Academic year 2018 - 2019

• Application Areas of Social Welfare Legislation SOSAPJ50-3006 27.08.2018-26.10.2018  4 credits  (SOS17B) +-
  Learning outcomes of the course

  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 perspective affects the client work process. In the client work process, students take into consideration the client's self-determination right and client based orientation and also the involuntary treatment. Students know where to seek information about the current legislation and its application.

  Prerequisites and co-requisites

  Introduction to Social Welfare Legislation

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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.

  ---

  Mode of delivery

  50% Face-to-face, 50% Distance learning

  Recommended or required reading

  - Lastensuojelun käsikirja. THL..
  - Vammaispalvelujen käsikirja. THL.
  - other material introduced by the teacher

  Planned learning activities and teaching methods

  Contact teaching including lectures 32h, 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

  Assessment methods and criteria

  Active participation on the study course, online excercises

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 4 credits

  Group(s)

  • SOS17B

  Seats

  12 - 30

  Teacher(s)

  Mirva Siltakorpi, Pia-Christine Sainio

  Further information for students

  Opintojaksolla on oma Moodlepohja. Tarkemmat tiedot opintojakson alkaessa. (not translated)

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  2 credits

  Work placement(s)

  The study course does not include practice

  Exam schedule

  Tehtävien palautus on opintojakson lopussa. (not translated)

  Students use of time and load

  106 hours

  Content periodicity

  Opintojakso alkaa opintojakson orientoinnilla, tämän jälkeen ovat kontaktitunnit. Kontaktituntien jälkeen on varattu aikaa case-oppimistehtävien tekoon ja palautukseen. (not translated)

• Application Areas of Social Welfare Legislation SOSAPJ50-3007 29.10.2018-17.12.2018  4 credits  (SOS17C) +-
  Learning outcomes of the course

  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 perspective affects the client work process. In the client work process, students take into consideration the client's self-determination right and client based orientation and also the involuntary treatment. Students know where to seek information about the current legislation and its application.

  Prerequisites and co-requisites

  Introduction to Social Welfare Legislation

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Lastensuojelun käsikirja. THL..
  - Vammaispalvelujen käsikirja. THL.
  - other material introduced by the teacher

  Planned learning activities and teaching methods

  Contact teaching including lectures 32h, 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

  Assessment methods and criteria

  Active participation on the study course, online excercises

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 4 credits

  Group(s)

  • SOS17C

  Seats

  12 - 30

  Teacher(s)

  Mirva Siltakorpi, Pia-Christine Sainio

  Further information for students

  Opintojaksolla on oma Moodlepohja. Tarkemmat tiedot opintojakson alkaessa. (not translated)

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  The study course does not include practice

  Exam schedule

  Tehtävien palautus on opintojakson lopussa. (not translated)

  Students use of time and load

  106 hours

  Content periodicity

  Opintojakso alkaa opintojakson orientoinnilla, tämän jälkeen ovat kontaktitunnit. Kontaktituntien jälkeen on varattu aikaa case-oppimistehtävien tekoon ja palautukseen. (not translated)

• Application Areas of Social Welfare Legislation SOSAPJ50-3008 18.03.2019-24.05.2019  4 credits  (SOS18A) +-
  Learning outcomes of the course

  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 perspective affects the client work process. In the client work process, students take into consideration the client's self-determination right and client based orientation and also the involuntary treatment. Students know where to seek information about the current legislation and its application.

  Prerequisites and co-requisites

  Introduction to Social Welfare Legislation

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Lastensuojelun käsikirja. THL..
  - Vammaispalvelujen käsikirja. THL.
  - other material introduced by the teacher

  Planned learning activities and teaching methods

  Contact teaching including lectures 32h, 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

  Assessment methods and criteria

  Active participation on the study course, online excercises

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 24.05.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 4 credits

  Group(s)

  • SOS18A

  Seats

  12 - 26

  Teacher(s)

  Mirva Siltakorpi, Pia-Christine Sainio

  Further information for students

  Opintojaksolla on oma Moodlepohja. Tarkemmat tiedot opintojakson alkaessa. (not translated)

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  The study course does not include practice

  Exam schedule

  Tehtävien palautus on opintojakson lopussa. (not translated)

  Students use of time and load

  106 hours

  Content periodicity

  Opintojakso alkaa opintojakson orientoinnilla, tämän jälkeen ovat kontaktitunnit. Kontaktituntien jälkeen on varattu aikaa case-oppimistehtävien tekoon ja palautukseen. (not translated)

• Application Areas of Social Welfare Legislation SOSAPJ50-3009 07.01.2019-07.03.2019  4 credits  (MSOS18) +-
  Learning outcomes of the course

  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 perspective affects the client work process. In the client work process, students take into consideration the client's self-determination right and client based orientation and also the involuntary treatment. Students know where to seek information about the current legislation and its application.

