professionals. Students recognize needs to promote the welfare, functional capacity, social engagement and independent coping of home-living clients (e.g. aged people, disabled or chronically ill people and people with mental health problems or addictions). Students know what instruments can be used to assess home-living clients' ability to function. Students learn to plan a combination of services to promote the client's welfare and functional capacity, while taking into account the client's needs and the resources and services available in the client's environment. Students can explain the meaning of documentation as part of the social counselling process. They are aware of their counselling skills.
Content
- social counselling for home-living clients
- clients' needs for welfare, functional capacity and coping in the home environment
- measuring instruments of client's functioning ability
- taking clients' and their immediate networks' resources into account
- recognition of the elements of goal-oriented counselling
-psychosocial and action-based methods in social counselling
- documentation in social counselling
- recognition of one's counselling
Materials
-Helminen, J. (toim.) (2016). Sosiaaliohjaus - lähtökohtia ja käytäntöjä. Edita.
-Helminen, J. (toim.) (2017). Asiakkaan moniammatillinen ohjaus sosiaali- ja terveydenhuollossa. Edita.
-Näkki P., Sayed T. (toim.) (2015). Asiakastyön menetelmiä sosiaalialalla. (s. 1 - 61). Edita.
-Peavy, V. R. (1998). Sociodynamic counselling. A constructivist perspective. (s. 83 - 94). Trafford.
https://www.taosinstitute.net/images/PublicationsFreeBooks/Peavy_SocioDynamicCounselling_lr.pdf
-Peavy, V. R. (1999). Sosiodynaaminen ohjaus Konstruktivistinen näkökulma 21.vuosisadan ohjaustyöhön. Työministeriö.
https://jyx.jyu.fi/bitstream/handle/123456789/77979/1/978-951-39-8877-7_jyx.pdf
-Teachers material
Teaching methods
There is one alternative study method:
-Independent study
-The Orientation of the course will be carried out by e-mail.
-Counselling available as described in Orientation.
Employer connections
The course does not include practice.There is still connection to the field of social counselling.
Student workload
*108 hours.
Further information
Students choose between this course and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Social Counselling in Residential Care Units
- Family Counselling
- Social Work in Multiprofessional Settings
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students are able to define the concept of social counselling from the perspective of competences defined for Bachelors of Social Services. Students are able to name various actors, who use social counselling in their work with home-living clients. Students recognize methods and tools used by these professionals. Students recognize needs to promote the welfare, functional capacity, social engagement and independent coping of home-living clients (especially aged people, disabled or chronically ill people and people with mental health problems or addictions). Students know what instruments can be used to assess home-living clients' ability to function. They recognize their client's resources. Students can find services of various providers and combine them, while taking into account the client's resources and the resources available in the client's environment. Students can explain the meaning of documentation as part of the social counselling process. They are aware of their counselling skills.
Assessment criteria, good (3)
Students are able to comprehensively define the concept of social counselling from the perspective of competences defined for Bachelors of Social Services. Students are able to present various actors, who use social counselling in their work with home-living clients. Students are able to comprehensively list methods and tools used by various professionals. Students interpret needs to promote the welfare, functional capacity, social engagement and independent coping of home-living clients (especially aged people, disabled or chronically ill people and people with mental health problems or addictions). In case studies, students know how to apply some instruments to assess home-living clients' ability to function. They are able to assess their client's resources. Students can find and argue for services of various providers and combine them, while comprehensively taking into account the client's resources and the resources available in the client's environment. Students can comprehensively explain the meaning of documentation as part of the social counselling process. They can explain their counselling skills.
Assessment criteria, excellent (5)
Students are able to analyze and evaluate the concept of social counselling from the perspective of competences defined for Bachelors of Social Services and in relation to social work. Students are able to categorize various actors, who use social counselling in their work with home-living clients. Students are able to compare methods and tools used by various professionals. Students know how to assess needs to promote the welfare, functional capacity, social engagement and independent coping of home-living clients (especially aged people, disabled or chronically ill people and people with mental health problems or addictions). In case studies, students know how to apply and justify the use of instruments to assess home-living clients' ability to function. They are able to assess their client's resources and to comprehensively justify the results. Students are able to find, evaluate and compare services of various providers and combine them while comprehensively taking into account the client's resources and the resources available in the client's environment. Students can comprehensively evaluate the meaning of documentation as part of the social counselling process and apply the principles of documentation to social counselling. They can analyze their counselling skills comprehensively.
Assessment methods and criteria
The evaluation is based on 5 essays.
Assessment criteria will be seen on curriculum.
Assessment criteria, satisfactory (1)
Performance does not reach level 1.
Assessment criteria, good (3)
Students are able to define the concept of social counselling from the perspective of competences defined for Bachelors of Social Services. Students are able to name various actors, who use social counselling in their work with home-living clients. Students recognize methods and tools used by these professionals. Students recognize needs to promote the welfare, functional capacity, social engagement and independent coping of home-living clients (especially aged people, disabled or chronically ill people and people with mental health problems or addictions). Students know what instruments can be used to assess home-living clients' ability to function. They recognize their client's resources. Students can find services of various providers and combine them, while taking into account the client's resources and the resources available in the client's environment. Students can explain the meaning of documentation as part of the social counselling process. They are aware of their counselling skills.
Assessment criteria, excellent (5)
Students are able to comprehensively define the concept of social counselling from the perspective of competences defined for Bachelors of Social Services. Students are able to present various actors, who use social counselling in their work with home-living clients. Students are able to comprehensively list methods and tools used by various professionals. Students interpret needs to promote the welfare, functional capacity, social engagement and independent coping of home-living clients (especially aged people, disabled or chronically ill people and people with mental health problems or addictions). In case studies, students know how to apply some instruments to assess home-living clients' ability to function. They are able to assess their client's resources. Students can find and argue for services of various providers and combine them, while comprehensively taking into account the client's resources and the resources available in the client's environment. Students can comprehensively explain the meaning of documentation as part of the social counselling process. They can explain their counselling skills.
Assessment criteria, approved/failed
Students are able to analyze and evaluate the concept of social counselling from the perspective of competences defined for Bachelors of Social Services and in relation to social work. Students are able to categorize various actors, who use social counselling in their work with home-living clients. Students are able to compare methods and tools used by various professionals. Students know how to assess needs to promote the welfare, functional capacity, social engagement and independent coping of home-living clients (especially aged people, disabled or chronically ill people and people with mental health problems or addictions). In case studies, students know how to apply and justify the use of instruments to assess home-living clients' ability to function. They are able to assess their client's resources and to comprehensively justify the results. Students are able to find, evaluate and compare services of various providers and combine them while comprehensively taking into account the client's resources and the resources available in the client's environment. Students can comprehensively evaluate the meaning of documentation as part of the social counselling process and apply the principles of documentation to social counselling. They can analyze their counselling skills comprehensively.
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this course and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Social Counselling in Residential Care Units
- Family Counselling
- Social Work in Multiprofessional Settings
Enrollment
29.08.2023 - 01.09.2023
Timing
23.10.2023 - 15.12.2023
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Marja-Liisa Saariaho
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to name important actors of the welfare society's social security system. Students know how to define the actors' roles and responsibilities in organizing and producing support and services to citizens. With help of their knowledge of the service provision system, students become aware of the preconditions of citizens' social welfare and participation. The student is able to identify the service needs of citizens in different life situations and to outline multidisciplinary service paths. Students evaluate in accordance with social and economical sustainable development the contents, usefulness and action principles of social security services from the perspective of meeting client needs. Students recognize mutual co-operation models between different social welfare actors. Students are motivated to seek information about the social security system.
Content
- the combination of social and health services
- social benefits, assistance and services
- the public, private and third sector as providers of social and health services
- the most important social and health services and benefits, case study
-development of social security system and client participation
Materials
Havakka, P., Niemelä, M. & Uusitalo, H. 2017. Sosiaalivakuutus. Helsinki: Finva, Finanssi- ja vakuutuskustannus. (soveltuvin osin)
Ihalainen, J. & Kettunen, T. 2016. Turvaverkko vai trampoliini: sosiaaliturvan mahdollisuudet. 10. uudistettu painos. Helsinki: Sanoma Pro Oy.
Sosiaaliturvaopas. 2022. Järjestöjen sosiaaliturvaopas 2022. https://sosiaaliturvaopas.fi/
Kelan julkaisemat oppaat ja esitteet sekä verkkomateriaali.
Teaching methods
lectures, assignments individually and in groups, expert visitors, seminar, exam
Employer connections
the course does not include practice
Exam schedules
exam in the end of course
Student workload
133 hours
- 36 hours in the classroom
- 97 hours of group work and independent stud
Further information
Students choose between this course and the course Social Security in Welfare Society
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognise the most important actors of the social security system. They are able to name and seek the most important social and health services, as well as their implementation and application practices from the client perspective.
Assessment criteria, good (3)
Students are aware of the contents, usefulness and action principles of the social security system. Students recognize service needs and pathways for clients in various life situations. Students recognize mutual co-operation models between different social welfare actors and development areas.
Assessment criteria, excellent (5)
Students analyze social and economical sustainability as well as connections between the social security system and individual, community-level and social background factors. Students are able to name contents, usefulness and action principles of the social security system from the perspective of meeting client needs. Students know how to recognize and evaluate social security system’s various actors’ practices and co-operation as well as development areas.
Enrollment
09.01.2024 - 12.01.2024
Timing
04.03.2024 - 17.05.2024
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Students are able to name important actors of the welfare society's social security system. Students know how to define the actors' roles and responsibilities in organizing and producing support and services to citizens. With help of their knowledge of the service provision system, students become aware of the preconditions of citizens' social welfare and participation. The student is able to identify the service needs of citizens in different life situations and to outline multidisciplinary service paths. Students evaluate in accordance with social and economical sustainable development the contents, usefulness and action principles of social security services from the perspective of meeting client needs. Students recognize mutual co-operation models between different social welfare actors. Students are motivated to seek information about the social security system.
Content
- the combination of social and health services
- social benefits, assistance and services
- the public, private and third sector as providers of social and health services
- the most important social and health services and benefits, case study
-development of social security system and client participation
Materials
Havakka, P., Niemelä, M. & Uusitalo, H. 2017. Sosiaalivakuutus. Helsinki: Finva, Finanssi- ja vakuutuskustannus. (soveltuvin osin)
Ihalainen, J. & Kettunen, T. 2016. Turvaverkko vai trampoliini: sosiaaliturvan mahdollisuudet. 10. uudistettu painos. Helsinki: Sanoma Pro Oy.
Sosiaaliturvaopas. 2022. Järjestöjen sosiaaliturvaopas 2022. https://sosiaaliturvaopas.fi/
Kelan julkaisemat oppaat ja esitteet sekä verkkomateriaali.
Teaching methods
Classroom-teaching, online-learning, assignments individually and in groups, Moodle-exam
Employer connections
the course does not include practice
Exam schedules
Method of performance defined by the teacher.
Student workload
133 hours
Further information
Students choose between this course and the course Social Security in Welfare Society
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognise the most important actors of the social security system. They are able to name and seek the most important social and health services, as well as their implementation and application practices from the client perspective.
Assessment criteria, good (3)
Students are aware of the contents, usefulness and action principles of the social security system. Students recognize service needs and pathways for clients in various life situations. Students recognize mutual co-operation models between different social welfare actors and development areas.
Assessment criteria, excellent (5)
Students analyze social and economical sustainability as well as connections between the social security system and individual, community-level and social background factors. Students are able to name contents, usefulness and action principles of the social security system from the perspective of meeting client needs. Students know how to recognize and evaluate social security system’s various actors’ practices and co-operation as well as development areas.
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 22.10.2023
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
Objective
Students are able to recognize the tasks and the position of social work in the social field in various welfare organizations and in organizations of parallel fields, whose primary mission is not in social welfare or services, e.g. early childhood education, work in schools, health care and rehabilitation organizations, criminal services, employment agencies or in the Social Insurance Institution. Students learn to assess the client's situation and needs from the social perspective and to examine the effects of individual, community and society-level factors on the whole. Students know and can find out what social benefits, services, support activities and sources of help are available and learn to counsel their clients on their use. Students incorporate the knowledge of other experts into the overall assessment and the client's own assessment. They have abilities to act as member of multi-professional team.
Content
- social expertise
- multiprofessionalism, co-operation, multi sectoral work
- assessing the client's situation and need for services
- seeking information about services, benefits and legislation
- teamwork and networking, dialogical interaction
- early childhood education, work in schools, health care, intoxicant abusers, employment agencies
Materials
Helminen, J. (toim.).2017.Asiakkaan moniammatillinen ohjaus sosiaali-ja terveydenhuollossa. Metteri, A., Valokivi, H.&Ylinen, S.(toim.).2014.Terveys ja sosiaalityö.
Mönkkönen, K., Kekoni, T.&Pehkonen, A.2019.Moniammatillinen yhteistyö. Vaikuttava vuorovaikutus sosiaali- ja terveysalalla.Gaudeamus.
Orjasniemi, T.2014.Moniammatillisen päihdetyön käytäntöjä kehittämässä – kohdeilmiöitä, menetelmiä, strategioita ja rajapintoja
Vierula, T.,Pösö, T.&Paavilainen, E.2019.Moniammatillisuus ja palvelutarvearviointi lapsi- ja perhepalveluissa.Ammattilaisten näkemykset pulmakohdista.Yhteiskuntapolitiikka 84 (2019):3.
Teaching methods
This course includes independent studying, face-to-face learning, joining to a multiprofessional seminar and case practicing in classroom.
Employer connections
In this course students join to a multiprofessional seminar in 3rd of October 2023.
Exam schedules
This course includes an exam and case practicing doing by groups.
Completion alternatives
This course can be studied in e-learning environment.
Student workload
106 hours
Content scheduling
Course timetable is 28.8.-20.10.2023. The date of exam is dealed by group in the beginning of the course. Students do their presentations of Case practicing at 18th of October in 2023.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- can define the concept and the goals of multi-professional work
- are able to name requirements for acting as member of multi-professional team
- are able to describe social work roles and tasks in different fields
- are able to describe client's situation and needs from the perspective of social knowledge
- are able to combine other experts' knowledge to the knowledge of social work
- are able to clarify the main categories and principles of social allowances, social services, social support and help resources
Assessment criteria, good (3)
The students
- are able to observe requirements for acting as member of multi-professional team
- are able to review the roles, the tasks and the expectations towards social work professionals in multi-professional fields from many perspectives
- are able to observe client's situation and needs from the perspective of social knowledge
- are able to make use of other experts' knowledge while solving problems
- are able to clarify exactly the essential points of social allowances, social services, social support and help resources, and clarify how they can be reached
- are able to evaluate client's needs from holistic perspective, including challenges in gaining and in using the services
Assessment criteria, excellent (5)
Students
- are able to observe requirements for acting as member of multi-professional team from multiple perspectives
- can compare the nature of social work expertise to expertise of other professions
- are able to analyze challenges of multi-professional work and the factors that influence to the challenges
- are able to state and to produce creative solutions, how to bring out the client's perspective and how to promote multi-professional co-operation
Assessment methods and criteria
Exam evaluated 1-5 (50%) and group work presentation evaluated 1-5 (50%).
Assessment criteria, good (3)
The students
- can define the concept and the goals of multi-professional work
- are able to name requirements for acting as member of multi-professional team
- are able to describe social work roles and tasks in different fields
- are able to describe client's situation and needs from the perspective of social knowledge
- are able to combine other experts' knowledge to the knowledge of social work
- are able to clarify the main categories and principles of social allowances, social services, social support and help resources
Assessment criteria, excellent (5)
The students
- are able to observe requirements for acting as member of multi-professional team
- are able to review the roles, the tasks and the expectations towards social work professionals in multi-professional fields from many perspectives
- are able to observe client's situation and needs from the perspective of social knowledge
- are able to make use of other experts' knowledge while solving problems
- are able to clarify exactly the essential points of social allowances, social services, social support and help resources, and clarify how they can be reached
- are able to evaluate client's needs from holistic perspective, including challenges in gaining and in using the services
Assessment criteria, approved/failed
Students
- are able to observe requirements for acting as member of multi-professional team from multiple perspectives
- can compare the nature of social work expertise to expertise of other professions
- are able to analyze challenges of multi-professional work and the factors that influence to the challenges
- are able to state and to produce creative solutions, how to bring out the client's perspective and how to promote multi-professional co-operation
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
- Family Counselling
Enrollment
02.05.2023 - 05.05.2023
Timing
23.10.2023 - 15.12.2023
Credits
4 op
Virtual proportion (cr)
3.5 op
Teaching languages
- Finnish
Seats
12 - 34
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
Student groups
-
SOS22C
-
SOS22B
-
MSOS22SV
Objective
Students are able to recognize the tasks and the position of social work in the social field in various welfare organizations and in organizations of parallel fields, whose primary mission is not in social welfare or services, e.g. early childhood education, work in schools, health care and rehabilitation organizations, criminal services, employment agencies or in the Social Insurance Institution. Students learn to assess the client's situation and needs from the social perspective and to examine the effects of individual, community and society-level factors on the whole. Students know and can find out what social benefits, services, support activities and sources of help are available and learn to counsel their clients on their use. Students incorporate the knowledge of other experts into the overall assessment and the client's own assessment. They have abilities to act as member of multi-professional team.
Content
- social expertise
- multiprofessionalism, co-operation, multi sectoral work
- assessing the client's situation and need for services
- seeking information about services, benefits and legislation
- teamwork and networking, dialogical interaction
- early childhood education, work in schools, health care, intoxicant abusers, employment agencies
Materials
Helminen, J. (toim.).2017.Asiakkaan moniammatillinen ohjaus sosiaali-ja terveydenhuollossa. Metteri, A., Valokivi, H.&Ylinen, S.(toim.).2014.Terveys ja sosiaalityö.
Mönkkönen, K., Kekoni, T.&Pehkonen, A.2019.Moniammatillinen yhteistyö. Vaikuttava vuorovaikutus sosiaali- ja terveysalalla.Gaudeamus.
Orjasniemi, T.2014.Moniammatillisen päihdetyön käytäntöjä kehittämässä – kohdeilmiöitä, menetelmiä, strategioita ja rajapintoja
Vierula, T.,Pösö, T.&Paavilainen, E.2019.Moniammatillisuus ja palvelutarvearviointi lapsi- ja perhepalveluissa.Ammattilaisten näkemykset pulmakohdista.Yhteiskuntapolitiikka 84 (2019):3.
Teaching methods
Course is studied by e-learning except weeks 3 and 10. Course includes team works and independent study.
Student workload
108h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- can define the concept and the goals of multi-professional work
- are able to name requirements for acting as member of multi-professional team
- are able to describe social work roles and tasks in different fields
- are able to describe client's situation and needs from the perspective of social knowledge
- are able to combine other experts' knowledge to the knowledge of social work
- are able to clarify the main categories and principles of social allowances, social services, social support and help resources
Assessment criteria, good (3)
The students
- are able to observe requirements for acting as member of multi-professional team
- are able to review the roles, the tasks and the expectations towards social work professionals in multi-professional fields from many perspectives
- are able to observe client's situation and needs from the perspective of social knowledge
- are able to make use of other experts' knowledge while solving problems
- are able to clarify exactly the essential points of social allowances, social services, social support and help resources, and clarify how they can be reached
- are able to evaluate client's needs from holistic perspective, including challenges in gaining and in using the services
Assessment criteria, excellent (5)
Students
- are able to observe requirements for acting as member of multi-professional team from multiple perspectives
- can compare the nature of social work expertise to expertise of other professions
- are able to analyze challenges of multi-professional work and the factors that influence to the challenges
- are able to state and to produce creative solutions, how to bring out the client's perspective and how to promote multi-professional co-operation
Assessment methods and criteria
Course includes an exam (50%) and case work doing by small groups (50%).
Assessment criteria, good (3)
The students
- can define the concept and the goals of multi-professional work
- are able to name requirements for acting as member of multi-professional team
- are able to describe social work roles and tasks in different fields
- are able to describe client's situation and needs from the perspective of social knowledge
- are able to combine other experts' knowledge to the knowledge of social work
- are able to clarify the main categories and principles of social allowances, social services, social support and help resources
Assessment criteria, excellent (5)
The students
- are able to observe requirements for acting as member of multi-professional team
- are able to review the roles, the tasks and the expectations towards social work professionals in multi-professional fields from many perspectives
- are able to observe client's situation and needs from the perspective of social knowledge
- are able to make use of other experts' knowledge while solving problems
- are able to clarify exactly the essential points of social allowances, social services, social support and help resources, and clarify how they can be reached
- are able to evaluate client's needs from holistic perspective, including challenges in gaining and in using the services
Assessment criteria, approved/failed
Students
- are able to observe requirements for acting as member of multi-professional team from multiple perspectives
- can compare the nature of social work expertise to expertise of other professions
- are able to analyze challenges of multi-professional work and the factors that influence to the challenges
- are able to state and to produce creative solutions, how to bring out the client's perspective and how to promote multi-professional co-operation
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
- Family Counselling
Enrollment
29.08.2023 - 01.09.2023
Timing
04.09.2023 - 27.10.2023
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 44
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to define key theories and definitions of social work. Students are able to explain the role of social work in society. They are able to describe the scope of responsibilities for Bachelors of Social Services and analyse their significance in the overall system of social field services. Students are able to describe the need of and importance for social work within the scope of their future professional role. They know how to examine the association between social work and sustainable development. Students also examine their professional interests in the fields of social work.
Content
- the concept of social work
- various approaches in social work
- key theories of social work
- social work and its effect on the individual, community and society
- current issues in social work
- effectiveness of social work and socially sustainable development
- Bachelors of Social Services and social work
Materials
aakkola, H. (2019). Valitse innostus. Voimakirja sosiaalialalle. PS –kustannus.
Juhila, K. (2015). Sosiaalityöntekijöinä ja asiakkaina. Sosiaalityön yhteiskunnalliset tehtävät ja paikat. Osuuskunta Vastapaino.
Kananoja, A., Lähteinen, M.& Marjamäki, P. (2017). Sosiaalityön käsikirja. Tietosanoma Oy.
Mäkinen, P., Raatikainen, E., Rahikka, A. & Saarnio, T. (2020). Ammattina sosionomi.
Raunio, K. (2009). Olennainen sosiaalityössä. Gaudeamus Oy.
Törrö, M.ym. (2016). Vastavuoroinen sosiaalityö. Gaudeamus Oy.
Teaching methods
Course is studied by e-learning. Course includes lessons, independent study and visits to social work field.
Employer connections
This course doesn´t include practical training. Students visit to social work field.
Student workload
78h
Content scheduling
Course is orientated at week 36/2023. Orientation lesson is recorded and it is situated on digital e-learning environment called Moodle.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, good (3)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, excellent (5)
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Assessment methods and criteria
Students do an essay which is evaluated between 1-5.
