Professional Interaction and Cooperation (2cr)

Objective

Students know how to encounter clients, families and community members as experts of their own lives. They treat clients with respect, as active agents during the care. Students are competent in professional and therapeutic interaction with clients and family members of all ages. Students evaluate and develop their work, assume responsibility for their action and are aware of their interaction and cooperation skills and their development needs.

Content

The individual, family and community as a client. Interaction and cooperation skills. Professional and therapeutic interaction. Care delivery models, working in pairs and teams. Networking skills.

Qualifications

No previous studies required

Assessment criteria, satisfactory (1)

1-2
Students recognize strengths and weaknesses in their interaction and co-operation skills, seek to develop their skills and to adapt their action accordingly. Students are able to act in individual interaction and co-operation situations according to instructions. They know how to use a client-centred approach and how to act as members of a team. Students participate in the learning process and share knowledge with their peers. Students know how to work with various actors in a professional manner, observing equality principles. They examine their strengths and development needs in relation to client-centred professional competence.

Assessment criteria, good (3)

3-4
Students examine strengths and weaknesses in their interaction and co-operation skills, seek to develop their skills and to adapt their action accordingly. Students are competent to act in interaction and co-operation situations, using a client-centred approach. Students actively participate in the learning process and share knowledge with their peers. Students know how to work with various actors and explain the reasons for their actions in a professional manner, observing equality principles. They develop their client-centred professional competence.

Assessment criteria, excellent (5)

5
Students assess strengths and weaknesses in their interaction and co-operation skills, develop their skills and adapt their action accordingly. Students are competent to act in interaction and co-operation situations, using a client-centred approach. They are able to contribute to the work of various teams in a client-centred professional manner. Students assume responsibility for the learning process and sharing of knowledge among peers. Students actively work with various actors and explain the reasons for their actions in a professional manner, observing equality principles. They actively develop themselves and their client-centred professional competence.

Assessment criteria, approved/failed

Failed = 0
Students recognize strengths and weaknesses in their interaction and co-operation skills, but do not seek to develop themselves or to adapt their action accordingly. Students are not able to act in a professional manner in interaction and co-operation situations. They are are not able to follow instructions to demonstrate client-centred professional competence. Students do not participate in the learning process or share knowledge with their peers. Students do not want to or know how to work with various actors in a a professional manner, observing equality principles.

Materials

Vilen, M. & Leppämäki, P. & Ekström, L. 2008. Vuorovaikutuksellinen tukeminen. 3. uud. painos Helsinki. WSOY. (sov. osin) Saatavuus: https://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_FI&bibId=84423

Kopakkala, A. 2005. Porukka, Jengi, Tiimi. Ryhmädynamiikka ja siihen vaikuttaminen. Edita. (sov. osin) Saatavuus: https://plari.amkit.fi/vwebv/holdingsInfo?sk=fi_FI&bibId=99283

Current study materials.