  Prerequisites and co-requisites

  Introduction to Social Welfare Legislation

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Lastensuojelun käsikirja. THL..
  - Vammaispalvelujen käsikirja. THL.
  - other material introduced by the teacher

  Planned learning activities and teaching methods

  Contact teaching including lectures 32h, 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

  Assessment methods and criteria

  Active participation on the study course, online excercises

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 07.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 4 credits

  Group(s)

  • MSOS18

  Seats

  0 - 25

  Teacher(s)

  Mirva Siltakorpi, Pia-Christine Sainio

  Further information for students

  Opintojaksolla on oma Moodlepohja. Tarkemmat tiedot opintojakson alkaessa. (not translated)

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  The study course does not include practice

  Exam schedule

  Tehtävien palautus on opintojakson lopussa. (not translated)

  Students use of time and load

  106 hours

  Content periodicity

  Opintojakso alkaa opintojakson orientoinnilla, tämän jälkeen ovat kontaktitunnit. Kontaktituntien jälkeen on varattu aikaa case-oppimistehtävien tekoon ja palautukseen. (not translated)

• Arts for living together BE00BV85-3001 03.09.2018-21.09.2018  2 credits  (VVO) +-
  Learning outcomes of the course

  • To present the principles of living together in divers societies (inspired in intercultural perspective).
  • To know how arts can foster processes of empowerment for people, individually and collectively.
  • To reflect how can we use arts to build a positive connection between people.
  • To know and design creative ways to use arts to build shared meanings collectively.

  Course contents

  • Bases of positive living together.
  • Arts and empowerment.
  • Building shared meanings through arts.
  • Painting / Theatre of the oppressed / Dancing / Photography.
  • Good practices of artistic expressions for living together.

  Further information

  Diversity has always been present in our societies. This is a fact, but sometimes for some people, it’s also a difficult trouble. In front of this reality, professionals who works with people (educators, nurses, social workers, psychologists, etc.) can help to build a positive living together by using different methodologies, for example, arts. Since the beginning of the Humanity, arts has been a tool for expression and connection between people and also to build meaning that act as a powerful “glue” to create cohesion. From this perspective, the course offers a combination of theoretical frames and practical experiences to get the keys of using arts to create links between different persons.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  To be iontroduced in the beginning of the study course.

  Planned learning activities and teaching methods

  • Open and interactive methodology. During the sessions we’ll combine lectures, practical activities, debates and work in groups.

  Assessment methods and criteria

  • To evaluate the lecture, students must design a practical proposal using some art, to promote positive connection between a specific group of users/clients/people.

  Language of instruction

  English

  Timing

  03.09.2018 - 21.09.2018

  Enrollment date

  17.05.2018 - 05.09.2018

  • 2 credits

  Group(s)

  • VVO

  Seats

  10 - 20

  Teacher(s)

  Rodrigo Prieto, Päivi Rinne

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Students use of time and load

  18 hours lectures and independent study.

• As an Expert in the Social and Health Field STPO101-3023 28.09.2018-12.10.2018  2 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  Students become familiar with the area of expertise, range of work and tasks pertaining to degree programmes in social services and health care. Students are able to describe how social and health care professionals together assume responsibility for holistically helping people/clients/patients and learn what is common to the professions and how they complement each other. Students become motivated to learn more about other social and health care students' competence and to use this knowledge during their studies and later at work

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - contents of degree programmes in social services and health care
  - case management and service coordination, client-centred approach
  - multi-professional care and service pathways in social services and health care