Assessment criteria, good (3)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, excellent (5)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, approved/failed
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Qualifications
previous studies are not required
Enrollment
29.08.2023 - 01.09.2023
Timing
30.10.2023 - 15.12.2023
Credits
3 op
Teaching languages
- Finnish
Seats
8 - 44
Degree programmes
- Bachelor of Social Services
Teachers
- Elina Kangasluoma
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students are able to define key theories and definitions of social work. Students are able to explain the role of social work in society. They are able to describe the scope of responsibilities for Bachelors of Social Services and analyse their significance in the overall system of social field services. Students are able to describe the need of and importance for social work within the scope of their future professional role. They know how to examine the association between social work and sustainable development. Students also examine their professional interests in the fields of social work.
Content
- the concept of social work
- various approaches in social work
- key theories of social work
- social work and its effect on the individual, community and society
- current issues in social work
- effectiveness of social work and socially sustainable development
- Bachelors of Social Services and social work
Materials
Jaakkola, H. (2019). Valitse innostus. Voimakirja sosiaalialalle. PS –kustannus.
Juhila, K. (2015). Sosiaalityöntekijöinä ja asiakkaina. Sosiaalityön yhteiskunnalliset tehtävät ja paikat. Osuuskunta Vastapaino.
Kananoja, A., Lähteinen, M.& Marjamäki, P. (2017). Sosiaalityön käsikirja. Tietosanoma Oy.
Mäkinen, P., Raatikainen, E., Rahikka, A. & Saarnio, T. (2020). Ammattina sosionomi.
Raunio, K. (2009.) Olennainen sosiaalityössä. Gaudeamus Oy.
Törrö, M.ym. (2016.) Vastavuoroinen sosiaalityö. Gaudeamus Oy.
Teaching methods
This course includes lectures, independent learning and an assignments on social work.
Employer connections
This course doesn´t include practical training. Some partners in working life will give lectures.
Student workload
3 course credits.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, good (3)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, excellent (5)
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Assessment methods and criteria
Student writes an essay (evaluation 1-5).
Assessment criteria, satisfactory (1)
Performance does not reach level 1.
Assessment criteria, good (3)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, excellent (5)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, approved/failed
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Qualifications
previous studies are not required
Enrollment
02.05.2023 - 15.09.2023
Timing
02.01.2024 - 10.02.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 45
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
SOPE23SBasics of socionomic work
Objective
Students are able to define key theories and definitions of social work. Students are able to explain the role of social work in society. They are able to describe the scope of responsibilities for Bachelors of Social Services and analyse their significance in the overall system of social field services. Students are able to describe the need of and importance for social work within the scope of their future professional role. They know how to examine the association between social work and sustainable development. Students also examine their professional interests in the fields of social work.
Content
- the concept of social work
- various approaches in social work
- key theories of social work
- social work and its effect on the individual, community and society
- current issues in social work
- effectiveness of social work and socially sustainable development
- Bachelors of Social Services and social work
Materials
aakkola, H. (2019). Valitse innostus. Voimakirja sosiaalialalle. PS –kustannus.
Juhila, K. (2015). Sosiaalityöntekijöinä ja asiakkaina. Sosiaalityön yhteiskunnalliset tehtävät ja paikat. Osuuskunta Vastapaino.
Kananoja, A., Lähteinen, M.& Marjamäki, P. (2017). Sosiaalityön käsikirja. Tietosanoma Oy.
Mäkinen, P., Raatikainen, E., Rahikka, A. & Saarnio, T. (2020). Ammattina sosionomi.
Raunio, K. (2009). Olennainen sosiaalityössä. Gaudeamus Oy.
Törrö, M.ym. (2016). Vastavuoroinen sosiaalityö. Gaudeamus Oy.
Teaching methods
Course is studied by e-learning. Course includes lessons, independent study and visits to social work field.
Employer connections
This course doesn´t include practical training. Students visit to social work field.
Student workload
78h
Content scheduling
Course is orientated at week 1/2024.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, good (3)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, excellent (5)
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Assessment methods and criteria
Students do an essay which is evaluated between 1-5.
Assessment criteria, good (3)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, excellent (5)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, approved/failed
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Qualifications
previous studies are not required
Enrollment
09.01.2024 - 12.01.2024
Timing
08.01.2024 - 23.02.2024
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Elina Kangasluoma
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
Objective
Students are able to define key theories and definitions of social work. Students are able to explain the role of social work in society. They are able to describe the scope of responsibilities for Bachelors of Social Services and analyse their significance in the overall system of social field services. Students are able to describe the need of and importance for social work within the scope of their future professional role. They know how to examine the association between social work and sustainable development. Students also examine their professional interests in the fields of social work.
Content
- the concept of social work
- various approaches in social work
- key theories of social work
- social work and its effect on the individual, community and society
- current issues in social work
- effectiveness of social work and socially sustainable development
- Bachelors of Social Services and social work
Materials
Jaakkola, H. (2019). Valitse innostus. Voimakirja sosiaalialalle. PS –kustannus.
Juhila, K. (2015). Sosiaalityöntekijöinä ja asiakkaina. Sosiaalityön yhteiskunnalliset tehtävät ja paikat. Osuuskunta Vastapaino.
Kananoja, A., Lähteinen, M.& Marjamäki, P. (2017). Sosiaalityön käsikirja. Tietosanoma Oy.
Mäkinen, P., Raatikainen, E., Rahikka, A. & Saarnio, T. (2020). Ammattina sosionomi.
Raunio, K. (2009.) Olennainen sosiaalityössä. Gaudeamus Oy.
Törrö, M.ym. (2016.) Vastavuoroinen sosiaalityö. Gaudeamus Oy.
Teaching methods
This course includes lectures, independent learning and an assignments on social work.
Employer connections
This course doesn´t include practical training. Some partners in working life will give lectures.
Exam schedules
The course does not include an exam.
Student workload
3 course credits.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, good (3)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, excellent (5)
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Assessment methods and criteria
Student writes an essay (evaluation 1-5).
Assessment criteria, satisfactory (1)
Performance does not reach level 1.
Assessment criteria, good (3)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, excellent (5)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field.
Assessment criteria, approved/failed
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field.
Qualifications
previous studies are not required
Enrollment
09.01.2024 - 12.01.2024
Timing
09.01.2024 - 01.03.2024
Credits
3 op
Virtual proportion (cr)
2.5 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
Students are able to define key theories and definitions of social work. Students are able to explain the role of social work in society. They are able to describe the scope of responsibilities for Bachelors of Social Services and analyse their significance in the overall system of social field services. Students are able to describe the need of and importance for social work within the scope of their future professional role. They know how to examine the association between social work and sustainable development. Students also examine their professional interests in the fields of social work.
Content
- the concept of social work
- various approaches in social work
- key theories of social work
- social work and its effect on the individual, community and society
- current issues in social work
- effectiveness of social work and socially sustainable development
- Bachelors of Social Services and social work
Materials
Jaakkola, H.2019. Valitse innostus. Voimakirja sosiaalialalle. PS –kustannus.
Juhila, K. 2015. Sosiaalityöntekijöinä ja asiakkaina. Sosiaalityön yhteiskunnalliset tehtävät ja paikat. Osuuskunta Vastapaino.
Kananoja, A., Lähteinen, M.& Marjamäki, P.2017.Sosiaalityön käsikirja. Tietosanoma Oy.
Mäkinen, P., Raatikainen, E., Rahikka, A. & Saarnio, T.2020. Ammattina sosionomi.
Raunio, K. 2009. Olennainen sosiaalityössä. Gaudeamus Oy.
Törrö, M.ym.2016.Vastavuoroinen sosiaalityö. Gaudeamus Oy.
Lisäksi mahdollinen muu opettajan osoittama materiaali.
Teaching methods
The course includes contact teaching in week 2 and 6 and study online and independent learning assignment.
Employer connections
This course doesn´t include practical training. Students visit to social work field.
Completion alternatives
Course can be studied in classroom or by e-learnig.
Student workload
81 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, good (3)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, excellent (5)
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Assessment methods and criteria
Student writes an essay (evaluation 1-5).
Assessment criteria, good (3)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, excellent (5)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, approved/failed
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Qualifications
previous studies are not required
Timing
08.01.2024 - 30.03.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 25
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
AVOINAMKOpen UAS
-
VAYLASOS24KVocational Secondary-education Pathway, Bachelor of Social Services
Objective
Students are able to define key theories and definitions of social work. Students are able to explain the role of social work in society. They are able to describe the scope of responsibilities for Bachelors of Social Services and analyse their significance in the overall system of social field services. Students are able to describe the need of and importance for social work within the scope of their future professional role. They know how to examine the association between social work and sustainable development. Students also examine their professional interests in the fields of social work.
Content
- the concept of social work
- various approaches in social work
- key theories of social work
- social work and its effect on the individual, community and society
- current issues in social work
- effectiveness of social work and socially sustainable development
- Bachelors of Social Services and social work
Materials
Jaakkola, H.2019. Valitse innostus. Voimakirja sosiaalialalle. PS –kustannus.
Juhila, K. 2015. Sosiaalityöntekijöinä ja asiakkaina. Sosiaalityön yhteiskunnalliset tehtävät ja paikat. Osuuskunta Vastapaino.
Kananoja, A., Lähteinen, M.& Marjamäki, P.2017.Sosiaalityön käsikirja. Tietosanoma Oy.
Mäkinen, P., Raatikainen, E., Rahikka, A. & Saarnio, T.2020. Ammattina sosionomi.
Raunio, K. 2009. Olennainen sosiaalityössä. Gaudeamus Oy.
Törrö, M.ym.2016.Vastavuoroinen sosiaalityö. Gaudeamus Oy.
Lisäksi mahdollinen muu opettajan osoittama materiaali.
Teaching methods
This course includes lessons, worklife learning, indepent learning and an assignment on social work.
Employer connections
This course doesn´t include practical training. Students visit to social work field.
Completion alternatives
Course can be studied in classroom or by e-learnig.
Student workload
81 hours
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, good (3)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, excellent (5)
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Assessment methods and criteria
Student writes an essay (evaluation 1-5).
Assessment criteria, good (3)
They know how to explain the concept and objectives of social work and describe various theories and approaches in social work. Students can also list responsibilities of Bachelors of Social Services. They are able to name links between social field work and sustainable development. Students can explain their professional interests in the social field.
Assessment criteria, excellent (5)
Students are able to define the concept and objectives of social work. They are also able to examine various approaches in social work, comparing them with most essential theoretical orientations of social work. Students can justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to examine the association between social field work and sustainable development. Students also examine their professional interests in the social field
Assessment criteria, approved/failed
Students are able to extensively define the concept and objectives of social work and analyse various approaches in social work, paying attention to the most essential theoretical orientations of social work. Students can extensively justify the expertise of Bachelors of Social Services in various responsibilities in social work and in the social field. They are able to analyse the association between social field work and sustainable development. Students also examine and justify their professional interests in the social field
Qualifications
previous studies are not required
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 15.12.2023
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Virpi Nikkola
Student groups
-
SOS21A
Objective
Students are able to bring their special contribution as Bachelors of Social Services to early childhood education. They have assimilated the importance of multisectoral co-operation and networking in early childhood education. They are able to describe the role of Bachelor of Social Services as part of an early childhood education team. Students are able to bring out how many kind of families exist and the importance to face multicultural families in sensitive way. Students have capacities to use family-centered orientation. Students are capable of reflecting on how the competence of Bachelors of Social Services can be useful for development of early childhood education services.
Content
- the competence of Bachelors of Social Services in early childhood education
- multiprofessionalims in early childhood education
- development of early childhood education
Materials
material chosen by the student
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognise some competence areas and strengths that Bachelors of Social Services have as regards early childhood education. They are able to recognise and define the role Bachelors of Social Services can have in multiprofessional teams.
Assessment criteria, good (3)
Students know the most important competence areas and strengths that Bachelors of Social Services have as regards early childhood education. They are able to describe and explain these areas and strengths using theoretical knowledge. Students are able to describe the role Bachelors of Social Services can have in multiprofessional teams. They know how the competence and strengths of Bachelors of Social Services can be used to develop early childhood education services.
Assessment criteria, excellent (5)
Using theoretical knowledge, students are able to extensively analyse the special competence and strengths that Bachelors of Social Services have as regards early childhood education. They have assimilated into the role of Bachelor of Social Services as part of a multiprofessional team, and are able to analyse and justify their role. Using multiple comparative perspectives, they are able to evaluate the competence that Bachelors of Social Services can bring to the development of early childhood education services.
Qualifications
All previous studies included in Early Chilhood Studies.
Further information
for the students who take Early Childhood Studies.
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 15.12.2023
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Virpi Nikkola
Student groups
-
SOS20B
-
MSOS22K
-
SOS20C
Objective
Students are able to bring their special contribution as Bachelors of Social Services to early childhood education. They have assimilated the importance of multisectoral co-operation and networking in early childhood education. They are able to describe the role of Bachelor of Social Services as part of an early childhood education team. Students are able to bring out how many kind of families exist and the importance to face multicultural families in sensitive way. Students have capacities to use family-centered orientation. Students are capable of reflecting on how the competence of Bachelors of Social Services can be useful for development of early childhood education services.
Content
- the competence of Bachelors of Social Services in early childhood education
- multiprofessionalims in early childhood education
- development of early childhood education
Materials
Literature presented at the beginning of the course. Also literature selected by the student.
Teaching methods
Orientation. Independent essay.
Employer connections
Does not include practical training.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognise some competence areas and strengths that Bachelors of Social Services have as regards early childhood education. They are able to recognise and define the role Bachelors of Social Services can have in multiprofessional teams.
Assessment criteria, good (3)
Students know the most important competence areas and strengths that Bachelors of Social Services have as regards early childhood education. They are able to describe and explain these areas and strengths using theoretical knowledge. Students are able to describe the role Bachelors of Social Services can have in multiprofessional teams. They know how the competence and strengths of Bachelors of Social Services can be used to develop early childhood education services.
Assessment criteria, excellent (5)
Using theoretical knowledge, students are able to extensively analyse the special competence and strengths that Bachelors of Social Services have as regards early childhood education. They have assimilated into the role of Bachelor of Social Services as part of a multiprofessional team, and are able to analyse and justify their role. Using multiple comparative perspectives, they are able to evaluate the competence that Bachelors of Social Services can bring to the development of early childhood education services.
Qualifications
All previous studies included in Early Chilhood Studies.
Further information
for the students who take Early Childhood Studies.
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 01.03.2024
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 25
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
Objective
Students gain basic knowledge and skills in creative activity methods and practices using narrative methods for example literature and other texts, writing, reminiscence, the storytelling method, methods promoting self-knowledge (the lifeline method, treasure map and diaries). Students understand how creative, culture and art methods can promote self-image, self-esteem, self-expression and sense of community. Students know how to organise goal-oriented group activities using narrative methods. They are able to motivate and encourage individuals and group members to express themselves using narrative methods. Students know how to work in a systematic manner in the area of creative activities and they are able to plan a full process of creative activity. Students are aware of their creative resources and they are motivated to use and develop these resources in the context of professional social field work.
Content
- creative group methods in the work of Bachelors of Social Services
- process in creative work
- narrative methods in creative group activities
- literature and other texts, writing, reminiscence, the storytelling method, methods promoting self-knowledge, the lifeline method, treasure map, diaries
- activity-based and experiential exercises using expressive methods
- the process of creative activity
- developing one's creative resources in the context of professional social field work
Materials
- Hohenthal?Antin, L. 2013. Muistellaan: luovat menetelmät muistisairaantukena. Jyväskylä: PS-kustannus
- Karlsson L. 2014. Sadutus- avain osallisuuden toimintakulttuuriin. Helsinki: PS-kustannus
- Lauerma, L. (2021). Suvun jäljillä, löydä oma tarinasi. Kirjapaja.
- additional material will be announced in the beginning of the study course
Teaching methods
Face-to-face teaching, exercises, independent tasks, familiarization with literature, planning and implementation of a group guidance exercise with a client group
Completion alternatives
As an alternative delivery method, studying via Living Lab, where the student completes the course by doing group supervision with clients, planning, implementation, evaluation report and one written assignment of the course. A more precise form of execution will be agreed upon with the teacher.
Student workload
106h, of which 16h of classroom teaching
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
The students
- have a good possession of the knowledge about creative methods and concepts in the field of narrative methods, described in learning objectives
- are able to plan and to implement a creative process using narrative methods as working tools
- are aware of their creative strengths
- are able to use their creative skills as working tools
- have capacities to reflect the ways how to apply use of narratives in the context of social work.
Assessment methods and criteria
The course is evaluated on a pass/fail scale. Methodical exercises and written assignments are done in the course, which are evaluated. In addition, the planning and implementation of the small group situation is evaluated.
In the approved performance, the student knows how to plan and implement the process of creative activity using methods that utilize storytelling. The student knows how to use his creative skills as a work tool and to consider the ways of applying storytelling in the context of professional work in the social sector.
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Use of Pictures in Group Activities
- Use of Drama Methods in Group Activities
Enrollment
02.05.2023 - 05.05.2023
Timing
18.03.2024 - 17.05.2024
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 22
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
Student groups
-
SOS22C
-
SOS22B
Objective
Students gain basic knowledge and skills in creative activity methods and practices using narrative methods for example literature and other texts, writing, reminiscence, the storytelling method, methods promoting self-knowledge (the lifeline method, treasure map and diaries). Students understand how creative, culture and art methods can promote self-image, self-esteem, self-expression and sense of community. Students know how to organise goal-oriented group activities using narrative methods. They are able to motivate and encourage individuals and group members to express themselves using narrative methods. Students know how to work in a systematic manner in the area of creative activities and they are able to plan a full process of creative activity. Students are aware of their creative resources and they are motivated to use and develop these resources in the context of professional social field work.
Content
- creative group methods in the work of Bachelors of Social Services
- process in creative work
- narrative methods in creative group activities
- literature and other texts, writing, reminiscence, the storytelling method, methods promoting self-knowledge, the lifeline method, treasure map, diaries
- activity-based and experiential exercises using expressive methods
- the process of creative activity
- developing one's creative resources in the context of professional social field work
Materials
- Hohenthal?Antin, L. 2013. Muistellaan: luovat menetelmät muistisairaantukena. Jyväskylä: PS-kustannus
- Karlsson L. 2014. Sadutus- avain osallisuuden toimintakulttuuriin. Helsinki: PS-kustannus
- Lauerma, L. (2021). Suvun jäljillä, löydä oma tarinasi. Kirjapaja.
- additional material will be announced in the beginning of the study course
Teaching methods
Face-to-face teaching, exercises, independent tasks, familiarization with literature, planning and implementation of a group guidance exercise with a client group
Completion alternatives
As an alternative delivery method, studying via Living Lab, where the student completes the course by doing group supervision with clients, planning, implementation, evaluation report and one written assignment of the course. A more precise form of execution will be agreed upon with the teacher.
Student workload
106h, of which 16h of classroom teaching
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
The students
- have a good possession of the knowledge about creative methods and concepts in the field of narrative methods, described in learning objectives
- are able to plan and to implement a creative process using narrative methods as working tools
- are aware of their creative strengths
- are able to use their creative skills as working tools
- have capacities to reflect the ways how to apply use of narratives in the context of social work.
Assessment methods and criteria
The course is evaluated on a pass/fail scale. Methodical exercises and written assignments are done in the course, which are evaluated. In addition, the planning and implementation of the small group situation is evaluated.
In the approved performance, the student knows how to plan and implement the process of creative activity using methods that utilize storytelling. The student knows how to use his creative skills as a work tool and to consider the ways of applying storytelling in the context of professional work in the social sector.
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Use of Pictures in Group Activities
- Use of Drama Methods in Group Activities
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 08.03.2024
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
- Taja Kiiskilä
Student groups
-
MSOS22SV
Objective
Students gain basic knowledge and skills in creative activity methods and practices using narrative methods for example literature and other texts, writing, reminiscence, the storytelling method, methods promoting self-knowledge (the lifeline method, treasure map and diaries). Students understand how creative, culture and art methods can promote self-image, self-esteem, self-expression and sense of community. Students know how to organise goal-oriented group activities using narrative methods. They are able to motivate and encourage individuals and group members to express themselves using narrative methods. Students know how to work in a systematic manner in the area of creative activities and they are able to plan a full process of creative activity. Students are aware of their creative resources and they are motivated to use and develop these resources in the context of professional social field work.
Content
- creative group methods in the work of Bachelors of Social Services
- process in creative work
- narrative methods in creative group activities
- literature and other texts, writing, reminiscence, the storytelling method, methods promoting self-knowledge, the lifeline method, treasure map, diaries
- activity-based and experiential exercises using expressive methods
- the process of creative activity
- developing one's creative resources in the context of professional social field work
Materials
Hohenthal Antin, L. 2013. Muistellaan: luovat menetelmät muistisairaantukena. Jyväskylä: PS-kustannus
Karlsson L. 2014. Sadutus- avain osallisuuden toimintakulttuuriin. Helsinki: PS-kustannus
http://issuu.com/heidikaartokallio/docs/kulttuurikuntouttajat_1_
Lauerma Liisa 2021 Suvun jäljllä, löydä oma tarinasi. Kirjapaja.
Sutinen Jussi 2010 SelfStory - elämäntarinamenetelmä.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
The students
- have a good possession of the knowledge about creative methods and concepts in the field of narrative methods, described in learning objectives
- are able to plan and to implement a creative process using narrative methods as working tools
- are aware of their creative strengths
- are able to use their creative skills as working tools
- have capacities to reflect the ways how to apply use of narratives in the context of social work.
Assessment methods and criteria
The course is evaluated as passed or failed
Qualifications
most part of the module Knowledge Base in Social Work
Further information
Students choose between this and the following courses:
- Use of Pictures in Group Activities
- Use of Drama Methods in Group Activities
Timing
22.01.2024 - 31.05.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
Student groups
-
SOS21B
-
SOS21A
-
SOS21C
-
MSOS22K
Objective
Students can explain about common technological and digital applications in welfare services, e.g. e-forms, video visits and online counselling. Students are familiar with technology which promotes independent living and community spirit, e.g. assistive aids, safety technology, intelligent homes and cities. Students are able to evaluate the applicability of technological services in individual cases, know how to counsel clients on the use of services and technology and how to act as one party in technology-based services. Students evaluate the suitability of technological solutions from the perspectives of client needs and sustainable development.
Content
- electronic services
- personal assistive aids
- technological equipment at home
- counselling clients on the use of technology
- counselling in a technological environment
Materials
Teacher's material
Teaching methods
Virtual learning, assignments and other activities in e-learning environment.
Student workload
78 hours independent work.
Content scheduling
- electronic services
- personal assistive aids
- technological equipment at home
- counselling clients on the use of technology
- counselling in a technological environment
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- are able to explain some most common welfare service applications, which use technology and digitalization
- are able to supervise clients in their basic use
- can define some welfare service applications, which use technology and promote independent housing and sense of community
Assessment criteria, good (3)
Students
- are able to explain several most common welfare service applications, which use technology and digitalization
- are able to supervise clients to use them
- can evaluate applicability of welfare service applications, which use technology and promote independent housing and sense of community from the perspective of individual client
- have capacities to guide clients to use services and equipment
Assessment criteria, excellent (5)
Students
- are able to explain welfare service applications, which use technology and digitalization
- are able to supervise clients to use these applications in wide range
- have capacities to guide clients to use services and equipment, which use technology and promote independent housing and sense of community
- are able to take into account the needs of individual client
- are able to include the perspective of sustainable development
Assessment methods and criteria
Online excercises
Qualifications
no prerequisities
Enrollment
02.01.2024 - 25.02.2024
Timing
04.03.2024 - 16.05.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 60
Degree programmes
- Bachelor of Health Care, Nursing
- Bachelor of Social Services
- Degree Programme in Public Health Nursing
- Bachelor of Health Care, Physiotherapy
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Pia Haapala
Objective
The study course introduces the possibilities of digitalization in the social and health care sector. It also concentrates on the factors that successful digitalization of the social and health sector requires and demands. The course introduces digital services in the social and health care sector, technologies for living at home environment, as well as robotics, artificial intelligence and mobile health technology solutions.
After competing this course, a student will be able to
- define the concepts related to technologies and digital services in the social and health care sector
- name digital services in the social and health care sector and identify their purposes of use
- take into account information security and data protection requirements in the social and health care sector
- evaluate ethics as part of the use of technologies and digital services
- justify the benefits of using technologies when planning accessible services
- explain the successful technology adoption process
- classify existing technological solutions that support living at home
- explain and justify the applications of robotics, artificial intelligence, and mobile health technology in the social and health care sector
Content
Concepts of digitalisation in the social and health sector
Digital services
Data security and protection
Ethics
Accessibility
Impöementation of technologies
Technologies for living at home
Robotics, artificial intelligence and mobile health technologies
realization.localizedApproveRejectDescription
Accepted:
A student can
• define the most central concepts of technologies and digital services in the social and health care sector
• name the most important digital services in use in the social and health care sector and identify their purposes of use
• consider information security and data protection in the social and health care sector
• evaluate ethics as part of the use of technologies and digital services
• evaluate the benefits of using technology when planning accessible services
• explain the main features of a successful technology adoption process
• classify the most important existing technological solutions that support living at home
• explain and evaluate the applications of robotics, artificial intelligence and mobile health technology in the social and health care sector
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, good (3)
x
Assessment criteria, excellent (5)
x
Assessment criteria, approved/failed
A student can
• define the most central concepts of technologies and digital services in the social and health care sector
• name the most important digital services in use in the social and health care sector and identify their purposes of use
• consider information security and data protection in the social and health care sector
• evaluate ethics as part of the use of technologies and digital services
• evaluate the benefits of using technology when planning accessible services
• explain the main features of a successful technology adoption process
• classify the most important existing technological solutions that support living at home
• explain and evaluate the applications of robotics, artificial intelligence and mobile health technology in the social and health care sector
Further information
The course is delivered virtually in the Moodle learning environment.
Enrollment
01.08.2023 - 31.08.2024
Timing
01.10.2023 - 31.10.2024
Credits
5 op
Virtual proportion (cr)
1 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Karoliina Kohtamäki
- Päivi Vähäsalo
- Testaus Peppi
Scheduling groups
- Pienryhmä G (Size: 0. Open UAS: 0.)
- Pienryhmä F (Size: 0. Open UAS: 0.)
Student groups
-
ILTATESTIMultimodal test group
Education groups
- Pienryhmä G
- Pienryhmä F
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 27.10.2023
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Helena Sarvikas
- Leena Elenius
Student groups
-
MSOS22K
Objective
Students know how to analyse their needs for information from various perspectives. They are able to name concepts related to their topic (in Finnish and in English) and analyse them hierarchically. Students select appropriate professional and scientific sources of information. They know how to use national and international social field databases and online services offered by SeUAS library. Students are able to critically interpret and evaluate the information and develop their information seeking skills. In referencing, they apply the SeUAS instructions for written assignments. Students are able to write relatively extensive texts which meet the criteria set for scientific writing. In communication, they assume responsibility for their action, observing agreements and ethical principles. Students have the skills and knowledge required in writing a maturity test.
Content
Information seeking:
- concept analysis and keywords (Finnish, English)
- producers of professional and research knowledge in the social field
- national and international databases and online services (SeUAS, the e-library of the Academic Library)
- online information seeking and tools for information seeking
- interpretation and evaluation of information, tools for information management
Communication:
-writing a Bachelor's Thesis
- demonstrating one's competence
- command of appropriate language, structure and style of scientific texts
- language planning and correct usage
- in-text references and reference list
- scientific article and research briefing
Materials
Hirsjärvi, S., Remes, P., & Sajavaara, P. (2009). Tutki ja kirjoita (15. uud. p.) Tammi. (tai uudempi painos).
Vilkka, H. (2020). Akateemisen lukemisen ja kirjoittamisen opas. PS-kustannus.
Vilkka, H (2021). Näin onnistut opinnäytetyössä: Ratkaisut tutkimuksen umpikujiin. PS-kustannus.
SeAMK Instructions for Written Work and Thesis Template.
SeAMK Library websites and other web resources and materials.
Other recommended material.
Teaching methods
Lectures, assignments, workshops.
Employer connections
Does not include any practising periods.
Student workload
53 hours
Further information
The content of the course is firmly integrated into student's thesis process
Assessment criteria, satisfactory (1)
Students recognize their needs for information and they choose sources of information. Students are able to use the collections that SeUAS Library offers and they recognize also other databases. Students can organize the information that they have found and they are able to evaluate it by using guidance. Written appearance and references in scientific writing produced by the student are insufficient.
Assessment criteria, good (3)
Students are able to classify their needs for information and they choose sources of information. Students are able to use multifunctionally the collections and the databases that SeUAS Library offers and they are able to use also other professional and scientific sources of information. Students can interpret the information that they have found, they are able to evaluate it and they can develop their skills of gaining information. Students product scientific texts, which have the objective, the meaning, the structure, the language, the style and the formulation, that mainly meet the requirements of scientific text. Students are able to apply SeUAS instructions.
Assessment criteria, excellent (5)
Students are able to classify their needs for information and they choose sources of information giving reasons to their choices. Students are able to use multifunctionally and critically the collections and the databases that SeUAS Library offers and they are able to use also other professional and scientific sources of information. Students can interpret fluently the information that they have found, they are able to evaluate it critically and they can develop their skills of gaining information. Students product scientific texts, which have the objective, the meaning, the structure, the language, the style and the formulation, that meet the requirements of scientific text. Students are able to apply SeUAS instructions independently and fluently.
Assessment methods and criteria
The course is evaluated in scale 1 - 5. Quality of assignments is taken into consideration (information seeking plan and written text examples).
Qualifications
Introduction to Information Skills in the Social Work Area/ Hyvinvointi ja elinolot
Communication Skills
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Helena Sarvikas
- Leena Elenius
Student groups
-
SOS21B
-
SOS21C
Objective
Students know how to analyse their needs for information from various perspectives. They are able to name concepts related to their topic (in Finnish and in English) and analyse them hierarchically. Students select appropriate professional and scientific sources of information. They know how to use national and international social field databases and online services offered by SeUAS library. Students are able to critically interpret and evaluate the information and develop their information seeking skills. In referencing, they apply the SeUAS instructions for written assignments. Students are able to write relatively extensive texts which meet the criteria set for scientific writing. In communication, they assume responsibility for their action, observing agreements and ethical principles. Students have the skills and knowledge required in writing a maturity test.
Content
Information seeking:
- concept analysis and keywords (Finnish, English)
- producers of professional and research knowledge in the social field
- national and international databases and online services (SeUAS, the e-library of the Academic Library)
- online information seeking and tools for information seeking
- interpretation and evaluation of information, tools for information management
Communication:
-writing a Bachelor's Thesis
- demonstrating one's competence
- command of appropriate language, structure and style of scientific texts
- language planning and correct usage
- in-text references and reference list
- scientific article and research briefing
Materials
Hirsjärvi, S., Remes, P., & Sajavaara, P. (2009). Tutki ja kirjoita (15. uud. p.) Tammi. (tai uudempi painos).
Vilkka, H. (2020). Akateemisen lukemisen ja kirjoittamisen opas. PS-kustannus.
Vilkka, H (2021). Näin onnistut opinnäytetyössä: Ratkaisut tutkimuksen umpikujiin. PS-kustannus.
SeAMK Instructions for Written Work and Thesis Template.
SeAMK Library websites and other web resources and materials.
Other recommended material.
Teaching methods
Lectures, assignments, workshops.
Employer connections
Does not include any practising periods.
Student workload
53 hours
Further information
The content of the course is firmly integrated into student's thesis process
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognize their needs for information and they choose sources of information. Students are able to use the collections that SeUAS Library offers and they recognize also other databases. Students can organize the information that they have found and they are able to evaluate it by using guidance. Written appearance and references in scientific writing produced by the student are insufficient.
Assessment criteria, good (3)
Students are able to classify their needs for information and they choose sources of information. Students are able to use multifunctionally the collections and the databases that SeUAS Library offers and they are able to use also other professional and scientific sources of information. Students can interpret the information that they have found, they are able to evaluate it and they can develop their skills of gaining information. Students product scientific texts, which have the objective, the meaning, the structure, the language, the style and the formulation, that mainly meet the requirements of scientific text. Students are able to apply SeUAS instructions.
Assessment criteria, excellent (5)
Students are able to classify their needs for information and they choose sources of information giving reasons to their choices. Students are able to use multifunctionally and critically the collections and the databases that SeUAS Library offers and they are able to use also other professional and scientific sources of information. Students can interpret fluently the information that they have found, they are able to evaluate it critically and they can develop their skills of gaining information. Students product scientific texts, which have the objective, the meaning, the structure, the language, the style and the formulation, that meet the requirements of scientific text. Students are able to apply SeUAS instructions independently and fluently.
Assessment methods and criteria
The course is evaluated in scale 1 - 5. Quality of assignments is taken into consideration (information seeking plan and written text examples).
Qualifications
Introduction to Information Skills in the Social Work Area/ Hyvinvointi ja elinolot
Communication Skills
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Helena Sarvikas
- Leena Elenius
Student groups
-
SOS21B
-
SOS21C
Objective
Students know how to analyse their needs for information from various perspectives. They are able to name concepts related to their topic (in Finnish and in English) and analyse them hierarchically. Students select appropriate professional and scientific sources of information. They know how to use national and international social field databases and online services offered by SeUAS library. Students are able to critically interpret and evaluate the information and develop their information seeking skills. In referencing, they apply the SeUAS instructions for written assignments. Students are able to write relatively extensive texts which meet the criteria set for scientific writing. In communication, they assume responsibility for their action, observing agreements and ethical principles. Students have the skills and knowledge required in writing a maturity test.
Content
Information seeking:
- concept analysis and keywords (Finnish, English)
- producers of professional and research knowledge in the social field
- national and international databases and online services (SeUAS, the e-library of the Academic Library)
- online information seeking and tools for information seeking
- interpretation and evaluation of information, tools for information management
Communication:
-writing a Bachelor's Thesis
- demonstrating one's competence
- command of appropriate language, structure and style of scientific texts
- language planning and correct usage
- in-text references and reference list
- scientific article and research briefing
Materials
Hirsjärvi, S., Remes, P., & Sajavaara, P. (2009). Tutki ja kirjoita (15. uud. p.) Tammi. (tai uudempi painos).
Vilkka, H. (2020). Akateemisen lukemisen ja kirjoittamisen opas. PS-kustannus.
Vilkka, H (2021). Näin onnistut opinnäytetyössä: Ratkaisut tutkimuksen umpikujiin. PS-kustannus.
SeAMK Instructions for Written Work and Thesis Template.
SeAMK Library websites and other web resources and materials.
Other recommended material.
Teaching methods
Lectures, assignments, workshops.
Employer connections
Does not include any practising periods.
Student workload
53 hours
Further information
The content of the course is firmly integrated into student's thesis process
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognize their needs for information and they choose sources of information. Students are able to use the collections that SeUAS Library offers and they recognize also other databases. Students can organize the information that they have found and they are able to evaluate it by using guidance. Written appearance and references in scientific writing produced by the student are insufficient.
Assessment criteria, good (3)
Students are able to classify their needs for information and they choose sources of information. Students are able to use multifunctionally the collections and the databases that SeUAS Library offers and they are able to use also other professional and scientific sources of information. Students can interpret the information that they have found, they are able to evaluate it and they can develop their skills of gaining information. Students product scientific texts, which have the objective, the meaning, the structure, the language, the style and the formulation, that mainly meet the requirements of scientific text. Students are able to apply SeUAS instructions.
Assessment criteria, excellent (5)
Students are able to classify their needs for information and they choose sources of information giving reasons to their choices. Students are able to use multifunctionally and critically the collections and the databases that SeUAS Library offers and they are able to use also other professional and scientific sources of information. Students can interpret fluently the information that they have found, they are able to evaluate it critically and they can develop their skills of gaining information. Students product scientific texts, which have the objective, the meaning, the structure, the language, the style and the formulation, that meet the requirements of scientific text. Students are able to apply SeUAS instructions independently and fluently.
Assessment methods and criteria
The course is evaluated in scale 1 - 5. Quality of assignments is taken into consideration (information seeking plan and written text examples).
Qualifications
Introduction to Information Skills in the Social Work Area/ Hyvinvointi ja elinolot
Communication Skills
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Helena Sarvikas
- Leena Elenius
Student groups
-
SOS21A
Objective
Students know how to analyse their needs for information from various perspectives. They are able to name concepts related to their topic (in Finnish and in English) and analyse them hierarchically. Students select appropriate professional and scientific sources of information. They know how to use national and international social field databases and online services offered by SeUAS library. Students are able to critically interpret and evaluate the information and develop their information seeking skills. In referencing, they apply the SeUAS instructions for written assignments. Students are able to write relatively extensive texts which meet the criteria set for scientific writing. In communication, they assume responsibility for their action, observing agreements and ethical principles. Students have the skills and knowledge required in writing a maturity test.
Content
Information seeking:
- concept analysis and keywords (Finnish, English)
- producers of professional and research knowledge in the social field
- national and international databases and online services (SeUAS, the e-library of the Academic Library)
- online information seeking and tools for information seeking
- interpretation and evaluation of information, tools for information management
Communication:
-writing a Bachelor's Thesis
- demonstrating one's competence
- command of appropriate language, structure and style of scientific texts
- language planning and correct usage
- in-text references and reference list
- scientific article and research briefing
Materials
Hirsjärvi, S., Remes, P., & Sajavaara, P. (2009). Tutki ja kirjoita (15. uud. p.) Tammi. (tai uudempi painos).
Vilkka, H. (2020). Akateemisen lukemisen ja kirjoittamisen opas. PS-kustannus.
Vilkka, H (2021). Näin onnistut opinnäytetyössä: Ratkaisut tutkimuksen umpikujiin. PS-kustannus.
SeAMK Instructions for Written Work and Thesis Template.
SeAMK Library websites and other web resources and materials.
Other recommended material.
Teaching methods
Lectures, assignments, workshops.
Employer connections
Does not include any practising periods.
Student workload
53 hours
Further information
The content of the course is firmly integrated into student's thesis process
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students recognize their needs for information and they choose sources of information. Students are able to use the collections that SeUAS Library offers and they recognize also other databases. Students can organize the information that they have found and they are able to evaluate it by using guidance. Written appearance and references in scientific writing produced by the student are insufficient.
Assessment criteria, good (3)
Students are able to classify their needs for information and they choose sources of information. Students are able to use multifunctionally the collections and the databases that SeUAS Library offers and they are able to use also other professional and scientific sources of information. Students can interpret the information that they have found, they are able to evaluate it and they can develop their skills of gaining information. Students product scientific texts, which have the objective, the meaning, the structure, the language, the style and the formulation, that mainly meet the requirements of scientific text. Students are able to apply SeUAS instructions.
Assessment criteria, excellent (5)
Students are able to classify their needs for information and they choose sources of information giving reasons to their choices. Students are able to use multifunctionally and critically the collections and the databases that SeUAS Library offers and they are able to use also other professional and scientific sources of information. Students can interpret fluently the information that they have found, they are able to evaluate it critically and they can develop their skills of gaining information. Students product scientific texts, which have the objective, the meaning, the structure, the language, the style and the formulation, that meet the requirements of scientific text. Students are able to apply SeUAS instructions independently and fluently.
Assessment methods and criteria
The course is evaluated in scale 1 - 5. Quality of assignments is taken into consideration (information seeking plan and written text examples).
Qualifications
Introduction to Information Skills in the Social Work Area/ Hyvinvointi ja elinolot
Communication Skills
Enrollment
09.01.2024 - 12.01.2024
Timing
01.01.2024 - 31.07.2024
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
Objective
- The student is able to use office software, various online services and online learning environment, taking into account data protection and copyright issues.
- The student will be able to apply basic IT skills in new hardware and software environments
Content
Introduction to office software
Word processing
- settings according to the instructions for written work
- document standard
Spreadsheet
- calculation models
- diagrams
Presentation graphics
- presentation content and structure
- presentation settings
Use of online services
Cloud computing
- web conferencing as a working tool
Data protection
Copyright
Materials
Coursematerials in the Moodle.
Teaching methods
Independent studies in virtual environment, assignments.
Student workload
Studients study-time: 1 h for orientation and 103 h for independet studies.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students will identify the most common office software and online services. The student will be able to use simple basic office software and understand the importance of data protection and copyright.
Assessment criteria, good (3)
The student will be able to identify the use of office software and online services and understand how they work and how they can be used as tools for personal work. The student is able to use office software in a variety of situations, taking into account data protection and copyright.
Assessment criteria, excellent (5)
The student will identify office software and online services and understand how they can be used. The student is able to apply office software and online services independently and in a variety of ways, taking into account data protection and copyright issues in different situations.
Assessment methods and criteria
Independent assignments (Scale 1-5).
Enrollment
29.08.2023 - 01.09.2023
Timing
04.09.2023 - 15.12.2023
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
Student groups
-
SOS23BBachelor of Social Services, Full-time studies
Objective
- The student is able to use office software, various online services and online learning environment, taking into account data protection and copyright issues.
- The student will be able to apply basic IT skills in new hardware and software environments
Content
Introduction to office software
Word processing
- settings according to the instructions for written work
- document standard
Spreadsheet
- calculation models
- diagrams
Presentation graphics
- presentation content and structure
- presentation settings
Use of online services
Cloud computing
- web conferencing as a working tool
Data protection
Copyright
Materials
Coursematerials in the Moodle.
Teaching methods
Independent studies in virtual environment, assignments.
Student workload
Studients study-time: 1 h for orientation and 103 h for independet studies.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students will identify the most common office software and online services. The student will be able to use simple basic office software and understand the importance of data protection and copyright.
Assessment criteria, good (3)
The student will be able to identify the use of office software and online services and understand how they work and how they can be used as tools for personal work. The student is able to use office software in a variety of situations, taking into account data protection and copyright.
Assessment criteria, excellent (5)
The student will identify office software and online services and understand how they can be used. The student is able to apply office software and online services independently and in a variety of ways, taking into account data protection and copyright issues in different situations.
Assessment methods and criteria
Independent assignments (Scale 1-5).
Enrollment
29.08.2023 - 01.09.2023
Timing
04.09.2023 - 15.12.2023
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
Objective
- The student is able to use office software, various online services and online learning environment, taking into account data protection and copyright issues.
- The student will be able to apply basic IT skills in new hardware and software environments
Content
Introduction to office software
Word processing
- settings according to the instructions for written work
- document standard
Spreadsheet
- calculation models
- diagrams
Presentation graphics
- presentation content and structure
- presentation settings
Use of online services
Cloud computing
- web conferencing as a working tool
Data protection
Copyright
Materials
Coursematerials in the Moodle.
Teaching methods
Independent studies in virtual environment, assignments.
Student workload
Studients study-time: 1 h for orientation and 103 h for independet studies.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students will identify the most common office software and online services. The student will be able to use simple basic office software and understand the importance of data protection and copyright.
Assessment criteria, good (3)
The student will be able to identify the use of office software and online services and understand how they work and how they can be used as tools for personal work. The student is able to use office software in a variety of situations, taking into account data protection and copyright.
Assessment criteria, excellent (5)
The student will identify office software and online services and understand how they can be used. The student is able to apply office software and online services independently and in a variety of ways, taking into account data protection and copyright issues in different situations.
Assessment methods and criteria
Independent assignments (Scale 1-5).
Enrollment
09.01.2024 - 12.01.2024
Timing
08.01.2024 - 31.05.2024
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
Student groups
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
- The student is able to use office software, various online services and online learning environment, taking into account data protection and copyright issues.
- The student will be able to apply basic IT skills in new hardware and software environments
Content
Introduction to office software
Word processing
- settings according to the instructions for written work
- document standard
Spreadsheet
- calculation models
- diagrams
Presentation graphics
- presentation content and structure
- presentation settings
Use of online services
Cloud computing
- web conferencing as a working tool
Data protection
Copyright
Materials
Coursematerials in the Moodle.
Teaching methods
Independent studies in virtual environment, assignments.
Student workload
Studients study-time: 1 h for orientation and 103 h for independet studies.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students will identify the most common office software and online services. The student will be able to use simple basic office software and understand the importance of data protection and copyright.
Assessment criteria, good (3)
The student will be able to identify the use of office software and online services and understand how they work and how they can be used as tools for personal work. The student is able to use office software in a variety of situations, taking into account data protection and copyright.
Assessment criteria, excellent (5)
The student will identify office software and online services and understand how they can be used. The student is able to apply office software and online services independently and in a variety of ways, taking into account data protection and copyright issues in different situations.
Assessment methods and criteria
Independent assignments (Scale 1-5).
Enrollment
02.05.2023 - 15.09.2023
Timing
01.08.2023 - 05.12.2023
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
Student groups
-
SOPE23SBasics of socionomic work
Objective
- The student is able to use office software, various online services and online learning environment, taking into account data protection and copyright issues.
- The student will be able to apply basic IT skills in new hardware and software environments
Content
Introduction to office software
Word processing
- settings according to the instructions for written work
- document standard
Spreadsheet
- calculation models
- diagrams
Presentation graphics
- presentation content and structure
- presentation settings
Use of online services
Cloud computing
- web conferencing as a working tool
Data protection
Copyright
Materials
Coursematerials in the Moodle.
Teaching methods
Independent studies in virtual environment, assignments.
Student workload
Studients study-time: 1 h for orientation and 103 h for independet studies.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students will identify the most common office software and online services. The student will be able to use simple basic office software and understand the importance of data protection and copyright.
Assessment criteria, good (3)
The student will be able to identify the use of office software and online services and understand how they work and how they can be used as tools for personal work. The student is able to use office software in a variety of situations, taking into account data protection and copyright.
Assessment criteria, excellent (5)
The student will identify office software and online services and understand how they can be used. The student is able to apply office software and online services independently and in a variety of ways, taking into account data protection and copyright issues in different situations.