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Ammattina sosionomi. 2011. Mäkinen, P., Raatikainen, E., Rahikka, A.&Saarnio, T. (toim.). Helsinki:WSOYpro.
  - Fysioterapia. 2006. Ulla Talvitie &al.
  - Hyvinvointivaltion palveluketjut. 2000. Nouko-Juvonen, S., Ruotsalainen, P.&Kiikkala, I. (toim.). Helsinki:Tammi.
  - Kuntoutuksen perusteet. 2008. Kristiina Härkäpää& al.
  - Heikkinen, Jyrkämä & Rantanen (toim.) Gerontologia (2013), 28 – 108, 393 – 406, 414 – 465

  Planned learning activities and teaching methods

  Lectures, case studies in multidisciplinary groups, independent study, seminar presentation and participation in seminars

  Assessment methods and criteria

  Active participation, seminar assignment

  Language of instruction

  Tuition in Finnish

  Timing

  28.09.2018 - 12.10.2018

  Enrollment date

  07.05.2018 - 23.09.2018

  • 2 credits

  Group(s)

  • SOS18A
  • FYS18
  • MSOS18

  Seats

  0 - 15

  Teacher(s)

  Mirva Siltakorpi, Pirkko Mäntykivi

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Nursing, Degree Programme in Social Services, Degree Programme in Public Health Nursing, Degree Programme in Physiotherapy, Degree Programme in Elderly Care

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Students use of time and load

  53 hours

  Content periodicity

  Opintojakso toteutuu viikoilla (not translated)

• Basics of Business Competence YPO2B2-3041 05.11.2018-18.12.2018  2 credits  (SOS17A) +-
  Learning outcomes of the course

  The student is able to
  - define the basic concepts of business operations, diffrent types of business concepts in different fields, operational and revenue generation models
  - analyse the meaning and purpose of creating and planning new business
  - analyse the meaning and purpose of the different functions of existing business
  - produce a business plan at least a theoretical level either individually or in a team
  - identify the most important public and private players that support starting and developing business operations, finance and information sources in Finland.

  Prerequisites and co-requisites

  - Business operations and entrepreneurship (a course in the basic studies common to all in SeAMKI

  Course contents

  - business idea, its content and use
  - fundamental business costs
  - marketing
  - basics of company, contract and commercial law
  - innovation
  - logistics in the production of goods and services
  - product development and prductization
  - leadership and human resource management
  - ethics, sustainable development
  - calling for tender, procurements
  - forms and sources of financing
  - basics of drawing up a business plan

  Assessment criteria

  Satisfactory

  Level 5:
  The student is able to assess and analyse by means of concepts what he/she has learned. The student is able to present and apply process management. The student is able to apply the business competence theories he/she has learned in a goal-oriented and realistc way.
  
  Level 3-4:
  The student is able to explain processes of business activities and produce examples and plans.
  
  Level 1-2:
  The student is able to identify and define the basic concepts of business competence and examine business activities by means of these concepts.

  ---

  Mode of delivery

  Face-to-face

  Language of instruction

  Tuition in Finnish

  Timing

  05.11.2018 - 18.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS17A

  Seats

  12 - 24

  Teacher(s)

  Kim Leppänen

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Basics of Business Competence YPO2B2-3042 27.08.2018-26.10.2018  2 credits  (SOS16B) +-
  Learning outcomes of the course

  The student is able to
  - define the basic concepts of business operations, diffrent types of business concepts in different fields, operational and revenue generation models
  - analyse the meaning and purpose of creating and planning new business
  - analyse the meaning and purpose of the different functions of existing business
  - produce a business plan at least a theoretical level either individually or in a team
  - identify the most important public and private players that support starting and developing business operations, finance and information sources in Finland.

  Prerequisites and co-requisites

  - Business operations and entrepreneurship (a course in the basic studies common to all in SeAMKI

  Course contents

  - business idea, its content and use
  - fundamental business costs
  - marketing
  - basics of company, contract and commercial law
  - innovation
  - logistics in the production of goods and services
  - product development and prductization
  - leadership and human resource management
  - ethics, sustainable development
  - calling for tender, procurements
  - forms and sources of financing
  - basics of drawing up a business plan

  Assessment criteria

  Satisfactory

  Level 5:
  The student is able to assess and analyse by means of concepts what he/she has learned. The student is able to present and apply process management. The student is able to apply the business competence theories he/she has learned in a goal-oriented and realistc way.
  
  Level 3-4:
  The student is able to explain processes of business activities and produce examples and plans.
  
  Level 1-2:
  The student is able to identify and define the basic concepts of business competence and examine business activities by means of these concepts.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Viitala, Riitta; Jylhä, Eila: Liiketoimintaosaaminen : menestyvän yritystoiminnan perusta. 2013. Edita Publishing Oy. Saatavana myös ekirjana.
  - opettajan osoittama materiaali, verkkomateriaali
  - esimerkiksi: http://www.yritystulkki.fi/alue/seinajoki/ (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS16B

  Seats

  12 - 29

  Teacher(s)

  Kim Leppänen

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Basics of Business Competence YPO2B2-3043 07.01.2019-15.03.2019  2 credits  (SOS16C) +-
  Learning outcomes of the course

  The student is able to
  - define the basic concepts of business operations, diffrent types of business concepts in different fields, operational and revenue generation models
  - analyse the meaning and purpose of creating and planning new business
  - analyse the meaning and purpose of the different functions of existing business
  - produce a business plan at least a theoretical level either individually or in a team
  - identify the most important public and private players that support starting and developing business operations, finance and information sources in Finland.

  Prerequisites and co-requisites

  - Business operations and entrepreneurship (a course in the basic studies common to all in SeAMKI

  Course contents

  - business idea, its content and use
  - fundamental business costs
  - marketing
  - basics of company, contract and commercial law
  - innovation
  - logistics in the production of goods and services
  - product development and prductization
  - leadership and human resource management
  - ethics, sustainable development
  - calling for tender, procurements
  - forms and sources of financing
  - basics of drawing up a business plan

  Assessment criteria

  Satisfactory

  Level 5:
  The student is able to assess and analyse by means of concepts what he/she has learned. The student is able to present and apply process management. The student is able to apply the business competence theories he/she has learned in a goal-oriented and realistc way.
  
  Level 3-4:
  The student is able to explain processes of business activities and produce examples and plans.
  
  Level 1-2:
  The student is able to identify and define the basic concepts of business competence and examine business activities by means of these concepts.

  ---

  Mode of delivery

  Face-to-face

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS16C

  Seats

  12 - 29

  Teacher(s)

  Kim Leppänen

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Basics of Business Competence YPO2B2-3044 03.09.2018-26.10.2018  2 credits  (MSOS17) +-
  Learning outcomes of the course

  The student is able to
  - define the basic concepts of business operations, diffrent types of business concepts in different fields, operational and revenue generation models
  - analyse the meaning and purpose of creating and planning new business
  - analyse the meaning and purpose of the different functions of existing business
  - produce a business plan at least a theoretical level either individually or in a team
  - identify the most important public and private players that support starting and developing business operations, finance and information sources in Finland.

  Prerequisites and co-requisites

  - Business operations and entrepreneurship (a course in the basic studies common to all in SeAMKI

  Course contents

  - business idea, its content and use
  - fundamental business costs
  - marketing
  - basics of company, contract and commercial law
  - innovation
  - logistics in the production of goods and services
  - product development and prductization
  - leadership and human resource management
  - ethics, sustainable development
  - calling for tender, procurements
  - forms and sources of financing
  - basics of drawing up a business plan

  Assessment criteria

  Satisfactory

  Level 5:
  The student is able to assess and analyse by means of concepts what he/she has learned. The student is able to present and apply process management. The student is able to apply the business competence theories he/she has learned in a goal-oriented and realistc way.
  
  Level 3-4:
  The student is able to explain processes of business activities and produce examples and plans.
  
  Level 1-2:
  The student is able to identify and define the basic concepts of business competence and examine business activities by means of these concepts.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Riitta Viitala, Elina Jylhä (2014)Liiketoimintaosaaminen- Menestyvän yritystoiminnan peruste:EDITA (not translated)

  Planned learning activities and teaching methods

  - kontaktiopetus, asiantuntijaesitykset, itsenäinen opiskelu verkossa
  - havainnointitehtävät
  - oppimistehtävät
  - merkittävä osa pyritään toteuttamaan virtuaaliopiskelun keinoin (not translated)

  Assessment methods and criteria

  - kirjalliset tuotokset 60 %
  - osallistumisaktiivisuus 40 % (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • MSOS17

  Seats

  0 - 25

  Teacher(s)