Assessment methods and criteria
Independent assignments (Scale 1-5).
Enrollment
17.04.2023 - 11.10.2023
Timing
23.10.2023 - 17.12.2023
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Health Care, Nursing
- Bachelor of Construction Site Management
- Master of Engineering, Construction Engineering
- Bachelor of Business Administration, Business Management
- Bachelor of Social Services
- Bachelor of Hospitality Management
- Bachelor of Business Administration, SME Business Management
- Bachelor of Natural Resources, Agriculture and Rural Enterprises
- Bachelor of Engineering, Information Technology
- Bachelor of Engineering, Automation Engineering
- Bachelor of Engineering, Food Processing and Biotechnology
- Bachelor of Health Care, Physiotherapy
- Bachelor of Engineering, Mechanical Engineering
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Juha Yli-Hemminki
Student groups
-
AUTE23BBachelor of Engineering, Automation Engineering
Objective
- The student is able to use office software, various online services and online learning environment, taking into account data protection and copyright issues.
- The student will be able to apply basic IT skills in new hardware and software environments
Content
Introduction to office software
Word processing
- settings according to the instructions for written work
- document standard
Spreadsheet
- calculation models
- diagrams
Presentation graphics
- presentation content and structure
- presentation settings
Use of online services
Cloud computing
- web conferencing as a working tool
Data protection
Copyright
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students will identify the most common office software and online services. The student will be able to use simple basic office software and understand the importance of data protection and copyright.
Assessment criteria, good (3)
The student will be able to identify the use of office software and online services and understand how they work and how they can be used as tools for personal work. The student is able to use office software in a variety of situations, taking into account data protection and copyright.
Assessment criteria, excellent (5)
The student will identify office software and online services and understand how they can be used. The student is able to apply office software and online services independently and in a variety of ways, taking into account data protection and copyright issues in different situations.
Enrollment
15.12.2023 - 21.04.2024
Timing
08.01.2024 - 31.05.2024
Credits
4 op
Virtual proportion (cr)
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Health Care, Nursing
- Bachelor of Construction Site Management
- Master of Engineering, Construction Engineering
- Bachelor of Business Administration, Business Management
- Bachelor of Social Services
- Bachelor of Hospitality Management
- Bachelor of Business Administration, SME Business Management
- Bachelor of Natural Resources, Agriculture and Rural Enterprises
- Bachelor of Engineering, Information Technology
- Bachelor of Engineering, Automation Engineering
- Bachelor of Engineering, Food Processing and Biotechnology
- Bachelor of Health Care, Physiotherapy
- Bachelor of Engineering, Mechanical Engineering
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Raija Kangassalo
Objective
- The student is able to use office software, various online services and online learning environment, taking into account data protection and copyright issues.
- The student will be able to apply basic IT skills in new hardware and software environments
Content
Introduction to office software
Word processing
- settings according to the instructions for written work
- document standard
Spreadsheet
- calculation models
- diagrams
Presentation graphics
- presentation content and structure
- presentation settings
Use of online services
Cloud computing
- web conferencing as a working tool
Data protection
Copyright
Materials
Material assigned by the teacher in Moodle
Teaching methods
independent online study
Student workload
Student workload 108 h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students will identify the most common office software and online services. The student will be able to use simple basic office software and understand the importance of data protection and copyright.
Assessment criteria, good (3)
The student will be able to identify the use of office software and online services and understand how they work and how they can be used as tools for personal work. The student is able to use office software in a variety of situations, taking into account data protection and copyright.
Assessment criteria, excellent (5)
The student will identify office software and online services and understand how they can be used. The student is able to apply office software and online services independently and in a variety of ways, taking into account data protection and copyright issues in different situations.
Assessment methods and criteria
Independent assingments, Moodle exams
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 22.10.2023
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 24
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Kohtamäki
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
Objective
Students are prepared to use activity-based group work methods in their work with clients. Students know laws of group dynamics. They know which factors influence starting, maintaining and ending group processes. Students recognise needs for activity-based group methods and are familiar with various action models. Students know how activity-based methods can be used to support various client group's wellbeing, ability to function and self-realization and how the methods can promote group formation, sense of community and clients' goals. Students know the principles of social encouragement and sociocultural work in Finnish and international contexts. They know how to encourage groups of clients to recognise their own way of expressing themselves through activities or interests and how to encourage clients to acquire the necessary skills and other resources and to commit themselves to common activity. Students are able to promote the group process to ensure group members' participation and constructive solutions to potential conflicts.
Content
- group work as a method in social work
- group dynamics, group process
- goal-oriented group facilitation
- sociocultural methods. social encouragement
- activity-based group methods in the Bachelor of Social Services' work, TTAP (Therapeutic Thematic Arts Programming)
- music, drama, exercise, craft
- Activity-based group work from the perspective of social engouragement
Materials
- Leskinen, E. (2009). Ryhmä toimimaan. Vinkkejä tutustumiseen, oppimiseen ja yhteistyöhön.
- Kataja J., Jaakkola T. ja Liukkonen J. (2011): Ryhmä liikkeelle! Toiminnallisia harjoituksia ryhmän kehittämiseksi.
- Niemistö, R. (2007). (7.p) Ryhmän luovuus ja kehitysehdot. Palmenia-kustannus
- Toseland, Ronald. W., Rivas, Robert. F. (2012). An Introduction to Group Work Practice. Seventh Edition.
- Kurki, L. (2000). Sosiokulttuurinen innostaminen.
- Malte-Colliard, K. & Marjukka L. (toim.) (2013). Voimaa taiteesta - Malleja taiteen soveltamiseen hyvinvointialalla.
- Levine Madori L. (2010). Therapeutic Thematic Arts Programming - Menetelmä ikääntyneiden aikuisten hoidossa ja kuntoutuksessa.
- Ruuskanen P., Savolainen K. ja Suonio M. (toim.) (2011). Toivo sosiaalisessa: Toivoa luova toimintakulttuuri sosiaalityössä.
- Karjalainen, A-L. (2019). Luovan toiminnan työtavat Käsikirja sosiaali- ja terveysalalle
Teaching methods
- lectures, excercises in group facilitation (supervision), independent study, expert visits
- group supervision
- reporting
- Studyfying is possibly
Employer connections
the study course does not include practice
Student workload
106 hours, of which lectures 24 hours, excercises 40 hours, independent study 42 hours
Further information
Students can choose between this and the following courses:
- Facilitating Pedagogical Groups
- Facilitating Psychosocial Groups
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to name activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the main principles of social encouragement and sociocultural work both in national and in international context
- they have capacities to promote the group-process in activity-based groups under supervision
Assessment criteria, good (3)
The students
- are able to use activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the principles of social encouragement and sociocultural work both in national and in international context
- have competences to client-centered and sensitive acting in different supervision situations
- have competences to goal-oriented acting in complex group situations
- know how to be flexible, systematic, creative and active while supervising a activity-based group
Assessment criteria, excellent (5)
The students
- are able to use different activity-based group work methods in the field of social work
- have competences to indicate creative and innovative problem-solving capacity while supervising activity-based groups
- are able to analyze, how a goal-oriented, activity-based group supports well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- possess the knowledge of the principles of social encouragement and sociocultural work both in national and in international context
- have capacities to review and critically evaluate their individual group supervision skills and acting in the group
- have capacities to supervise activity-based groups in flexible, systematic, creative and active way
- have readiness to create and develop professional interaction and co-operation which support the clients? participation, while acting as supervisor of a activity-based group
Assessment methods and criteria
to be announced in the beginning of the study course
Assessment criteria, good (3)
The students
- are able to name activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the main principles of social encouragement and sociocultural work both in national and in international context
- they have capacities to promote the group-process in activity-based groups under supervision
Assessment criteria, excellent (5)
The students
- are able to use activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the principles of social encouragement and sociocultural work both in national and in international context
- have competences to client-centered and sensitive acting in different supervision situations
- have competences to goal-oriented acting in complex group situations
- know how to be flexible, systematic, creative and active while supervising a activity-based group
Assessment criteria, approved/failed
The students
- are able to use different activity-based group work methods in the field of social work
- have competences to indicate creative and innovative problem-solving capacity while supervising activity-based groups
- are able to analyze, how a goal-oriented, activity-based group supports well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- possess the knowledge of the principles of social encouragement and sociocultural work both in national and in international context
- have capacities to review and critically evaluate their individual group supervision skills and acting in the group
- have capacities to supervise activity-based groups in flexible, systematic, creative and active way
- have readiness to create and develop professional interaction and co-operation which support the clients? participation, while acting as supervisor of a activity-based group
Qualifications
major part of the module Knowledge Base of Social Work
Further information
Students can choose between this and the following courses:
- Facilitating Pedagogical Groups
- Facilitating Psychosocial Groups
Enrollment
02.05.2023 - 05.05.2023
Timing
18.03.2024 - 17.05.2024
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 24
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Kohtamäki
Student groups
-
SOS22C
-
SOS22B
Objective
Students are prepared to use activity-based group work methods in their work with clients. Students know laws of group dynamics. They know which factors influence starting, maintaining and ending group processes. Students recognise needs for activity-based group methods and are familiar with various action models. Students know how activity-based methods can be used to support various client group's wellbeing, ability to function and self-realization and how the methods can promote group formation, sense of community and clients' goals. Students know the principles of social encouragement and sociocultural work in Finnish and international contexts. They know how to encourage groups of clients to recognise their own way of expressing themselves through activities or interests and how to encourage clients to acquire the necessary skills and other resources and to commit themselves to common activity. Students are able to promote the group process to ensure group members' participation and constructive solutions to potential conflicts.
Content
- group work as a method in social work
- group dynamics, group process
- goal-oriented group facilitation
- sociocultural methods. social encouragement
- activity-based group methods in the Bachelor of Social Services' work, TTAP (Therapeutic Thematic Arts Programming)
- music, drama, exercise, craft
- Activity-based group work from the perspective of social engouragement
Materials
- Leskinen, E. (2009). Ryhmä toimimaan. Vinkkejä tutustumiseen, oppimiseen ja yhteistyöhön.
- Kataja J., Jaakkola T. ja Liukkonen J. (2011): Ryhmä liikkeelle! Toiminnallisia harjoituksia ryhmän kehittämiseksi.
- Niemistö, R. (2007). (7.p) Ryhmän luovuus ja kehitysehdot. Palmenia-kustannus
- Toseland, Ronald. W., Rivas, Robert. F. (2012). An Introduction to Group Work Practice. Seventh Edition.
- Kurki, L. (2000). Sosiokulttuurinen innostaminen.
- Malte-Colliard, K. & Marjukka L. (toim.) (2013). Voimaa taiteesta - Malleja taiteen soveltamiseen hyvinvointialalla.
- Levine Madori L. (2010). Therapeutic Thematic Arts Programming - Menetelmä ikääntyneiden aikuisten hoidossa ja kuntoutuksessa.
- Ruuskanen P., Savolainen K. ja Suonio M. (toim.) (2011). Toivo sosiaalisessa: Toivoa luova toimintakulttuuri sosiaalityössä.
- Karjalainen, A-L. (2019). Luovan toiminnan työtavat Käsikirja sosiaali- ja terveysalalle
Teaching methods
- lectures, excercises in group facilitation (supervision), independent study, expert visits
- group supervision
- reporting in presenting in seminar
- Studyfying is possibly
Employer connections
the study course does not include practice
Student workload
106 hours, of which lectures 24 hours, excercises 40 hours, independent study 42 hours
Further information
Students can choose between this and the following courses:
- Facilitating Pedagogical Groups
- Facilitating Psychosocial Groups
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to name activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the main principles of social encouragement and sociocultural work both in national and in international context
- they have capacities to promote the group-process in activity-based groups under supervision
Assessment criteria, good (3)
The students
- are able to use activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the principles of social encouragement and sociocultural work both in national and in international context
- have competences to client-centered and sensitive acting in different supervision situations
- have competences to goal-oriented acting in complex group situations
- know how to be flexible, systematic, creative and active while supervising a activity-based group
Assessment criteria, excellent (5)
The students
- are able to use different activity-based group work methods in the field of social work
- have competences to indicate creative and innovative problem-solving capacity while supervising activity-based groups
- are able to analyze, how a goal-oriented, activity-based group supports well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- possess the knowledge of the principles of social encouragement and sociocultural work both in national and in international context
- have capacities to review and critically evaluate their individual group supervision skills and acting in the group
- have capacities to supervise activity-based groups in flexible, systematic, creative and active way
- have readiness to create and develop professional interaction and co-operation which support the clients? participation, while acting as supervisor of a activity-based group
Assessment methods and criteria
to be announced in the beginning of the study course
Assessment criteria, good (3)
The students
- are able to name activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the main principles of social encouragement and sociocultural work both in national and in international context
- they have capacities to promote the group-process in activity-based groups under supervision
Assessment criteria, excellent (5)
The students
- are able to use activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the principles of social encouragement and sociocultural work both in national and in international context
- have competences to client-centered and sensitive acting in different supervision situations
- have competences to goal-oriented acting in complex group situations
- know how to be flexible, systematic, creative and active while supervising a activity-based group
Assessment criteria, approved/failed
The students
- are able to use different activity-based group work methods in the field of social work
- have competences to indicate creative and innovative problem-solving capacity while supervising activity-based groups
- are able to analyze, how a goal-oriented, activity-based group supports well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- possess the knowledge of the principles of social encouragement and sociocultural work both in national and in international context
- have capacities to review and critically evaluate their individual group supervision skills and acting in the group
- have capacities to supervise activity-based groups in flexible, systematic, creative and active way
- have readiness to create and develop professional interaction and co-operation which support the clients? participation, while acting as supervisor of a activity-based group
Qualifications
major part of the module Knowledge Base of Social Work
Further information
Students can choose between this and the following courses:
- Facilitating Pedagogical Groups
- Facilitating Psychosocial Groups
Enrollment
02.05.2023 - 05.05.2023
Timing
28.08.2023 - 15.12.2023
Credits
4 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Pia-Christine Sainio
Student groups
-
MSOS22SV
Objective
Students are prepared to use activity-based group work methods in their work with clients. Students know laws of group dynamics. They know which factors influence starting, maintaining and ending group processes. Students recognise needs for activity-based group methods and are familiar with various action models. Students know how activity-based methods can be used to support various client group's wellbeing, ability to function and self-realization and how the methods can promote group formation, sense of community and clients' goals. Students know the principles of social encouragement and sociocultural work in Finnish and international contexts. They know how to encourage groups of clients to recognise their own way of expressing themselves through activities or interests and how to encourage clients to acquire the necessary skills and other resources and to commit themselves to common activity. Students are able to promote the group process to ensure group members' participation and constructive solutions to potential conflicts.
Content
- group work as a method in social work
- group dynamics, group process
- goal-oriented group facilitation
- sociocultural methods. social encouragement
- activity-based group methods in the Bachelor of Social Services' work, TTAP (Therapeutic Thematic Arts Programming)
- music, drama, exercise, craft
- Activity-based group work from the perspective of social engouragement
Location and time
-
Teaching methods
Online implementation, but in addition to that, the Study Course makes use of the group's close sessions in the workshop in weeks 35, 39, and 50. In the course utilizes the Moodle platform for independent, pair and small group assignments.
Employer connections
Does not including practical training.
Visiting to a social welfare or early childhood education office.
Possibility to visit and have visitors in the coming weeks
Exam schedules
Will be announced at the beginning of the course.
International connections
-
Completion alternatives
-
Student workload
4 credits = 108 hours, some of which are in contact classes and workshops in the next few weeks and some are online independently working on the Moodle platform.
Content scheduling
-
Further information
During of the course, we try and planning different functional and creative methods.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to name activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the main principles of social encouragement and sociocultural work both in national and in international context
- they have capacities to promote the group-process in activity-based groups under supervision
Assessment criteria, good (3)
The students
- are able to use activity-based group work methods in the field of social work
- know the principles of group dynamics
- are able to recognize the needs for and models of activity-based group work
- are able to recognize, how a goal-oriented, activity-based group can support well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- can recognize, how to act in different activity-based group supervising situations
- are able to recognize the principles of social encouragement and sociocultural work both in national and in international context
- have competences to client-centered and sensitive acting in different supervision situations
- have competences to goal-oriented acting in complex group situations
- know how to be flexible, systematic, creative and active while supervising a activity-based group
Assessment criteria, excellent (5)
The students
- are able to use different activity-based group work methods in the field of social work
- have competences to indicate creative and innovative problem-solving capacity while supervising activity-based groups
- are able to analyze, how a goal-oriented, activity-based group supports well-being, functional capacities and self-realization , how it strengthens group process and community spirit.
- possess the knowledge of the principles of social encouragement and sociocultural work both in national and in international context
- have capacities to review and critically evaluate their individual group supervision skills and acting in the group
- have capacities to supervise activity-based groups in flexible, systematic, creative and active way
- have readiness to create and develop professional interaction and co-operation which support the clients? participation, while acting as supervisor of a activity-based group
Assessment methods and criteria
The assessment is based on the student's active participation, producing a plan of functional methods and reporting on it, visiting the study and reporting the visit, and the seminar presentation.
Qualifications
major part of the module Knowledge Base of Social Work
Further information
Students can choose between this and the following courses:
- Facilitating Pedagogical Groups
- Facilitating Psychosocial Groups
Enrollment
20.11.2023 - 21.01.2024
Timing
01.02.2024 - 31.05.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Health Care, Nursing
- Bachelor of Social Services
- Degree Programme in Public Health Nursing
- Bachelor of Health Care, Physiotherapy
- Bachelor of Social Services and Health Care, Applied Gerontology
Teachers
- Minna Laitila
Objective
- The student can describe the key elements of recovery and recovery orientation and can apply them in client work.
- The student is familiar with the importance of personal recovery based on research and experience.
- The student knows the basic principles of measuring recovery at individual and organisational level
- The student adopts a recovery orientation as a central starting point and guiding value in mental health and substance misuse work
- Students will recognise the potential of experiential knowledge in mental health and substance misuse work and be able to make use of experiential knowledge and peer learning
Content
Recovery and recovery orientation
- Personal recovery
- The importance of recovery
- Measuring recovery
- Experiential expertise, peer support and recovery
Materials
Material in Moodle
Teaching methods
Independent studies in Moodle
Student workload
1 ECTS = appr. 27 hours of student's work
realization.localizedApproveRejectDescription
Passed/failed
Passed
The student can describe the content of the concepts of recovery and recovery orientation.
The student demonstrates an understanding of the significance of recovery orientation and experiential knowledge.
The student has participated in the implementation of the course and completed the assigned tasks.
Failed
The student cannot describe the content of the concepts of recovery and recovery orientation.
The student has not familiarized themselves with the significance of recovery orientation and experiential knowledge.
The student did not participate in the implementation of the course and/or complete the assigned tasks.
Evaluation scale
Passed/failed
Assessment criteria, approved/failed
Passed/failed
Passed
The student can describe the content of the concepts of recovery and recovery orientation.
The student demonstrates an understanding of the significance of recovery orientation and experiential knowledge.
The student has participated in the implementation of the course and completed the assigned tasks.
Failed
The student cannot describe the content of the concepts of recovery and recovery orientation.
The student has not familiarized themselves with the significance of recovery orientation and experiential knowledge.
The student did not participate in the implementation of the course and/or complete the assigned tasks.
Assessment methods and criteria
Accomplishing given assignments in Moodle
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics
Content
- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work
Materials
Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa
Teaching methods
Network course
Student workload
52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.
Assessment methods and criteria
Evaluation of Students' work made in e-learning platform.
Qualifications
No prerequisites
Enrollment
17.04.2023 - 20.04.2023
Timing
04.03.2024 - 17.05.2024
Credits
2 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Hilkka Latva-Somppi
Student groups
-
SOS23A
Objective
The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics
Content
- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work
Materials
Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa
Teaching methods
Network course
Student workload
52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.
Assessment methods and criteria
Evaluation of Students' work made in e-learning platform.
Qualifications
No prerequisites
Enrollment
17.04.2023 - 20.04.2023
Timing
01.08.2023 - 31.12.2023
Credits
2 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
MSOS22SV
Objective
The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics
Content
- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work
Materials
Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa
Student workload
52 hours of student work, of which 1 hours course onlineorientation -lesson and 51 hours independent work.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.
Qualifications
No prerequisites
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 27.10.2023
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 80
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS22C
-
SOS22B
Objective
The student is able to
- identify differences in scientific and everyday thinking
- define different approaches to research and basics concepts of research
- present the stages of a research process and reporting (structure)
- explain the importance of critical thinking in research and development work
- give examples of the meaning of research ethics
Content
- scientific and everyday thinking
- general research ethics
- central research methods
- basic concepts and structure of research
- states of research process and report
- research&development approach to work
Materials
Network-materials in Moodle.
Hirsjärvi, S., Remes, P. & Sajavaara. Tutki ja kirjoita.
Heikkilä Tarja. Tilastollinen tutkimus.
Metsämuuronen. Tutkimuksen tekemisen perusteet ihmistieteissä.
Tuomi & Sarajärvi. Laadullinen tutkimus ja sisällönanalyysi.
Salonen, Kari et.al. 2017. Kehittämistoiminta ja kehittämistoiminnan menetelmiä ammatillisessa koulutuksessa
Teaching methods
Network course
Student workload
52 hours of student work, of which 1 hours course orientation -lesson and 51 hours independent work.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
- Pass/fail
Pass:
The student demonstrates the competencies defined as the learning goals of the course and acceptably carries out the possible assignments related to the course.
Fail:
The student does not achieve the learning goals of the course and is not able to demonstrate their competencies.
Assessment methods and criteria
Evaluation of Students' work made in e-learning platform.
Qualifications
No prerequisites
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 22.10.2023
Credits
2 op
Virtual proportion (cr)
0.6 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Välimäki
- Elina Kangasluoma
- Kari Jokiranta
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students are able to
- plan their studies in accordance with their own career plans
- develop their job seeking skills in different ways
- identify their own career opportunities
- anticipate the changing needs of working life
- identify the effects of multiculturalism and globalisation on working life and interaction
- function in an international operational environment and make use of international networks
- plan their personal internationalisation in studies and working life
Content
- rules of working life and working life skills
- anticipating the needs of future working life
- career planning and job seeking skills
- goal-oriented planning of studies from the viewpoint of the student’s own career plans
- personal internationalisation planning
- opportunities of study and training abroad
- international operational environment and multiculturalism
- international networks
Materials
Learning material shown by the course teachers.
Teaching methods
Contact learning and online learning.
Completion alternatives
Online learning
Student workload
Contact learning and online learning. 54 hours.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
Pass: The student participates in the classes of the course and shows the knowledge and skills listed in the learning outcomes in class and/or by completing the required course assignments.
Fail: The student does not reach the learning outcomes of the course and is not able to show required knowledge and skills
Assessment methods and criteria
Contact learning and online learning.
Qualifications
Course: Studying in an University of Applied Sciences
Recommended optional programme components:
The student advisor will recommend optional programme components for each student based on their individual study plan.
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 17.05.2024
Credits
2 op
Virtual proportion (cr)
0.6 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Välimäki
- Elina Kangasluoma
- Kari Jokiranta
Student groups
-
SOS23A
Objective
Students are able to
- plan their studies in accordance with their own career plans
- develop their job seeking skills in different ways
- identify their own career opportunities
- anticipate the changing needs of working life
- identify the effects of multiculturalism and globalisation on working life and interaction
- function in an international operational environment and make use of international networks
- plan their personal internationalisation in studies and working life
Content
- rules of working life and working life skills
- anticipating the needs of future working life
- career planning and job seeking skills
- goal-oriented planning of studies from the viewpoint of the student’s own career plans
- personal internationalisation planning
- opportunities of study and training abroad
- international operational environment and multiculturalism
- international networks
Materials
Learning material shown by the course teachers.
Teaching methods
Contact learning and online learning.
Completion alternatives
Online learning
Student workload
Contact learning and online learning. 54 hours.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
Pass: The student participates in the classes of the course and shows the knowledge and skills listed in the learning outcomes in class and/or by completing the required course assignments.
Fail: The student does not reach the learning outcomes of the course and is not able to show required knowledge and skills
Assessment methods and criteria
Contact learning and online learning.
Qualifications
Course: Studying in an University of Applied Sciences
Recommended optional programme components:
The student advisor will recommend optional programme components for each student based on their individual study plan.
Enrollment
17.04.2023 - 20.04.2023
Timing
28.08.2023 - 31.12.2023
Credits
2 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Välimäki
- Elina Kangasluoma
- Kari Jokiranta
Student groups
-
MSOS22SV
Objective
Students are able to
- plan their studies in accordance with their own career plans
- develop their job seeking skills in different ways
- identify their own career opportunities
- anticipate the changing needs of working life
- identify the effects of multiculturalism and globalisation on working life and interaction
- function in an international operational environment and make use of international networks
- plan their personal internationalisation in studies and working life
Content
- rules of working life and working life skills
- anticipating the needs of future working life
- career planning and job seeking skills
- goal-oriented planning of studies from the viewpoint of the student’s own career plans
- personal internationalisation planning
- opportunities of study and training abroad
- international operational environment and multiculturalism
- international networks
Materials
Learning material shown by the course teachers.
Teaching methods
Online learning 54 hours.
Student workload
Online learning 54 hours.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
Pass: The student participates in the classes of the course and shows the knowledge and skills listed in the learning outcomes in class and/or by completing the required course assignments.
Fail: The student does not reach the learning outcomes of the course and is not able to show required knowledge and skills
Assessment methods and criteria
Online learning 54 hours.
Qualifications
Course: Studying in an University of Applied Sciences
Recommended optional programme components:
The student advisor will recommend optional programme components for each student based on their individual study plan.
Enrollment
17.04.2023 - 20.04.2023
Timing
23.10.2023 - 15.12.2023
Credits
2 op
Virtual proportion (cr)
0.6 op
Teaching languages
- Finnish
Seats
12 - 80
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Välimäki
- Elina Kangasluoma
- Kari Jokiranta
Student groups
-
SOS22C
-
SOS22B
Objective
Students are able to
- plan their studies in accordance with their own career plans
- develop their job seeking skills in different ways
- identify their own career opportunities
- anticipate the changing needs of working life
- identify the effects of multiculturalism and globalisation on working life and interaction
- function in an international operational environment and make use of international networks
- plan their personal internationalisation in studies and working life
Content
- rules of working life and working life skills
- anticipating the needs of future working life
- career planning and job seeking skills
- goal-oriented planning of studies from the viewpoint of the student’s own career plans
- personal internationalisation planning
- opportunities of study and training abroad
- international operational environment and multiculturalism
- international networks
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
Pass: The student participates in the classes of the course and shows the knowledge and skills listed in the learning outcomes in class and/or by completing the required course assignments.
Fail: The student does not reach the learning outcomes of the course and is not able to show required knowledge and skills
Qualifications
Course: Studying in an University of Applied Sciences
Recommended optional programme components:
The student advisor will recommend optional programme components for each student based on their individual study plan.
Enrollment
02.05.2023 - 15.09.2023
Timing
11.09.2023 - 13.10.2023
Credits
4 op
Teaching languages
- English
Seats
5 - 15
Degree programmes
- Bachelor of Social Services
Teachers
- Tiina Kohtamäki
Student groups
-
IEPSW23FEmpowerment in Social Work
-
SOS22C
-
SOS22B
-
SOS23A
Objective
Students acquire basic skills and knowledge in creative methods and practices of using pictures, for example visual expression, photography, empowering photo, film and digital storytelling. Students understand how creative, culture and art-based methods can promote clients' self-image, self-esteem, self-expression and sense of community. Students know how to organize goal-oriented group activities, in which various methods of visual expression are used. Students can motivate and encourage individuals and group members to express themselves with help of pictures. Students know how to work in a goal-oriented manner in creative activities and how to plan a complete creative activity process. Students are aware of their creative resources and are motivated to use and development them in professional work in the social field.
Content
- creative group work methods in the work of Bachelor of Social Services
- use of pictures as a creative group method
- visual expression, photography, empowering photo, film and digital storytelling
- activity-based and experiential exercises using methods of visual expression
- the process of creative activity
- development of one's creative resources in the context of professional work in social services
Materials
to be announced at the beginning of the study course
Teaching methods
Leaning by doing, individual study, study in pairs, group study, experimental learning, lectures, independent study
Employer connections
the study course does not include practice
International connections
Studying in international group
Student workload
106 hours, of which
- lectures 24 hours
- excercises 30 hours
- independent study 48 hours
Further information
There is a payment of used materials (5€).
Students can choose between this and the following courses:
- Use of Drama Methods in Group Activities
- Use of Narrative Methods in Group Activitities
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Pass:
The students
- have a good possession of the knowledge about creative methods and concepts in use of pictures, described in learning objectives
- are able to plan and to implement a creative process using pictures as working method
- are aware of their creative strengths
- are able to use their creative skills as working tools
- have capacities to reflect how to apply use of pictures in the context of social work
Assessment methods and criteria
Scale pass/fail.
Pass:
The students
- have a good possession of the knowledge about creative methods and concepts in use of pictures, described in learning objectives
- are able to plan and to implement a creative process using pictures as working method
- are aware of their creative strengths
- are able to use their creative skills as working tools
- have capacities to reflect how to apply use of pictures in the context of social work
Qualifications
Students of the Degree Program in Social Services: Most part of the Basic studies
Further information
Students of the degree program can choose between this and the following courses:
- Use of Drama Methods in Group Activities
- Use of Narrative Methods in Group Activitities
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 08.03.2024
Credits
3 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Milka Volanto
Student groups
-
SOS22A
-
MSOS22K
Objective
Students have adopted a reflective, research and development-minded approach to work. They have research and development competence pertaining to evaluating the effectiveness of services and processes. Students know methods of evaluating effectiveness. They are able to explain what evaluating the effectiveness of services and processes means. Students are able to plan, implement and evaluate development processes targeted at evaluating effectiveness. Based on the results of the evaluation, they are capable of developing the services and processes (proactive and sustainable way). Students know how to report on the results of the work. They are able to evaluate and report on development projects in the social field.
Content
- defining the evaluation of effectiveness
- the process of evaluating effectiveness
- developing services and processes based on the results
- dissemination of the results
- evaluation of the project and report
Materials
Heliskoski, J., Humala, H., Kopola, R., Tonteri, A. ja Tykkyläinen, S. Vaikuttavuuden askelmerkit -
Työkaluja ja esimerkkejä palveluntuottajille. Sitra 2018. Sitran selvityksiä 130 https://moodle.seamk.fi/pluginfile.php/841888/mod_resource/content/1/vaikuttavuuden-askelmerkit.pdf
Osallistava ja osaava Suomi– sosiaalisesti, taloudellisesti ja ekologisesti kestävä yhteiskunta. Pääministeri Sanna Marinin hallituksen ohjelma 10.12.2019. Valtioneuvoston julkaisuja 2019:31. Helsinki 2019. http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/161931/VN_2019_31.pdf?sequence=1&isAllowed=y
Pitkänen, L., Torkki, P., Tolkki, H., Valtakari, M. ja Leskelä, R-L. Reittiopas vaikuttavuuteen -Vaikuttavuusperustainen ohjaus sote- ja työllisyyspalveluissa. Valtioneuvoston selvitys- ja tutkimus-toiminnan julkaisusarja 2020:1 http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/161983/2020_1_%20Reittiopas%20vaikuttavuuteen.pdf
STM ja OKM 10/2018 Lapsiin kohdistuvien vaikutusten arviointi - Tarkastelussa lapsivaikutusten arviointi kuntapäätöksissä ja esimerkkejä lapsivaikutusten arvioinneista https://moodle.seamk.fi/pluginfile.php/841887/mod_resource/content/1/LAVA_selvitys_valmis.pdf
Teaching methods
Online studies, orientation week 3 and seminar week 10
Employer connections
The course does not include practice.
Student workload
81 hours: independent studies, 2 contact lessons and learning assignment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- have ability to recognize reflective, research- and development-minded work orientation
- have capacities to describe and define the basic idea of effectiveness evaluation
- are able to recognize the ways how effectiveness evaluation can be used
- have ability to describe different reporting methods and information channels
Assessment criteria, good (3)
The students
- have competences to apply reflective, research- and development-minded work orientation
- have capacities to compare different applications and uses of evaluation of effectness in service development
- have ability to make use of different reporting and informing concepts to different actors
Assessment criteria, excellent (5)
The students
- have competences to apply reflective, research- and development-minded work orientation
- have capacities to critically compare different applications of evaluation of effectness and analyze their usefulness in service development
- have ability to report and inform about results of development to different actors
Assessment methods and criteria
Learning assingnment
Further information
Students choose between this and the following courses:
- Service User Involvement
- Foresight-Based Development
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 08.03.2024
Credits
4 op
Virtual proportion (cr)
3.5 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
- Milka Volanto
- Taja Kiiskilä
Student groups
-
SOS22A
-
MSOS22K
-
MSOS22SV
Objective
Students are able to define the concept of empowerment and describe how it is related to critical social work theories.
They know how to analyse social mechanisms behind marginalisation and analyse structures and processes which produce inequality and disadvantage on regional, national and international level. Students analyze practices, structures and process which produce and maintain marginalisation, inequality and lack of engagement and power in society, welfare services and social work. Students recognise needs for empowering social work in the clients' lives, work communities and in social work responsibilities. They are familiar with empowering social work methods. Students can describe what kind of conflicts may emerge in empowering work processes and what kind of solutions there are to solve them. Students are prepared to plan and evaluate a social work process, in which empowering methods are used and sustainable development promoted. Students can critically analyse their attitudes and opinions. In work with clients, they can reflect their own individual values and ethical views.
Content
- the concept of empowerment
- critical social work theories
- marginalization, inequality and disadvantage in society
- promoting empowerment in client work, social welfare organizations and society
- empowering methods in social work
- planning and evaluating a process of empowering social work
- empowering work and sustainable development
- evaluation of one's values and action
Teaching methods
Online studies, orientation week 3
Student workload
108h: online studies, independent studying at Moodle and learning assigment.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students can define the concept of empowerment and describe the core content of the critical social theories underpinning it. They can describe such practices, processes and structures in the society, service system and social work that produce and maintain marginalization, inequality, lack of power and participation. They recognize the connections of these factors with ecosocial sustainability. The students are able to describe the needs, for empowering social-work and the power tructures in the lives of the service users as well as in the social work organizations and practices. They can produce a case example on the process of empowering social work. The students are able to describe their own social work practice and the values behind it, and raise questions concerning value conflicts that they have experienced in social work practice and name structural factors connected to them.
Assessment criteria, good (3)
In addition, the students are able to reflect on the concept of empowerment from many perspectives and connect it to the practical work. They can produce a realistic case example and a solution that is applicable. They can describe the structural and social factors connected to their own values and the value conflicts they have experienced.
Assessment criteria, excellent (5)
In addition, the students are able to reflect critically and comprehensively the marginalizing processes in the lives of service users, in social work organisations and in social work profession. They can produce a case example that highlights the situation from many perspectives. They are able to analyse it by applying the critical theories. They ae able to apply empowering social work methods in the case example in a creative way and describe the use of the methods in detail, taking into account the ecosocial sustainability. They can analyse and assess critically both their own actions and the professional practices of social work from the perspective of empowering goals of social work. They are able to assess the empowering approach in relation to the other possible approaches in social work.
Assessment methods and criteria
Learning assignment
Qualifications
major part of the basic studies of the degree programme
Further information
Students can choose between this and the following courses:
- Communication and Media in Social Work
- Structural Social Work
- Community-Oriented Social Work
- Empowering Social Work
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 20.10.2023
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 25
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
- Taja Kiiskilä
Student groups
-
SOS21B
-
SOS21C
Objective
Students are able to define the concept of empowerment and describe how it is related to critical social work theories.
They know how to analyse social mechanisms behind marginalisation and analyse structures and processes which produce inequality and disadvantage on regional, national and international level. Students analyze practices, structures and process which produce and maintain marginalisation, inequality and lack of engagement and power in society, welfare services and social work. Students recognise needs for empowering social work in the clients' lives, work communities and in social work responsibilities. They are familiar with empowering social work methods. Students can describe what kind of conflicts may emerge in empowering work processes and what kind of solutions there are to solve them. Students are prepared to plan and evaluate a social work process, in which empowering methods are used and sustainable development promoted. Students can critically analyse their attitudes and opinions. In work with clients, they can reflect their own individual values and ethical views.
Content
- the concept of empowerment
- critical social work theories
- marginalization, inequality and disadvantage in society
- promoting empowerment in client work, social welfare organizations and society
- empowering methods in social work
- planning and evaluating a process of empowering social work
- empowering work and sustainable development
- evaluation of one's values and action
Teaching methods
Lectures, group counselling, seminar, group work
Student workload
108h, contact lessons, seminar, group counselling and group work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students can define the concept of empowerment and describe the core content of the critical social theories underpinning it. They can describe such practices, processes and structures in the society, service system and social work that produce and maintain marginalization, inequality, lack of power and participation. They recognize the connections of these factors with ecosocial sustainability. The students are able to describe the needs, for empowering social-work and the power tructures in the lives of the service users as well as in the social work organizations and practices. They can produce a case example on the process of empowering social work. The students are able to describe their own social work practice and the values behind it, and raise questions concerning value conflicts that they have experienced in social work practice and name structural factors connected to them.
Assessment criteria, good (3)
In addition, the students are able to reflect on the concept of empowerment from many perspectives and connect it to the practical work. They can produce a realistic case example and a solution that is applicable. They can describe the structural and social factors connected to their own values and the value conflicts they have experienced.
Assessment criteria, excellent (5)
In addition, the students are able to reflect critically and comprehensively the marginalizing processes in the lives of service users, in social work organisations and in social work profession. They can produce a case example that highlights the situation from many perspectives. They are able to analyse it by applying the critical theories. They ae able to apply empowering social work methods in the case example in a creative way and describe the use of the methods in detail, taking into account the ecosocial sustainability. They can analyse and assess critically both their own actions and the professional practices of social work from the perspective of empowering goals of social work. They are able to assess the empowering approach in relation to the other possible approaches in social work.
Assessment methods and criteria
Seminar and group work
Qualifications
major part of the basic studies of the degree programme
Further information
Students can choose between this and the following courses:
- Communication and Media in Social Work
- Structural Social Work
- Community-Oriented Social Work
- Empowering Social Work
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 22.10.2023
Credits
4 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
-
MSOS22SV
Objective
Students have assimilated the principles of child-centred action. They are able to support the involvement and active agency of children. Students know how to monitor and assess individual children's and child groups' needs and how to support and guide children at various stages of their growth, development and learning. Students know the most important principles in early childhood education and use them in planning, implementing and evaluating pedagogically useful and goal-oriented activities for children and group. Students know how to support and promote children's spontaneous play and, if necessary, how to facilitate it. Students are prepared to strengthen and promote children's rights and welfare.
Content
- action principles in early childhood education
- grounds of early childhood education plan
- Act on Early Childhood and Care
- the child-centred approach, children’s involvement and children's rights
- observing individual children and child groups
- pedagogical documentation
- assessing needs of individual children and child groups
- providing support and extra support in early childhood education
- planning pedagogical activities
- play and digitalisation in early childhod education
Materials
Literature presented at the beginning of the course.
Teaching methods
Lectures, independent studies, learning assignment as a group work, learning diary.
Employer connections
Does not include practical training.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- know some principles in early childhood education
- are able to name some principles of goal-oriented activities
- are able to name children's rights and describe some factors that influence promotion of children's welfare
- are able to name individual children's and child groups' needs and the need for special support
- tend to take the needs for support into account while supporting and counselling them at various stages of their growth, development and learning
Assessment criteria, good (3)
Students
- have capacities to child-centred action
- know the most important principles in early childhood education
- have competences to recognize individual children's and child groups' needs and the need for special support
- take the needs into account while supporting and counselling children and chil groups' at various stages of their growth, development and learning
- know the principles of planning, implementing and evaluating pedagogically useful and goal-oriented activities for children
- recognize the importance of promotion of children's spontaneous play
- have knowledge about principles how to strengthen and promote children's rights and welfare
Assessment criteria, excellent (5)
Students
- have capacities to child-centred action and they are able to justify their actions
- have competences to analyze and assess children's and child groups' needs
- are able to take the needs into account while supporting and counselling children at various stages of their growth, development and learning
- are able to apply the most important principles in early childhood education and use them in planning, implementing and evaluating pedagogically useful and goal-oriented activities for children
- know how to support and promote children's spontaneous play and how to supervise it
- have abilities to strengthen and promote children's rights and welfare
Assessment methods and criteria
Active participation in contact teaching, approved completion of intermediate tasks, graded learning task.
Qualifications
Study Course: The Child's Growth and Learning
Further information
For the students who take Early Childhood Studies.
Enrollment
02.05.2023 - 05.05.2023
Timing
23.10.2023 - 15.12.2023
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Pirita Hakoneva
Student groups
-
SOS22C
-
SOS22B
Objective
Students have assimilated the principles of child-centred action. They are able to support the involvement and active agency of children. Students know how to monitor and assess individual children's and child groups' needs and how to support and guide children at various stages of their growth, development and learning. Students know the most important principles in early childhood education and use them in planning, implementing and evaluating pedagogically useful and goal-oriented activities for children and group. Students know how to support and promote children's spontaneous play and, if necessary, how to facilitate it. Students are prepared to strengthen and promote children's rights and welfare.
Content
- action principles in early childhood education
- grounds of early childhood education plan
- Act on Early Childhood and Care
- the child-centred approach, children’s involvement and children's rights
- observing individual children and child groups
- pedagogical documentation
- assessing needs of individual children and child groups
- providing support and extra support in early childhood education
- planning pedagogical activities
- play and digitalisation in early childhod education
Materials
Literature presented at the beginning of the course.
Teaching methods
Lectures, independent studies, learning assignment as a group work, learning diary.
Employer connections
Does not include practical training.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- know some principles in early childhood education
- are able to name some principles of goal-oriented activities
- are able to name children's rights and describe some factors that influence promotion of children's welfare
- are able to name individual children's and child groups' needs and the need for special support
- tend to take the needs for support into account while supporting and counselling them at various stages of their growth, development and learning
Assessment criteria, good (3)
Students
- have capacities to child-centred action
- know the most important principles in early childhood education
- have competences to recognize individual children's and child groups' needs and the need for special support
- take the needs into account while supporting and counselling children and chil groups' at various stages of their growth, development and learning
- know the principles of planning, implementing and evaluating pedagogically useful and goal-oriented activities for children
- recognize the importance of promotion of children's spontaneous play
- have knowledge about principles how to strengthen and promote children's rights and welfare
Assessment criteria, excellent (5)
Students
- have capacities to child-centred action and they are able to justify their actions
- have competences to analyze and assess children's and child groups' needs
- are able to take the needs into account while supporting and counselling children at various stages of their growth, development and learning
- are able to apply the most important principles in early childhood education and use them in planning, implementing and evaluating pedagogically useful and goal-oriented activities for children
- know how to support and promote children's spontaneous play and how to supervise it
- have abilities to strengthen and promote children's rights and welfare
Qualifications
Study Course: The Child's Growth and Learning
Further information
For the students who take Early Childhood Studies.
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 08.03.2024
Credits
4 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Viivi Heikura
- Milka Volanto
Student groups
-
SOS22A
-
MSOS22K
-
MSOS22SV
Objective
Students are familiar with social importance of media and communication from different perspectives of social work and activities. Students analytically examine media contents and recognise perspectives presented by various interest groups. They can explain how media acts and what kind of meanings it keeps inside.They can apply means of communication and influence. Students have argumentation and information seeking skills. They are familiar with the internal and external communication principles and practices in work communities. Students are familiar with the professional etiquette in social media. Students also examine communication culture from the perspective of sustainable development.
Content
- media literacy: perceiving media reality and working as social work professional in media environment
- influence in society as part of empowering social work
- communication in society
- ethical instructions of media
Materials
Hall, C. Slembrouck, S. & Sarangi S. 2006. Language Practises in Social Work: Categorisation and Accountability in Child Welfare. : luku 9, s. 145 - 163 Narrative transformation in media reporting; Luku 10, s. 164 - 173 Conclusion.
Stocchetti, M. & Kukkonen, K. 2010. Critical Media Analysis: An Introduction for Media Professionals. Frankfurt am Main: Peter Lang AG. E-kirja.
Katleena Kortesuo (2016). Riko lasi hätätilanteessa. (Käsittelee kriisiviestintää, suunnattu lähinnä esimiesasemassa työskenteleville.)
Elina Nivala & Sanna Ryynänen (2019): Sosiaalipedagogiikka. Kohti inhimillisempää yhteiskuntaa. Gaudeamus. (128-143)
A.-P. Pietilä (2018): Uutisissa valheita, valheista uutisia.
Laura, Tiitinen (2017): Sosiaalityö ja viestintä. Teoksessa: Sosiaalityön käsikirja. Kananoja, Miettinen & Marjamäki (toim.). Tietosanoma. Helsinki. (Luku 33. Palveluviestintä, Julkinen viestintä rakenteellisen sosiaalityön välineenä, Kriisiviestintä).
Teaching methods
Orientation and classroom teaching in week 3, online assignments.
Assignment as agreed in the course.
Employer connections
Does not include any practice period.
Visitor presenting Media
Student workload
108 hours, including contact learning.
Further information
Students can choose between this and the following courses:
- Structural Social Work
- Community-Oriented Social Work
- Empowering Social Work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to recognize the importance of communication and media in society
- are able to recognize the wholeness of methods which media uses
- are able to recognize their individual behavior concerning media and communication and connected attitudes.
Assessment criteria, good (3)
The students
- have capacities to itemize contents of media
- can bring out topics, which are essential from the perspective of citizens' empowerment
- are able to recognize their individual values and attitudes
- are able to recognize their responsibilities in communication-related tasks
- have capacities to assess media contents and use the means of media and communication as part of empowering social work
Assessment criteria, excellent (5)
The students
- have competencies to evaluate and analyze critically the contents produced by different media sources
- have skills to act in network of citizens, media and other interest groups based on principles of empowering social work
- have capacities to recognize the influence of their individual values and attitudes to their actions
- are able to use the the means of media and communication as part of empowering social work
Assessment methods and criteria
Evaluation is based on activity in contact learning and assignments.
Further information
Students can choose between this and the following courses:
- Structural Social Work
- Community-Oriented Social Work
- Empowering Social Work
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 20.10.2023
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 27
Degree programmes
- Bachelor of Social Services
Teachers
- Viivi Heikura
- Milka Volanto
Student groups
-
SOS21B
-
SOS21C
Objective
Students are familiar with social importance of media and communication from different perspectives of social work and activities. Students analytically examine media contents and recognise perspectives presented by various interest groups. They can explain how media acts and what kind of meanings it keeps inside.They can apply means of communication and influence. Students have argumentation and information seeking skills. They are familiar with the internal and external communication principles and practices in work communities. Students are familiar with the professional etiquette in social media. Students also examine communication culture from the perspective of sustainable development.
Content
- media literacy: perceiving media reality and working as social work professional in media environment
- influence in society as part of empowering social work
- communication in society
- ethical instructions of media
Materials
Hall, C. Slembrouck, S. & Sarangi S. 2006. Language Practises in Social Work: Categorisation and Accountability in Child Welfare. : luku 9, s. 145 - 163 Narrative transformation in media reporting; Luku 10, s. 164 - 173 Conclusion.
Stocchetti, M. & Kukkonen, K. 2010. Critical Media Analysis: An Introduction for Media Professionals. Frankfurt am Main: Peter Lang AG. E-kirja.
Katleena Kortesuo (2016). Riko lasi hätätilanteessa. (Käsittelee kriisiviestintää, suunnattu lähinnä esimiesasemassa työskenteleville.)
Elina Nivala & Sanna Ryynänen (2019): Sosiaalipedagogiikka. Kohti inhimillisempää yhteiskuntaa. Gaudeamus. (128-143)
A.-P. Pietilä (2018): Uutisissa valheita, valheista uutisia.
Laura, Tiitinen (2017): Sosiaalityö ja viestintä. Teoksessa: Sosiaalityön käsikirja. Kananoja, Miettinen & Marjamäki (toim.). Tietosanoma. Helsinki. (Luku 33. Palveluviestintä, Julkinen viestintä rakenteellisen sosiaalityön välineenä, Kriisiviestintä).
Teaching methods
Lectures, self-access learning, group work and discussions, media analyses. Assignment as agreed in the course.
Employer connections
Does not include any practice period.
Visitor presenting Media
Student workload
108 hours, including contact learning.
Further information
Students can choose between this and the following courses:
- Structural Social Work
- Community-Oriented Social Work
- Empowering Social Work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to recognize the importance of communication and media in society
- are able to recognize the wholeness of methods which media uses
- are able to recognize their individual behavior concerning media and communication and connected attitudes.
Assessment criteria, good (3)
The students
- have capacities to itemize contents of media
- can bring out topics, which are essential from the perspective of citizens' empowerment
- are able to recognize their individual values and attitudes
- are able to recognize their responsibilities in communication-related tasks
- have capacities to assess media contents and use the means of media and communication as part of empowering social work
Assessment criteria, excellent (5)
The students
- have competencies to evaluate and analyze critically the contents produced by different media sources
- have skills to act in network of citizens, media and other interest groups based on principles of empowering social work
- have capacities to recognize the influence of their individual values and attitudes to their actions
- are able to use the the means of media and communication as part of empowering social work
Assessment methods and criteria
Evaluation is based on activity in contact learning and assignments.
Further information
Students can choose between this and the following courses:
- Structural Social Work
- Community-Oriented Social Work
- Empowering Social Work
Enrollment
29.08.2023 - 01.09.2023
Timing
09.10.2023 - 15.12.2023
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Virpi Masonen
Student groups
-
SOS23BBachelor of Social Services, Full-time studies
Objective
The student can
- act adequately in different public presentation and group communication situations
- act in interactive situations in digital environments, too
- analyse and assess communication skills as part of professional growth
- produce formal style text and apply SeAMK’s Instructions for Written Work
Content
- Communication style analysis
- Public presentation skills and interaction
- Group communication skills (e.g., meetings and negotiations, incl. online)
- Principles of a digital environment and interaction
- Production of formal style texts
- SeAMK’s Instructions for Written Work
Materials
- Material provided by the teacher
- Juholin, E. (2022). Communicare! Ota viestinnän ilmiöt ja strategiat haltuun (8. uud. p.). Infor / Management Institute of Finland MIF.
- SeAMK's Instructions for Written Work https://seamk.libguides.com/KirjallistenToidenOhje
- Kielitoimiston ohjepankki (Kotus) http://www.kielitoimistonohjepankki.fi/
- Kielijelppi http://www.kielijelppi.fi/
- Opintokeskus Sivis https://www.kokouskaytannot.fi/
Teaching methods
Contact lessons
Independent study: data acquisition and exercises
Written and spoken individual and group assignments
Exam schedules
Exam and assignment times will be announced during the course.
Student workload
108 h, including 24 h contact learning
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can communicate in a sender-focused manner: they cannot pay sufficient attention to the goal, receiver, or situation. Text structure is incoherent and illogical, and argumentation is biased and scarce. Illustration is limited and irrelevant. The student can only assess their communication from the perspective of the sender of the message. They recognise the principles of digital communication only partially.
Assessment criteria, good (3)
In their communication, the student can only partially pay attention to the goal, situation, and the receiver of the message. Can maintain interaction in communication. Recognises to some extent the cultural-specific character of communication. Can take the principles of digital communication into account. Text structure is mainly clear and consistent, and argumentation is varied and trustworthy. Illustration is adequate. The student can assess their communication to some extent and partly in a realistic way.
Assessment criteria, excellent (5)
In their communication, the student can pay attention to the goal, situation, and the receiver of the message in a commendable and convincing manner, they can act responsibly and according to the agreed principles. Interaction in communication is very skilful. Can recognise the cultural-specific character of communication. Masters the policies of digital communication and can apply them. Text structure is typical of the genre, text is logical, clear, coherent, and argumentation is varied, unbiased, and convincing. consistent, and argumentation is varied and trustworthy. Illustration is adequate, efficient, and thought-out. The student can assess their own communication in a varied and realistic way from the perspective of the goal, purpose, receiver, and their own professional field.
Assessment methods and criteria
Written and spoken assignments
Online exams
Active participation in the assignments and submitting the assignments on time
Self assessment
Peer assessment
Enrollment
29.08.2023 - 01.09.2023
Timing
30.10.2023 - 15.12.2023
Credits
4 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Virpi Masonen
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
Objective
The student can
- act adequately in different public presentation and group communication situations
- act in interactive situations in digital environments, too
- analyse and assess communication skills as part of professional growth
- produce formal style text and apply SeAMK’s Instructions for Written Work
Content
- Communication style analysis
- Public presentation skills and interaction
- Group communication skills (e.g., meetings and negotiations, incl. online)
- Principles of a digital environment and interaction
- Production of formal style texts
- SeAMK’s Instructions for Written Work
Materials
- Material provided by the teacher
- Juholin, E. (2022). Communicare! Ota viestinnän ilmiöt ja strategiat haltuun (8. uud. p.). Infor / Management Institute of Finland MIF.
- SeAMK's Instructions for Written Work https://seamk.libguides.com/KirjallistenToidenOhje
- Kielitoimiston ohjepankki (Kotus) http://www.kielitoimistonohjepankki.fi/
- Kielijelppi http://www.kielijelppi.fi/
- Opintokeskus Sivis https://www.kokouskaytannot.fi/
Teaching methods
Contact lessons
Independent study: data acquisition and exercises
Written and spoken individual and group assignments
Exam schedules
Exam and assignment times will be announced during the course.
Student workload
108 h, including 24 h contact learning
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can communicate in a sender-focused manner: they cannot pay sufficient attention to the goal, receiver, or situation. Text structure is incoherent and illogical, and argumentation is biased and scarce. Illustration is limited and irrelevant. The student can only assess their communication from the perspective of the sender of the message. They recognise the principles of digital communication only partially.
Assessment criteria, good (3)
In their communication, the student can only partially pay attention to the goal, situation, and the receiver of the message. Can maintain interaction in communication. Recognises to some extent the cultural-specific character of communication. Can take the principles of digital communication into account. Text structure is mainly clear and consistent, and argumentation is varied and trustworthy. Illustration is adequate. The student can assess their communication to some extent and partly in a realistic way.
Assessment criteria, excellent (5)
In their communication, the student can pay attention to the goal, situation, and the receiver of the message in a commendable and convincing manner, they can act responsibly and according to the agreed principles. Interaction in communication is very skilful. Can recognise the cultural-specific character of communication. Masters the policies of digital communication and can apply them. Text structure is typical of the genre, text is logical, clear, coherent, and argumentation is varied, unbiased, and convincing. consistent, and argumentation is varied and trustworthy. Illustration is adequate, efficient, and thought-out. The student can assess their own communication in a varied and realistic way from the perspective of the goal, purpose, receiver, and their own professional field.
Assessment methods and criteria
Written and spoken assignments
Online exams
Active participation in the assignments and submitting the assignments on time
Self assessment
Peer assessment
Enrollment
09.01.2024 - 12.01.2024
Timing
01.01.2024 - 31.07.2024
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Helena Sarvikas
Student groups
-
SOS24ABachelor of Social Services, Full-time studies
Objective
The student can
- act adequately in different public presentation and group communication situations
- act in interactive situations in digital environments, too
- analyse and assess communication skills as part of professional growth
- produce formal style text and apply SeAMK’s Instructions for Written Work
Content
- Communication style analysis
- Public presentation skills and interaction
- Group communication skills (e.g., meetings and negotiations, incl. online)
- Principles of a digital environment and interaction
- Production of formal style texts
- SeAMK’s Instructions for Written Work
Materials
- Helsingin yliopiston kielikeskus (i.a.).Kielijelppi. http://www.kielijelppi.fi/
- Juholin, E. (2022). Communicare!: Ota viestinnän ilmiöt ja strategiat haltuun (Kahdeksas uudistettu painos). Infor / Management Institute of Finland MIF Oy.
- Jyväskylän yliopisto Kielikeskus. (i.a.) Kielikompassi. https://kielikompassi.jyu.fi/puheviestinta/tietomajakka/maja_tietomajakka.shtml
- Kirjoittajan ABC-kortti. (i.a.). http://webcgi.oulu.fi/oykk/abc/
- Seinäjoen ammattikorkeakoulu. (2022). Kirjallisten töiden ohje. https://seamk.libguides.com/KirjallistenToidenOhje
Other materials recommended by the teacher.
Teaching methods
Contact learning, e-learning as applicable concerning some exercises.
- Written and oral assignments and exercises, personal and group work
- Network (online) exams
- Self-access learning.
Employer connections
No training period included.
Exam schedules
The dates and times of the online exams and retake opportunities are mentioned in the study course's Moodle for each exam.
Completion alternatives
demonstration of skills
Student workload
108 hours
Further information
Health care and social work teaching material also:
Mäkisalo-Ropponen, M. (2012). Vuorovaikutustaidot sosiaali- ja terveysalalla. (1. - 2. p.). Sanoma Pro Oy.
Roivas, M. & Karjalainen, A. L. (2013). Sosiaali- ja terveysalan viestintä. Edita.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can communicate in a sender-focused manner: they cannot pay sufficient attention to the goal, receiver, or situation. Text structure is incoherent and illogical, and argumentation is biased and scarce. Illustration is limited and irrelevant. The student can only assess their communication from the perspective of the sender of the message. They recognise the principles of digital communication only partially.
Assessment criteria, good (3)
In their communication, the student can only partially pay attention to the goal, situation, and the receiver of the message. Can maintain interaction in communication. Recognises to some extent the cultural-specific character of communication. Can take the principles of digital communication into account. Text structure is mainly clear and consistent, and argumentation is varied and trustworthy. Illustration is adequate. The student can assess their communication to some extent and partly in a realistic way.
Assessment criteria, excellent (5)
In their communication, the student can pay attention to the goal, situation, and the receiver of the message in a commendable and convincing manner, they can act responsibly and according to the agreed principles. Interaction in communication is very skilful. Can recognise the cultural-specific character of communication. Masters the policies of digital communication and can apply them. Text structure is typical of the genre, text is logical, clear, coherent, and argumentation is varied, unbiased, and convincing. consistent, and argumentation is varied and trustworthy. Illustration is adequate, efficient, and thought-out. The student can assess their own communication in a varied and realistic way from the perspective of the goal, purpose, receiver, and their own professional field.
Assessment methods and criteria
Evaluation based on active participation in oral assignments and exercises, network (online) exams.
Enrollment
09.01.2024 - 12.01.2024
Timing
08.01.2024 - 12.04.2024
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Heli Simon
- Helena Sarvikas
Student groups
-
MSOS24KBachelor of Social Services, Multimodal implementation
Objective
The student can
- act adequately in different public presentation and group communication situations
- act in interactive situations in digital environments, too
- analyse and assess communication skills as part of professional growth
- produce formal style text and apply SeAMK’s Instructions for Written Work
Content
- Communication style analysis
- Public presentation skills and interaction
- Group communication skills (e.g., meetings and negotiations, incl. online)
- Principles of a digital environment and interaction
- Production of formal style texts
- SeAMK’s Instructions for Written Work
Materials
- Helsingin yliopiston kielikeskus (i.a.).Kielijelppi. http://www.kielijelppi.fi/
- Juholin, E. (2022). Communicare!: Ota viestinnän ilmiöt ja strategiat haltuun (Kahdeksas uudistettu painos). Infor / Management Institute of Finland MIF Oy.
- Jyväskylän yliopisto Kielikeskus. (i.a.) Kielikompassi. https://kielikompassi.jyu.fi/puheviestinta/tietomajakka/maja_tietomajakka.shtml
- Kirjoittajan ABC-kortti. (i.a.). http://webcgi.oulu.fi/oykk/abc/
- Seinäjoen ammattikorkeakoulu. (2022). Kirjallisten töiden ohje. https://seamk.libguides.com/KirjallistenToidenOhje
Other materials recommended by the teacher.
Teaching methods
Contact learning, e-learning as applicable concerning some exercises.
- Written and oral assignments and exercises, personal and group work
- Network (online) exams
- Self-access learning.
Employer connections
No training period included.
Exam schedules
The dates and times of the online exams and retake opportunities are mentioned in the study course's Moodle for each exam.
Completion alternatives
demonstration of skills
Student workload
108 hours
Further information
Health care and social work teaching material also:
Mäkisalo-Ropponen, M. (2012). Vuorovaikutustaidot sosiaali- ja terveysalalla. (1. - 2. p.). Sanoma Pro Oy.
Roivas, M. & Karjalainen, A. L. (2013). Sosiaali- ja terveysalan viestintä. Edita.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The student can communicate in a sender-focused manner: they cannot pay sufficient attention to the goal, receiver, or situation. Text structure is incoherent and illogical, and argumentation is biased and scarce. Illustration is limited and irrelevant. The student can only assess their communication from the perspective of the sender of the message. They recognise the principles of digital communication only partially.
Assessment criteria, good (3)
In their communication, the student can only partially pay attention to the goal, situation, and the receiver of the message. Can maintain interaction in communication. Recognises to some extent the cultural-specific character of communication. Can take the principles of digital communication into account. Text structure is mainly clear and consistent, and argumentation is varied and trustworthy. Illustration is adequate. The student can assess their communication to some extent and partly in a realistic way.
Assessment criteria, excellent (5)
In their communication, the student can pay attention to the goal, situation, and the receiver of the message in a commendable and convincing manner, they can act responsibly and according to the agreed principles. Interaction in communication is very skilful. Can recognise the cultural-specific character of communication. Masters the policies of digital communication and can apply them. Text structure is typical of the genre, text is logical, clear, coherent, and argumentation is varied, unbiased, and convincing. consistent, and argumentation is varied and trustworthy. Illustration is adequate, efficient, and thought-out. The student can assess their own communication in a varied and realistic way from the perspective of the goal, purpose, receiver, and their own professional field.
Assessment methods and criteria
Evaluation based on active participation in oral assignments and exercises, network (online) exams.
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 36
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Helena Sarvikas
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
Students learn to explain the theoretical and practical foundation of professional interaction and to work in professional interactive relationships with clients. Students learn to describe the psychosocial work orientation and examine how the application of its principles and practices is visible in professional interaction. They are able to define client work in the social field and examine it as a goal-oriented, process-like whole from the perspective of an interactive relationship. Students are aware of the prerequisites of a professional interactive relationship. They recognize what features of interaction are required in psychosocial work and become aware of their strengths and development needs.
Content
- the role, important elements and construction of professional interaction in social work
- systemic social work
- psychosocial work orientation
- sociodynamic quidance
- a goal-oriented process of client work
- action in value conflicts
- levels and means of interaction in meeting the client
- interactive support
- evaluation and development of one's interaction skills
Materials
- Kangasluoma, E., & Sarvikas, H. (2016). Vuorovaikutus psykososiaalisessa työssä - arvioinnin malli simuloituihin oppimistilanteisiin. Teoksessa A. Heikkilä, & J. Kulmala (toim.) Uusia työmenetelmiä ja innovaatioita hyvinvoinnin edistämiseen: SeAMK sosiaali- ja terveysala tutkii ja kehittää m(s. 53 - 82). (Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 120). Seinäjoen ammattikorkeakoulu. https://www.theseus.fi/bitstream/handle/10024/121237/1/B120.pdf
- Laitinen, M., & Pohjola, A (toim.) (2010). Asiakkuus sosiaalityössä. Gaudeamus. (s.39-45 ja 138-177).
- Sarvikas, H. (2020). Asiakas kohdataan kuuntelemalla. Teoksessa M. Salminen-Tuomaala, J. Hallila, S. Saarikoski & T. Tapio (toim.) Tietoa, taitoa ja teknologiaa - kehittämispolkuja sosiaali- ja terveysalalla. (s. 259 - 273). (Seinäjoen ammattikorkeakoulun julkaisusarja B, Raportteja ja selvityksiä 157). Seinäjoen ammattikorkeakoulu. https://www.theseus.fi/bitstream/handle/10024/345656/B157.pdf?sequence=1&isAllowed=y
- Peavy, V. R. (1997). SocioDynamic Counselling: A Constructivist Perspective.
- other materials recommended by the teacher
Teaching methods
Lectures, group work, simulations , analysis of professional communication.
Employer connections
The course does not include practice
Exam schedules
Course includes a exam
Student workload
135 hours. Contact learning 33 hours
Further information
Oral communication studies will be integrated into this course.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to explain and to define psychosocial orientation as part of systemic social work and they understand councelling approach to work
- are capable to recognize client situations and essential features of interaction which require psychosocial work
- are able to define their individual actions and interaction skills from the perspective of psychosocial work
- are able to recognize different stages of goal-oriented working process and are able to apply it in their individual actions
Assessment criteria, good (3)
The students
- have competencies to compare psychosocial work with other social work orientations
- are capable to evaluate the interaction, that psychosocial work and counselling orientation requires
- are able to explain the factors of psychosocial interaction, also from the perspective of professional development and interactive competences
- have capacities to plan a goal-oriented client-work process
Assessment criteria, excellent (5)
The students
- have capacities to evaluate psychosocial work as one orientation of social work and to give reasons to the evaluation
- have competencies to give reasons and to evaluate their individual interactive and counselling work orientation and also their psychosocial methods, from the perspective of professional ethics
- are able to demonstrate a goal-oriented client-work process and to analyze the influencing factors from the perspective of psychosocial work.
Assessment methods and criteria
The course is evaluated in scale1 - 5. For further information, see the curricula.
The evaluation is conducted by both of the teachers.
Active participation in contact learning and simulations and group work is taken into consideration as well as written exam.
Qualifications
most part of the basic studies
Further information
oral communication studies will be integrated into this course
Enrollment
17.04.2023 - 20.04.2023
Timing
04.03.2024 - 17.05.2024
Credits
5 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Helena Sarvikas
- Elina Kangasluoma
Student groups
-
SOS23A
Objective
Students learn to explain the theoretical and practical foundation of professional interaction and to work in professional interactive relationships with clients. Students learn to describe the psychosocial work orientation and examine how the application of its principles and practices is visible in professional interaction. They are able to define client work in the social field and examine it as a goal-oriented, process-like whole from the perspective of an interactive relationship. Students are aware of the prerequisites of a professional interactive relationship. They recognize what features of interaction are required in psychosocial work and become aware of their strengths and development needs.
Content
- the role, important elements and construction of professional interaction in social work
- systemic social work
- psychosocial work orientation
- sociodynamic quidance
- a goal-oriented process of client work
- action in value conflicts
- levels and means of interaction in meeting the client
- interactive support
- evaluation and development of one's interaction skills
Materials
- Kangasluoma, E. & Sarvikas, H. (2016). Vuorovaikutus psykososiaalisessa työssä - arvioinnin malli simuloituihin oppimistilanteisiin. Teoksessa A. Heikkilä & J. Kulmala (toim.), Seinäjoen ammattikorkeakoulu 2016: Uusia työmenetelmiä ja innovaatioita hyvinvoinnin edistämiseen SeAMK sosiaali- ja terveysala tutkii ja kehittää (s. 53 - 82). (Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 120). Seinäjoen ammattikorkeakoulu. https://www.theseus.fi/bitstream/handle/10024/121237/1/B120.pdf
- Laitinen, M. ja Pohjola, A. (2010) (toim.) Asiakkuus sosiaalityössä, s.39-45 ja 138-177.
- Mönkkönen, K. (2018). Vuorovaikutus asiakastyössä: Asiakkaan kohtaaminen sosiaali- ja terveysalalla.
- Peavy, V. R. (1998). Sociodynamic counselling. A constructivist perspective. (s. 83 - 94). Trafford. https://www.taosinstitute.net/images/PublicationsFreeBooks/Peavy_SocioDynamicCounselling_lr.pdf
-Peavy, V. R. (1999). Sosiodynaaminen ohjaus Konstruktivistinen näkökulma 21.vuosisadan ohjaustyöhön. Työministeriö. https://jyx.jyu.fi/bitstream/handle/123456789/77979/1/978-951-39-8877-7_jyx.pdf
-Sarvikas, H. (2020). Asiakas kohdataan kuuntelemalla. Teoksessa M. Salminen-Tuomaala, J. Hallila, S. Saarikoski & T. Tapio (toim.), Seinäjoen ammattikorkeakoulu 2020: Tietoa, taitoa ja teknologiaa - kehittämispolkuja sosiaali- ja terveysalalla (s. 259–273). (Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 157). Seinäjoen ammattikorkeakoulu. https://www.theseus.fi/bitstream/handle/10024/345656/B157.pdf?sequence=1&isAllowed=y
- Teacher´s material
Teaching methods
Contact Learning: Lectures, group work, drama exercises , analysis of professional communication + Literal exam.
Employer connections
The course does not include practice
Exam schedules
Course includes a literal exam.
Student workload
133 hours.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to explain and to define psychosocial orientation as part of systemic social work and they understand councelling approach to work
- are capable to recognize client situations and essential features of interaction which require psychosocial work
- are able to define their individual actions and interaction skills from the perspective of psychosocial work
- are able to recognize different stages of goal-oriented working process and are able to apply it in their individual actions
Assessment criteria, good (3)
The students
- have competencies to compare psychosocial work with other social work orientations
- are capable to evaluate the interaction, that psychosocial work and counselling orientation requires
- are able to explain the factors of psychosocial interaction, also from the perspective of professional development and interactive competences
- have capacities to plan a goal-oriented client-work process
Assessment criteria, excellent (5)
The students
- have capacities to evaluate psychosocial work as one orientation of social work and to give reasons to the evaluation
- have competencies to give reasons and to evaluate their individual interactive and counselling work orientation and also their psychosocial methods, from the perspective of professional ethics
- are able to demonstrate a goal-oriented client-work process and to analyze the influencing factors from the perspective of psychosocial work.
Assessment methods and criteria
The course is evaluated in scale1 - 5. For further information, see the curricula.
The evaluation is conducted by both of the teachers.
Active participation in contact learning and drama rehearses is taken into consideration as well as written exam.
Assessment criteria, satisfactory (1)
Performance does not reach level 1.
Assessment criteria, good (3)
The students
- are able to explain and to define psychosocial orientation as part of systemic social work and they understand councelling approach to work
- are capable to recognize client situations and essential features of interaction which require psychosocial work
- are able to define their individual actions and interaction skills from the perspective of psychosocial work
- are able to recognize different stages of goal-oriented working process and are able to apply it in their individual actions
Assessment criteria, excellent (5)
The students
- have competencies to compare psychosocial work with other social work orientations
- are capable to evaluate the interaction, that psychosocial work and counselling orientation requires
- are able to explain the factors of psychosocial interaction, also from the perspective of professional development and interactive competences
- have capacities to plan a goal-oriented client-work process
Assessment criteria, approved/failed
The students
- have capacities to evaluate psychosocial work as one orientation of social work and to give reasons to the evaluation
- have competencies to give reasons and to evaluate their individual interactive and counselling work orientation and also their psychosocial methods, from the perspective of professional ethics
- are able to demonstrate a goal-oriented client-work process and to analyze the influencing factors from the perspective of psychosocial work.
Qualifications
most part of the basic studies
Further information
oral communication studies will be integrated into this course
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 27.10.2023
Credits
5 op
Teaching languages
- Finnish
Seats
12 - 36
Degree programmes
- Bachelor of Social Services
Teachers
- Mirva Siltakorpi
- Helena Sarvikas
Student groups
-
SOS22C
-
SOS22B
Objective
Students learn to explain the theoretical and practical foundation of professional interaction and to work in professional interactive relationships with clients. Students learn to describe the psychosocial work orientation and examine how the application of its principles and practices is visible in professional interaction. They are able to define client work in the social field and examine it as a goal-oriented, process-like whole from the perspective of an interactive relationship. Students are aware of the prerequisites of a professional interactive relationship. They recognize what features of interaction are required in psychosocial work and become aware of their strengths and development needs.
Content
- the role, important elements and construction of professional interaction in social work
- systemic social work
- psychosocial work orientation
- sociodynamic quidance
- a goal-oriented process of client work
- action in value conflicts
- levels and means of interaction in meeting the client
- interactive support
- evaluation and development of one's interaction skills
Materials
- Kangasluoma, E., & Sarvikas, H. (2016). Vuorovaikutus psykososiaalisessa työssä - arvioinnin malli simuloituihin oppimistilanteisiin. Teoksessa A. Heikkilä, & J. Kulmala (toim.) Uusia työmenetelmiä ja innovaatioita hyvinvoinnin edistämiseen: SeAMK sosiaali- ja terveysala tutkii ja kehittää m(s. 53 - 82). (Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 120). Seinäjoen ammattikorkeakoulu. https://www.theseus.fi/bitstream/handle/10024/121237/1/B120.pdf
- Laitinen, M., & Pohjola, A (toim.) (2010). Asiakkuus sosiaalityössä. Gaudeamus. (s.39-45 ja 138-177).
- Sarvikas, H. (2020). Asiakas kohdataan kuuntelemalla. Teoksessa M. Salminen-Tuomaala, J. Hallila, S. Saarikoski & T. Tapio (toim.) Tietoa, taitoa ja teknologiaa - kehittämispolkuja sosiaali- ja terveysalalla. (s. 259 - 273). (Seinäjoen ammattikorkeakoulun julkaisusarja B, Raportteja ja selvityksiä 157). Seinäjoen ammattikorkeakoulu. https://www.theseus.fi/bitstream/handle/10024/345656/B157.pdf?sequence=1&isAllowed=y
- Peavy, V. R. (1997). SocioDynamic Counselling: A Constructivist Perspective.
- other materials recommended by the teacher
Teaching methods
Lectures, group work, simulations , analysis of professional communication.
Employer connections
The course does not include practice
Exam schedules
Course includes a exam
Student workload
135 hours. Contact learning 33 hours
Further information
Oral communication studies will be integrated into this course.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to explain and to define psychosocial orientation as part of systemic social work and they understand councelling approach to work
- are capable to recognize client situations and essential features of interaction which require psychosocial work
- are able to define their individual actions and interaction skills from the perspective of psychosocial work
- are able to recognize different stages of goal-oriented working process and are able to apply it in their individual actions
Assessment criteria, good (3)
The students
- have competencies to compare psychosocial work with other social work orientations
- are capable to evaluate the interaction, that psychosocial work and counselling orientation requires
- are able to explain the factors of psychosocial interaction, also from the perspective of professional development and interactive competences
- have capacities to plan a goal-oriented client-work process
Assessment criteria, excellent (5)
The students
- have capacities to evaluate psychosocial work as one orientation of social work and to give reasons to the evaluation
- have competencies to give reasons and to evaluate their individual interactive and counselling work orientation and also their psychosocial methods, from the perspective of professional ethics
- are able to demonstrate a goal-oriented client-work process and to analyze the influencing factors from the perspective of psychosocial work.
Assessment methods and criteria
The course is evaluated in scale1 - 5. For further information, see the curricula.
The evaluation is conducted by both of the teachers.
Active participation in contact learning and simulations and group work is taken into consideration as well as written exam.
Qualifications
most part of the basic studies
Further information
oral communication studies will be integrated into this course
Enrollment
17.04.2023 - 20.04.2023
Timing
30.10.2023 - 15.12.2023
Credits
5 op
Teaching languages
- Finnish
Seats
10 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Helena Sarvikas
- Elina Kangasluoma
Student groups
-
SOS22C
-
SOS22B
Objective
Students learn to explain the theoretical and practical foundation of professional interaction and to work in professional interactive relationships with clients. Students learn to describe the psychosocial work orientation and examine how the application of its principles and practices is visible in professional interaction. They are able to define client work in the social field and examine it as a goal-oriented, process-like whole from the perspective of an interactive relationship. Students are aware of the prerequisites of a professional interactive relationship. They recognize what features of interaction are required in psychosocial work and become aware of their strengths and development needs.
Content
- the role, important elements and construction of professional interaction in social work
- systemic social work
- psychosocial work orientation
- sociodynamic quidance
- a goal-oriented process of client work
- action in value conflicts
- levels and means of interaction in meeting the client
- interactive support
- evaluation and development of one's interaction skills
Materials
- Kangasluoma, E. & Sarvikas, H. (2016). Vuorovaikutus psykososiaalisessa työssä - arvioinnin malli simuloituihin oppimistilanteisiin. Teoksessa A. Heikkilä & J. Kulmala (toim.), Seinäjoen ammattikorkeakoulu 2016: Uusia työmenetelmiä ja innovaatioita hyvinvoinnin edistämiseen SeAMK sosiaali- ja terveysala tutkii ja kehittää (s. 53 - 82). (Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 120). Seinäjoen ammattikorkeakoulu. https://www.theseus.fi/bitstream/handle/10024/121237/1/B120.pdf
- Laitinen, M. ja Pohjola, A. (2010) (toim.) Asiakkuus sosiaalityössä, s.39-45 ja 138-177.
- Mönkkönen, K. (2018). Vuorovaikutus asiakastyössä: Asiakkaan kohtaaminen sosiaali- ja terveysalalla.
- Peavy, V. R. (1998). Sociodynamic counselling. A constructivist perspective. (s. 83 - 94). Trafford. https://www.taosinstitute.net/images/PublicationsFreeBooks/Peavy_SocioDynamicCounselling_lr.pdf
-Peavy, V. R. (1999). Sosiodynaaminen ohjaus Konstruktivistinen näkökulma 21.vuosisadan ohjaustyöhön. Työministeriö. https://jyx.jyu.fi/bitstream/handle/123456789/77979/1/978-951-39-8877-7_jyx.pdf
-Sarvikas, H. (2020). Asiakas kohdataan kuuntelemalla. Teoksessa M. Salminen-Tuomaala, J. Hallila, S. Saarikoski & T. Tapio (toim.), Seinäjoen ammattikorkeakoulu 2020: Tietoa, taitoa ja teknologiaa - kehittämispolkuja sosiaali- ja terveysalalla (s. 259–273). (Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 157). Seinäjoen ammattikorkeakoulu. https://www.theseus.fi/bitstream/handle/10024/345656/B157.pdf?sequence=1&isAllowed=y
- Teacher´s material
Teaching methods
Contact Learning: Lectures, group work, drama exercises , analysis of professional communication + Literal exam.
Employer connections
The course does not include practice
Exam schedules
Course includes a literal exam.
Student workload
133 hours.
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
The students
- are able to explain and to define psychosocial orientation as part of systemic social work and they understand councelling approach to work
- are capable to recognize client situations and essential features of interaction which require psychosocial work
- are able to define their individual actions and interaction skills from the perspective of psychosocial work
- are able to recognize different stages of goal-oriented working process and are able to apply it in their individual actions
Assessment criteria, good (3)
The students
- have competencies to compare psychosocial work with other social work orientations
- are capable to evaluate the interaction, that psychosocial work and counselling orientation requires
- are able to explain the factors of psychosocial interaction, also from the perspective of professional development and interactive competences
- have capacities to plan a goal-oriented client-work process
Assessment criteria, excellent (5)
The students
- have capacities to evaluate psychosocial work as one orientation of social work and to give reasons to the evaluation
- have competencies to give reasons and to evaluate their individual interactive and counselling work orientation and also their psychosocial methods, from the perspective of professional ethics
- are able to demonstrate a goal-oriented client-work process and to analyze the influencing factors from the perspective of psychosocial work.
Assessment methods and criteria
The course is evaluated in scale1 - 5. For further information, see the curricula.
The evaluation is conducted by both of the teachers.
Active participation in contact learning and drama rehearses is taken into consideration as well as written exam.
Assessment criteria, satisfactory (1)
Performance does not reach level 1.
Assessment criteria, good (3)
The students
- are able to explain and to define psychosocial orientation as part of systemic social work and they understand councelling approach to work
- are capable to recognize client situations and essential features of interaction which require psychosocial work
- are able to define their individual actions and interaction skills from the perspective of psychosocial work
- are able to recognize different stages of goal-oriented working process and are able to apply it in their individual actions
Assessment criteria, excellent (5)
The students
- have competencies to compare psychosocial work with other social work orientations
- are capable to evaluate the interaction, that psychosocial work and counselling orientation requires
- are able to explain the factors of psychosocial interaction, also from the perspective of professional development and interactive competences
- have capacities to plan a goal-oriented client-work process
Assessment criteria, approved/failed
The students
- have capacities to evaluate psychosocial work as one orientation of social work and to give reasons to the evaluation
- have competencies to give reasons and to evaluate their individual interactive and counselling work orientation and also their psychosocial methods, from the perspective of professional ethics
- are able to demonstrate a goal-oriented client-work process and to analyze the influencing factors from the perspective of psychosocial work.
Qualifications
most part of the basic studies
Further information
oral communication studies will be integrated into this course
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
2 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 50
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
-
MSOS22SV
Objective
Students recognize how the professional practice of Bachelors of Social Services is connected with issues in society and ethics. Students know how to make use of current themes in society to examine their professional growth. They acknowledge the role of reflection skills as a tool in professional growth and are able to describe their strengths and development needs with help of professional competence descriptions for Bachelors of Social Services.
Content
-Theoretical background of the professional growth process
-Competences for Bachelors of Social Services
-Current topics in the social work field
Materials
Arki, arvot ja etiikka. Sosiaalialan ammattieettiset ohjeet. Talentia.
Mäkinen, P., Raatikainen, E., Rahikka, A.&Saarnio, T.(2020). Ammattina sosionomi.Sanoma Pro Oy.
Teaching methods
Course is studied by e-learning. Students join to self choosed webinars and write an essay from those ideas.
Student workload
54h
realization.localizedApproveRejectDescription
Student join to webinars and does an essay.
Further information
Course is orientated at week 2/2024.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students are able to examine current themes in social work and services from the perspective of ethics and professional competences defined for Bachelors of Social Services. Students identify personal strenghts and development needs as part of their professional growth.
Assessment methods and criteria
Course includes webinars and essay.
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 01.03.2024
Credits
2 op
Virtual proportion (cr)
0.5 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
MSOS23KDegree Programme in Social Services
-
SOS23A
Objective
Students recognize how the professional practice of Bachelors of Social Services is connected with issues in society and ethics. Students know how to make use of current themes in society to examine their professional growth. They acknowledge the role of reflection skills as a tool in professional growth and are able to describe their strengths and development needs with help of professional competence descriptions for Bachelors of Social Services.
Content
-Theoretical background of the professional growth process
-Competences for Bachelors of Social Services
-Current topics in the social work field
Materials
Arki, arvot ja etiikka. Sosiaalialan ammattieettiset ohjeet. Talentia.
Mäkinen, P., Raatikainen, E., Rahikka, A.&Saarnio, T.(2020). Ammattina sosionomi.Sanoma Pro Oy.
Teaching methods
Course is studied by face-to-face-learning but includes independent study, studying by groups, lessons ja professional speeches. Students do an essay also.
Student workload
54h
realization.localizedApproveRejectDescription
Student join to lessons and do an essay.
Further information
Course is orientated at week 2/2024.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students are able to examine current themes in social work and services from the perspective of ethics and professional competences defined for Bachelors of Social Services. Students identify personal strenghts and development needs as part of their professional growth.
Assessment methods and criteria
Students join to face-to-face learning an do an essay.
Enrollment
17.04.2023 - 20.04.2023
Timing
28.08.2023 - 15.12.2023
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 20
Degree programmes
- Bachelor of Social Services
Teachers
- Annukka Haapa-aho
Student groups
-
SOS22C
-
SOS22B
Objective
Students recognize how the professional practice of Bachelors of Social Services is connected with issues in society and ethics. Students know how to make use of current themes in society to examine their professional growth. They acknowledge the role of reflection skills as a tool in professional growth and are able to describe their strengths and development needs with help of professional competence descriptions for Bachelors of Social Services.
Content
-Theoretical background of the professional growth process
-Competences for Bachelors of Social Services
-Current topics in the social work field
Materials
Arki, arvot ja etiikka. Sosiaalialan ammattieettiset ohjeet. Talentia.
Mäkinen, P., Raatikainen, E., Rahikka, A.&Saarnio, T.2020. Ammattina sosionomi.Sanoma Pro Oy.
Teaching methods
Implementation as close-in teaching. Students co-operate with asossioations and organize the Kokemuskirjasto event. Students do allso independent work. Participation in local education is essential. Kokemuskirjasto- event is 8.11.23 and participation is essential. Learning diary.
Employer connections
Students co-operate with different assosiations to organize Kokemuskirjasto event.
Student workload
52 hours
realization.localizedApproveRejectDescription
Students are able to examine current themes in social work and services from the perspective of ethics and professional competences defined for Bachelors of Social Services. Students identify personal strenghts and development needs as part of their professional growth.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students are able to examine current themes in social work and services from the perspective of ethics and professional competences defined for Bachelors of Social Services. Students identify personal strenghts and development needs as part of their professional growth.
Assessment methods and criteria
Studens get involved to join classroom learning days.
Enrollment
17.04.2023 - 20.04.2023
Timing
28.08.2023 - 15.12.2023
Credits
2 op
Virtual proportion (cr)
1.5 op
Teaching languages
- Finnish
Seats
12 - 50
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
SOS22C
-
SOS22B
Objective
Students recognize how the professional practice of Bachelors of Social Services is connected with issues in society and ethics. Students know how to make use of current themes in society to examine their professional growth. They acknowledge the role of reflection skills as a tool in professional growth and are able to describe their strengths and development needs with help of professional competence descriptions for Bachelors of Social Services.
Content
-Theoretical background of the professional growth process
-Competences for Bachelors of Social Services
-Current topics in the social work field
Materials
Arki, arvot ja etiikka. Sosiaalialan ammattieettiset ohjeet. Talentia.
Mäkinen, P., Raatikainen, E., Rahikka, A.&Saarnio, T.2020. Ammattina sosionomi.Sanoma Pro Oy.
Teaching methods
Online teaching, which includes orientation as distance education and Kokemuskirjasto- event on November 8, 2023 in Seinäjoki. The duration of the event is 8 hours and participation in the event is necessary. In addition, learning diary work.
Exam schedules
-
Student workload
54h
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students are able to examine current themes in social work and services from the perspective of ethics and professional competences defined for Bachelors of Social Services. Students identify personal strenghts and development needs as part of their professional growth.
Enrollment
22.04.2024 - 28.04.2024
Timing
01.05.2024 - 15.12.2024
Credits
2 op
Teaching languages
- Finnish
Seats
12 - 20
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
SOS23CBachelor of Social Services, Full-time studies
-
SOS23BBachelor of Social Services, Full-time studies
Objective
Students recognize how the professional practice of Bachelors of Social Services is connected with issues in society and ethics. Students know how to make use of current themes in society to examine their professional growth. They acknowledge the role of reflection skills as a tool in professional growth and are able to describe their strengths and development needs with help of professional competence descriptions for Bachelors of Social Services.
Content
-Theoretical background of the professional growth process
-Competences for Bachelors of Social Services
-Current topics in the social work field
Materials
Arki, arvot ja etiikka. Sosiaalialan ammattieettiset ohjeet. Talentia.
Mäkinen, P., Raatikainen, E., Rahikka, A.&Saarnio, T.(2020). Ammattina sosionomi.Sanoma Pro Oy.
Teaching methods
Students organize two events with organisations of social field: Homeless night at 17.10.2024 and Multidisciplinary child protection -seminar 4.12.2024.
Employer connections
Students organize two events with organisations of social field.
Exam schedules
Students do a learning assignment.
Student workload
54h
realization.localizedApproveRejectDescription
Approved
Students are able to examine current themes in social work and services from the perspective of ethics and professional competences defined for Bachelors of Social Services. Students identify personal strenghts and development needs as part of their professional growth.
Content scheduling
Course is orientated by Teams at 31.5.2024 p.m. Orientation lesson includes meeting with organizations. Target of that is to plan those events included of the course.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students are able to examine current themes in social work and services from the perspective of ethics and professional competences defined for Bachelors of Social Services. Students identify personal strenghts and development needs as part of their professional growth.
Assessment methods and criteria
Student organize two events in social work fields with another students and do a learning assignment.
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 31.03.2024
Credits
2 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 70
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
SOS22A
-
MSOS22K
Objective
Students know how to examine various phenomena in society from multiple perspectives and link them with objectives in the professional work of Bachelors of Social Services. Students are able to provide views about the current themes discussed, and argue for their views based on professional ethics. Students are able to analyze their personal professional goals and competence using the competence descriptions for Bachelors of Social Services. Based on them, students are able to describe their personal career options.
Content
-Theoretical background of the professional growth process
-Competences for Bachelors of Social Services
-Current topics in the social work field
Materials
Arki, arvot ja etiikka. Sosiaalialan ammattieettiset ohjeet. Talentia.
Mäkinen, P., Raatikainen, E., Rahikka, A.&Saarnio, T.(2020). Ammattina sosionomi.Sanoma Pro Oy.
Teaching methods
Course is studied by e-learning. Course includes webinars and joining to professional events of social field. Students do an essey.
Student workload
54h
realization.localizedApproveRejectDescription
Assessment criteria, approved/failed
Students join to webinars which are described in orientation lesson. Students do an esseay.
Students know how to analyze current social and professional themes from the perspectives of the practice and competences of Bachelors of Social Services. Students are able to provide views about social and professional themes and justify their views. Students are able to describe their personal professional strenghts and development needs and to present and justify their career options.
Further information
Course is orientated at week 2/2024.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students know how to analyze current social and professional themes from the perspectives of the practice and competences of Bachelors of Social Services. Students are able to provide views about social and professional themes and justify their views. Students are able to describe their personal professional strenghts and development needs and to present and justify their career options.
Assessment methods and criteria
Students join to webinars which are described in orientation lesson. Students do an esseay.
Qualifications
Society, Profession and Ethics 1
Enrollment
17.04.2023 - 20.04.2023
Timing
04.09.2023 - 20.10.2023
Credits
2 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 70
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
SOS21B
-
SOS21C
Objective
Students know how to examine various phenomena in society from multiple perspectives and link them with objectives in the professional work of Bachelors of Social Services. Students are able to provide views about the current themes discussed, and argue for their views based on professional ethics. Students are able to analyze their personal professional goals and competence using the competence descriptions for Bachelors of Social Services. Based on them, students are able to describe their personal career options.
Content
-Theoretical background of the professional growth process
-Competences for Bachelors of Social Services
-Current topics in the social work field
Materials
Arki, arvot ja etiikka. Sosiaalialan ammattieettiset ohjeet. Talentia.
Mäkinen, P., Raatikainen, E., Rahikka, A.&Saarnio, T.(2020). Ammattina sosionomi.Sanoma Pro Oy.
Teaching methods
Course is studied by e-learning. Course includes webinars and joining to professional events of social field. Students do an essey.
Student workload
54h
realization.localizedApproveRejectDescription
Assessment criteria, approved/failed
Students join to webinars which are described in orientation lesson. Students do an esseay.
Students know how to analyze current social and professional themes from the perspectives of the practice and competences of Bachelors of Social Services. Students are able to provide views about social and professional themes and justify their views. Students are able to describe their personal professional strenghts and development needs and to present and justify their career options.
Further information
Course is orientated at week 36.
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students know how to analyze current social and professional themes from the perspectives of the practice and competences of Bachelors of Social Services. Students are able to provide views about social and professional themes and justify their views. Students are able to describe their personal professional strenghts and development needs and to present and justify their career options.
Assessment methods and criteria
Students join to webinars which are described in orientation lesson. Students do an esseay.
Qualifications
Society, Profession and Ethics 1
Enrollment
17.04.2024 - 21.04.2024
Timing
20.05.2024 - 31.08.2024
Credits
2 op
Virtual proportion (cr)
2 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Asta Niinimäki
Student groups
-
MSOS22SV
Objective
Students know how to examine various phenomena in society from multiple perspectives and link them with objectives in the professional work of Bachelors of Social Services. Students are able to provide views about the current themes discussed, and argue for their views based on professional ethics. Students are able to analyze their personal professional goals and competence using the competence descriptions for Bachelors of Social Services. Based on them, students are able to describe their personal career options.
Content
-Theoretical background of the professional growth process
-Competences for Bachelors of Social Services
-Current topics in the social work field
Materials
Competences of Bachelor of Social services. Additionally material chosen by the student her-/himself.
Teaching methods
Independent study
Employer connections
Course doesn´t include practical training.
Exam schedules
Essay´s return date 31.8.2024.
Student workload
52h
realization.localizedApproveRejectDescription
Students know how to analyze current social and professional themes from the perspectives of the practice and competences of Bachelors of Social Services. Students are able to provide views about social and professional themes and justify their views. Students are able to describe their personal professional strenghts and development needs and to present and justify their career options.
Content scheduling
Course is orientated at 20th of May in 2024 between 14.15-16 p.m. Lesson is recorded.
Course includes two real time lectures, not recording:
29.5.2024 at 17-18.30 p.m. Sexual violence against a child
5.6.2024 klo 17-18.30 p.m. Child´s skills of safety
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
X
Assessment criteria, approved/failed
Students know how to analyze current social and professional themes from the perspectives of the practice and competences of Bachelors of Social Services. Students are able to provide views about social and professional themes and justify their views. Students are able to describe their personal professional strenghts and development needs and to present and justify their career options.
Assessment methods and criteria
Students do an essay, which is returned by 31.8.2024. Assessment criteria, approved/failed. Essay´s grade is formed to course´s grade.
Qualifications
Society, Profession and Ethics 1
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 08.03.2024
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 35
Degree programmes
- Bachelor of Social Services
Teachers
- Pia-Christine Sainio
Student groups
-
SOS22A
-
MSOS22K
Objective
Students recognize the meaning of social engagement, empowerment and social capital from the perspectives of citizens' welfare, function of society and ecosocial sustainability. Students are able to describe the principles of community social work and the theory of critical pedagogy, social pedagogic activation and encouragement. They become familiar with methods and international models used in community social work. Students learn to know social service agencies that have chosen to base their work on promoting the sense of community. Students are able to assess communities’ resources and needs for community activation. Using community work methods, students know how to launch, implement and evaluate professional action that promotes the sense of community and empowerment..
Content
- the concepts of social capital
- social pedagogic activation, social engagement
- empowering perspective and critical pedagogy
- community activation, deliberative methods in decision making
- starting, implementing and evaluation community activity
- community-oriented ideology in practice
Materials
Sosiaalipedagogiikka (2019). Kohti inhimillisempää yhteiskuntaa. Nivala, Elina & Sanna Ryynänen (toim.). Gaudeamus.
Yhteisöt ja sosiaalityö - Kansalaisen vai asiakkaan asialla? (2016). Roivainen, Nylund, Korkiamäki & Raitakari (toim.) PS-kustannus.
Väyrynen, Kostamo-Pääkkö, Ojaniemi& Arnkil (2017): Sosiaalityön yhteisöllisyyttä etsimässä. Unipress. 3. painos
Kananoja, Aulikki (2017). Kansalaistoiminta osana sosiaalipolitiikkaa. Teoksessa: Sosiaalityön käsikirja. Kananoja, Lähteinen & Marjamäki (toim.). Tietosanoma. Helsinki. (Luku 5).
In addition, other material reported by the teacher.
Teaching methods
Lectures, independent studying at Moodle, essay and study visit.
Employer connections
Does not include training.
Study visit, if it is possible.
Exam schedules
It will be announced at the beginning of the study period.
International connections
-
Completion alternatives
The course can be completed by studyfication or in the Living Lab.
Student workload
108 hours, included lectures, study visit, working online, task and an assignment at the end of course.
Content scheduling
-
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize the meaning of citizen's engagement, empowerment and social capital in promoting citizens' welfare, the function of society and ecosocial sustainability
- are able to describe the principles of community social work and the theory of critical pedagogy, social pedagogic activation and encouragement
- know how to assess communities’ resources and needs for community activation
- have competence to apply community work methods to create and evaluate a community activation process
- recognise methods and international models used in community social work and field agencies which apply these methods
Assessment criteria, good (3)
Students
- are able to evaluate the meaning of citizens’ engagement, empowerment and social capital in promoting citizens' welfare, the function of society and ecosocial sustainability
- are able to describe the principles of community social work and the theory of critical pedagogy, social pedagogic activation and encouragement
- have ability to interpret communities’ resources and needs for community activation
- have competence to apply community work methods to create, evaluate and argue for a community activation process
- know how to compare methods and international models used in community social work and, based on sound reasoning, categorise field agencies which apply these methods
Assessment criteria, excellent (5)
Students
- have competence to argue for the meaning of citizens’ engagement, empowerment and social capital in promoting of citizens' well-being, the function of society and ecosocial sustainability
- are able to compare principles of community social work and the theory of critical pedagogy, social pedagogic activation and encouragement
- have ability to interpret community's resources and needs for community activation based on sound reasoning
- have competence to extensively apply various community work methods to create and evaluate a community activation process
- critically evaluate various methods and international models used in community social work and, based on sound reasoning, analyse field agencies which apply these methods
Assessment methods and criteria
The evaluation is based on the active completion and participation of the course, the report for study visit and the approved completion of the assignment.
Qualifications
most part of the basic studies of the degree programme
Further information
Students choose between this and the following courses:
- Communication and Media in Social Work
- Structural Social Work
- Empowering Social Work
Enrollment
02.05.2023 - 05.05.2023
Timing
04.09.2023 - 20.10.2023
Credits
4 op
Teaching languages
- Finnish
Seats
12 - 30
Degree programmes
- Bachelor of Social Services
Teachers
- Pia-Christine Sainio
Student groups
-
SOS21B
-
SOS21C
Objective
Students recognize the meaning of social engagement, empowerment and social capital from the perspectives of citizens' welfare, function of society and ecosocial sustainability. Students are able to describe the principles of community social work and the theory of critical pedagogy, social pedagogic activation and encouragement. They become familiar with methods and international models used in community social work. Students learn to know social service agencies that have chosen to base their work on promoting the sense of community. Students are able to assess communities’ resources and needs for community activation. Using community work methods, students know how to launch, implement and evaluate professional action that promotes the sense of community and empowerment..
Content
- the concepts of social capital
- social pedagogic activation, social engagement
- empowering perspective and critical pedagogy
- community activation, deliberative methods in decision making
- starting, implementing and evaluation community activity
- community-oriented ideology in practice
Materials
Sosiaalipedagogiikka (2019). Kohti inhimillisempää yhteiskuntaa. Nivala, Elina & Sanna Ryynänen (toim.). Gaudeamus.
Väyrynen, Kostamo-Pääkkö, Ojaniemi& Arnkil (2017): Sosiaalityön yhteisöllisyyttä etsimässä. Unipress. 3. painos
Kananoja, Aulikki (2017). Kansalaistoiminta osana sosiaalipolitiikkaa. Teoksessa: Sosiaalityön käsikirja. Kananoja, Lähteinen & Marjamäki (toim.). Tietosanoma. Helsinki. (Luku 5).
In addition, other material reported by the teacher.
Teaching methods
Lectures, independent studying at Moodle, essay and study visit.
Employer connections
Does not include training.
Study visit, if it is possible.
Exam schedules
Will be announced at the beginning of the study period.
Completion alternatives
The course can be completed by studying or in the Living Lab.
Student workload
108 h, included lectures, study visit, working online, task and an assignment at the end of course.
Further information
The course is optional with the following courses:
- Communication and media in social work
- Structural social work
- Empowering social work
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
- recognize the meaning of citizen's engagement, empowerment and social capital in promoting citizens' welfare, the function of society and ecosocial sustainability
- are able to describe the principles of community social work and the theory of critical pedagogy, social pedagogic activation and encouragement
- know how to assess communities’ resources and needs for community activation
- have competence to apply community work methods to create and evaluate a community activation process
- recognise methods and international models used in community social work and field agencies which apply these methods
Assessment criteria, good (3)
Students
- are able to evaluate the meaning of citizens’ engagement, empowerment and social capital in promoting citizens' welfare, the function of society and ecosocial sustainability
- are able to describe the principles of community social work and the theory of critical pedagogy, social pedagogic activation and encouragement
- have ability to interpret communities’ resources and needs for community activation
- have competence to apply community work methods to create, evaluate and argue for a community activation process
- know how to compare methods and international models used in community social work and, based on sound reasoning, categorise field agencies which apply these methods
Assessment criteria, excellent (5)
Students
- have competence to argue for the meaning of citizens’ engagement, empowerment and social capital in promoting of citizens' well-being, the function of society and ecosocial sustainability
- are able to compare principles of community social work and the theory of critical pedagogy, social pedagogic activation and encouragement
- have ability to interpret community's resources and needs for community activation based on sound reasoning
- have competence to extensively apply various community work methods to create and evaluate a community activation process
- critically evaluate various methods and international models used in community social work and, based on sound reasoning, analyse field agencies which apply these methods
Assessment methods and criteria
The evaluation is based on the active completion and participation of the course, the report for study visit and the approved completion of the assignment.
Qualifications
most part of the basic studies of the degree programme
Further information
Students choose between this and the following courses:
- Communication and Media in Social Work
- Structural Social Work
- Empowering Social Work
Enrollment
02.05.2023 - 05.05.2023
Timing
08.01.2024 - 08.03.2024
Credits
4 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Seats
12 - 35
Degree programmes
- Bachelor of Social Services
Teachers
- Pia-Christine Sainio
Student groups
-
MSOS22SV
Objective
The student is able to define the concepts of agency, inclusion, empowerment and empowerment as well as social capital and their significance from the perspectives of citizens' well-being, functioning of society and ecosocial sustainability. He / she is able to define the operating principles of community social work in communities and the theory of critical pedagogy and social pedagogical activation and inspiration. The student is able to define and compare the methods used in community social work and is able to justify their use in social work environments. The student is able to define and evaluate the needs of community activation and the resources of communities. He / she is able to initiate, implement and evaluate professional activities that support community and the empowerment of citizens, applying the methods of community social work.
Content
- the concepts of community, agency, inclusion and social capital
- community social work, social pedagogical activation
- an empowering and empowering perspective
- Ecosocial social work
- critical pedagogy
- community activation, deliberative methods
- initiating, implementing and evaluating community action
Materials
-Sosiaalipedagogiikka (2019). Kohti inhimillisempää yhteiskuntaa. Nivala, Elina & Sanna Ryynänen (toim.). Gaudeamus.
-Yhteisöt ja sosiaalityö - Kansalaisen vai asiakkaan asialla? (2016). Roivainen, Nylund, Korkiamäki & Raitakari (toim.) PS-kustannus.
-Asiakkaat toimijoina sosiaalityössä (2013). Laitinen & Niskala (toim.). Vastapaino.
-Väyrynen, Kostamo-Pääkkö, Ojaniemi& Arnkil (2017): Sosiaalityön yhteisöllisyyttä etsimässä. Unipress. 3. painos
-Kananoja, Aulikki (2017). Kansalaistoiminta osana sosiaalipolitiikkaa. Teoksessa: Sosiaalityön käsikirja. Kananoja, Lähteinen & Marjamäki (toim.). Tietosanoma. Helsinki. (Luku 5).
-Lisäksi muu mahdollinen opettajan ilmoittama materiaali.
Teaching methods
Mainly independent online study. During the contact week, 10 face-to-face lessons and a final assignment in small groups. In addition, familiarization visits, group work.
Student workload
108h
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
Students
The student is able to recognize the role of citizens' empowerment, inclusion, empowerment and empowerment, as well as the importance of social capital in the well-being of citizens, the functioning of society and ecosocial sustainability. He / she is able to name the operating principles of community social work and the theory of critical pedagogy and social pedagogical activation and inspiration. The student is able to identify the needs of community activation and the resources of communities. The student is able to construct and evaluate the process of community action using the methods of community social work. He / she is able to identify the methods of community social work and the offices that apply them in their activities.
Assessment criteria, good (3)
Students
The student is able to evaluate the importance of citizens' empowerment, inclusion, empowerment and empowerment as well as social capital in the well-being of citizens, the functioning of society and ecosocial sustainability. He / she is able to explain the operating principles of community social work and theories of critical pedagogy and social pedagogical activation and inspiration. The student is able to evaluate the needs of community activation and the resources of communities. The student is able to construct and evaluate the process of community action by applying the methods of community social work. He / she is able to choose the methods used in community social work according to the needs of the community. The student knows the offices that apply the methods of community social work in their activities.
Assessment criteria, excellent (5)
Students
The student is able to analyze the importance of citizens' empowerment, inclusion, empowerment and empowerment as well as social capital in the well-being of citizens, the functioning of society and ecosocial sustainability. He / she is able to compare the operating principles of community social work and explain the theories of critical pedagogy and social pedagogical activation and inspiration. The student is able to evaluate and analyze the needs of community activation and the resources of communities. The student is able to construct and analyze the process of community action by applying the methods of community social work in a variety of ways. He / she is able to critically evaluate the methods used in community social work and their needs, and knows the offices that apply them in their activities.
Qualifications
most part of the basic studies of the degree programme
Further information
Students choose between this and the following courses:
- Communication and Media in Social Work
- Structural Social Work
- Empowering Social Work
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 31.05.2024
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
Student groups
-
MSOS23KDegree Programme in Social Services
Objective
The student
• is able to outline the entrepreneurial competences and to reflect on their own goals and strengths in relation to them
• recognizes human cognitive structures in themselves and in interaction with other people
• understands the importance of the tolerance of uncertainty in their actions and interaction
• is able to describe and consider social, cultural and economic value and to perceive their differences
• recognizes the contextuality of value and the different structures in which it can be created
• is able to analyse different value chains and networks
• is able to describe the importance of entrepreneurship for society and national economy as well as to recognize different manifestations of entrepreneurship in everyday life
• is able to describe the preconditions for profitable business activity
• knows the stages of the establishment of a company
• knows the entrepreneurship opportunities at SeAMK
Content
• Entrepreneurial competence, self-knowledge and self-efficacy, motivation, human systems of thought, uncertainty tolerance, and processing of disappointments
• Value creation, recognition of value chains and networks in different environments, value creation in different structures, such as companies and associations
• Basic concepts of entrepreneurship and business and earnings logic, economic literacy, risk management
• Stages of the establishment of business activities
• Business plan as a tool for structuring a business idea (for fields of study other than Business)
• Business activities as part of society, entrepreneurship as part of life
• Deepening of the student’s entrepreneurial skills at SeAMK (SeAMK Yritystalli, SeAMKPro, SeiES, etc.)
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
To pass the course, the student is required to actively participate in it and to pass all the assignments. In the assignments, the student shows they understand the creation of social, cultural and economic value and reflects on their importance in business and society. The student demonstrates they know the basic concepts of business and are able to describe the preconditions for profitable business activity. The student demonstrates they are able to reflect on their own relationship with entrepreneurship and entrepreneurial competence.
Enrollment
17.04.2023 - 20.04.2023
Timing
06.11.2023 - 15.12.2023
Credits
3 op
Virtual proportion (cr)
3 op
Teaching languages
- Finnish
Degree programmes
- Bachelor of Social Services
Teachers
- Anu Aalto
Student groups
-
SOS22A
Objective
The student
• is able to outline the entrepreneurial competences and to reflect on their own goals and strengths in relation to them
• recognizes human cognitive structures in themselves and in interaction with other people
• understands the importance of the tolerance of uncertainty in their actions and interaction
• is able to describe and consider social, cultural and economic value and to perceive their differences
• recognizes the contextuality of value and the different structures in which it can be created
• is able to analyse different value chains and networks
• is able to describe the importance of entrepreneurship for society and national economy as well as to recognize different manifestations of entrepreneurship in everyday life
• is able to describe the preconditions for profitable business activity
• knows the stages of the establishment of a company
• knows the entrepreneurship opportunities at SeAMK
Content
• Entrepreneurial competence, self-knowledge and self-efficacy, motivation, human systems of thought, uncertainty tolerance, and processing of disappointments
• Value creation, recognition of value chains and networks in different environments, value creation in different structures, such as companies and associations
• Basic concepts of entrepreneurship and business and earnings logic, economic literacy, risk management
• Stages of the establishment of business activities
• Business plan as a tool for structuring a business idea (for fields of study other than Business)
• Business activities as part of society, entrepreneurship as part of life
• Deepening of the student’s entrepreneurial skills at SeAMK (SeAMK Yritystalli, SeAMKPro, SeiES, etc.)
Evaluation scale
Passed/failed
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
To pass the course, the student is required to actively participate in it and to pass all the assignments. In the assignments, the student shows they understand the creation of social, cultural and economic value and reflects on their importance in business and society. The student demonstrates they know the basic concepts of business and are able to describe the preconditions for profitable business activity. The student demonstrates they are able to reflect on their own relationship with entrepreneurship and entrepreneurial competence.
Enrollment
17.04.2023 - 20.04.2023
Timing
01.08.2023 - 31.12.2023
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 40
Degree programmes
- Bachelor of Social Services
Teachers
- Mika Koivupuisto
Student groups
-
MSOS22SV
Objective
The student
• is able to outline the entrepreneurial competences and to reflect on their own goals and strengths in relation to them
• recognizes human cognitive structures in themselves and in interaction with other people
• understands the importance of the tolerance of uncertainty in their actions and interaction
• is able to describe and consider social, cultural and economic value and to perceive their differences
• recognizes the contextuality of value and the different structures in which it can be created
• is able to analyse different value chains and networks
• is able to describe the importance of entrepreneurship for society and national economy as well as to recognize different manifestations of entrepreneurship in everyday life
• is able to describe the preconditions for profitable business activity
• knows the stages of the establishment of a company
• knows the entrepreneurship opportunities at SeAMK
Content
• Entrepreneurial competence, self-knowledge and self-efficacy, motivation, human systems of thought, uncertainty tolerance, and processing of disappointments
• Value creation, recognition of value chains and networks in different environments, value creation in different structures, such as companies and associations
• Basic concepts of entrepreneurship and business and earnings logic, economic literacy, risk management
• Stages of the establishment of business activities
• Business plan as a tool for structuring a business idea (for fields of study other than Business)
• Business activities as part of society, entrepreneurship as part of life
• Deepening of the student’s entrepreneurial skills at SeAMK (SeAMK Yritystalli, SeAMKPro, SeiES, etc.)
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
To pass the course, the student is required to actively participate in it and to pass all the assignments. In the assignments, the student shows they understand the creation of social, cultural and economic value and reflects on their importance in business and society. The student demonstrates they know the basic concepts of business and are able to describe the preconditions for profitable business activity. The student demonstrates they are able to reflect on their own relationship with entrepreneurship and entrepreneurial competence.
Enrollment
17.04.2023 - 20.04.2023
Timing
08.01.2024 - 15.03.2024
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Mika Koivupuisto
Student groups
-
SOS22C
-
SOS22B
Objective
The student
• is able to outline the entrepreneurial competences and to reflect on their own goals and strengths in relation to them
• recognizes human cognitive structures in themselves and in interaction with other people
• understands the importance of the tolerance of uncertainty in their actions and interaction
• is able to describe and consider social, cultural and economic value and to perceive their differences
• recognizes the contextuality of value and the different structures in which it can be created
• is able to analyse different value chains and networks
• is able to describe the importance of entrepreneurship for society and national economy as well as to recognize different manifestations of entrepreneurship in everyday life
• is able to describe the preconditions for profitable business activity
• knows the stages of the establishment of a company
• knows the entrepreneurship opportunities at SeAMK
Content
• Entrepreneurial competence, self-knowledge and self-efficacy, motivation, human systems of thought, uncertainty tolerance, and processing of disappointments
• Value creation, recognition of value chains and networks in different environments, value creation in different structures, such as companies and associations
• Basic concepts of entrepreneurship and business and earnings logic, economic literacy, risk management
• Stages of the establishment of business activities
• Business plan as a tool for structuring a business idea (for fields of study other than Business)
• Business activities as part of society, entrepreneurship as part of life
• Deepening of the student’s entrepreneurial skills at SeAMK (SeAMK Yritystalli, SeAMKPro, SeiES, etc.)
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
To pass the course, the student is required to actively participate in it and to pass all the assignments. In the assignments, the student shows they understand the creation of social, cultural and economic value and reflects on their importance in business and society. The student demonstrates they know the basic concepts of business and are able to describe the preconditions for profitable business activity. The student demonstrates they are able to reflect on their own relationship with entrepreneurship and entrepreneurial competence.
Enrollment
17.04.2023 - 20.04.2023
Timing
18.03.2024 - 17.05.2024
Credits
3 op
Teaching languages
- Finnish
Seats
12 - 38
Degree programmes
- Bachelor of Social Services
Teachers
- Mika Koivupuisto
Student groups
-
SOS22C
-
SOS22B
Objective
The student
• is able to outline the entrepreneurial competences and to reflect on their own goals and strengths in relation to them
• recognizes human cognitive structures in themselves and in interaction with other people
• understands the importance of the tolerance of uncertainty in their actions and interaction
• is able to describe and consider social, cultural and economic value and to perceive their differences
• recognizes the contextuality of value and the different structures in which it can be created
• is able to analyse different value chains and networks
• is able to describe the importance of entrepreneurship for society and national economy as well as to recognize different manifestations of entrepreneurship in everyday life
• is able to describe the preconditions for profitable business activity
• knows the stages of the establishment of a company
• knows the entrepreneurship opportunities at SeAMK
Content
• Entrepreneurial competence, self-knowledge and self-efficacy, motivation, human systems of thought, uncertainty tolerance, and processing of disappointments
• Value creation, recognition of value chains and networks in different environments, value creation in different structures, such as companies and associations
• Basic concepts of entrepreneurship and business and earnings logic, economic literacy, risk management
• Stages of the establishment of business activities
• Business plan as a tool for structuring a business idea (for fields of study other than Business)
• Business activities as part of society, entrepreneurship as part of life
• Deepening of the student’s entrepreneurial skills at SeAMK (SeAMK Yritystalli, SeAMKPro, SeiES, etc.)
Evaluation scale
1-5
Assessment criteria, satisfactory (1)
x
Assessment criteria, approved/failed
To pass the course, the student is required to actively participate in it and to pass all the assignments. In the assignments, the student shows they understand the creation of social, cultural and economic value and reflects on their importance in business and society. The student demonstrates they know the basic concepts of business and are able to describe the preconditions for profitable business activity. The student demonstrates they are able to reflect on their own relationship with entrepreneurship and entrepreneurial competence.