  Kim Leppänen

  Further information for students

  Myöhässä palautetun suorituksen arvosanasta vähennetään -1
  Ryhmätehtävän toveriarvioinnin pohjalta opettaja varaa oikeuden yksilökohtaiseen arviointiin (not translated)

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Completion alternatives

  Tentti + 2 uusintaa (not translated)

  Work placement(s)

  Ei ole (not translated)

  Exam schedule

  Tentti + 2 uusintaa (not translated)

  International connections

  Ei ole (not translated)

  Students use of time and load

  Luennot 6 *3h sekä luentotentti 2 h
  Itsenäinen työskentely / ryhmätyö 32 h (not translated)

  Content periodicity

  1. Intro & Liiketoímintaosaaminen ja yritystoiminta
  2. Yritys markkinoilla
  3. Yritystoiminnan organisointi ja resursointi
  4. Liiketoiminnan johtaminen
  5. Yrityksen kestävä tulevaisuus
  6 Seminaari (not translated)

• Basics of Drug Care STPO201-3017 24.09.2018-28.01.2019  2 credits  (FYS17) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  Students
  - have some knowledge of statutes on pharmaceutical care
  - have command of the various pharmaceutical dosage forms and know how to appropriate and carefully handle medicines
  - use pharmaceutical databases randomly

  Good

  Students
  - are familiar with statutes on pharmaceutical care
  - have command of the various pharmaceutical dosage forms and know how to appropriate and carefully handle and store medicines.
  - mostly use pharmaceutical databases correctly

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Language of instruction

  Tuition in Finnish

  Timing

  24.09.2018 - 28.01.2019

  Enrollment date

  01.05.2018 - 30.09.2018

  • 2 credits

  Group(s)

  • FYS17

  Teacher(s)

  Tiina Koskela

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Nursing, Degree Programme in Social Services, Degree Programme in Public Health Nursing

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Basics of Drug Care STPO201-3018 03.09.2018-26.10.2018  2 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  Students
  - have some knowledge of statutes on pharmaceutical care
  - have command of the various pharmaceutical dosage forms and know how to appropriate and carefully handle medicines
  - use pharmaceutical databases randomly

  Good

  Students
  - are familiar with statutes on pharmaceutical care
  - have command of the various pharmaceutical dosage forms and know how to appropriate and carefully handle and store medicines.
  - mostly use pharmaceutical databases correctly

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  In Moodle
  Saano S.&Taam-Ukkonen M. 2013. Lääkehoidon käsikirja. SanomaPro.
  - current material

  Planned learning activities and teaching methods

  - lecutres, independent studies

  Assessment methods and criteria

  - active participation, examination

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 14.09.2018

  • 2 credits

  Group(s)

  • SOS18A
  • GERO17
  • MSOS18

  Seats

  0 - 30

  Teacher(s)

  Katri Hemminki

  Further information for students

  Kontaktitoteutus (not translated)

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services, Degree Programme in Elderly Care

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the study course does not include a practical training period

  Students use of time and load

  53 hours

• Basics of Drug Care STPO201-3019 29.10.2018-17.12.2018  2 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  Students
  - have some knowledge of statutes on pharmaceutical care
  - have command of the various pharmaceutical dosage forms and know how to appropriate and carefully handle medicines
  - use pharmaceutical databases randomly

  Good

  Students
  - are familiar with statutes on pharmaceutical care
  - have command of the various pharmaceutical dosage forms and know how to appropriate and carefully handle and store medicines.
  - mostly use pharmaceutical databases correctly

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  In web
  Lääkehoidon käsikirja. Saano S.& Taam-Ukkonen M. 2013.
  OR Turvallisen lääkehoidon perusteet, Minna Taam-Ukkonen, Susanna Saano , 2017
  Turvallinen lääkehoito, 2016

  Planned learning activities and teaching methods

  independent studies in web

  Assessment methods and criteria

  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.

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  07.05.2018 - 14.09.2018

  • 2 credits

  Group(s)

  • SOS18A
  • GERO17
  • MSOS18

  Seats

  12 - 25

  Teacher(s)

  Marita Lahti

  Further information for students

  WEB course

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the study course does not include a practical training period

  Students use of time and load

  53 hours

• Basics of Drug Care STPO201-3020 18.03.2019-24.05.2019  2 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  Students
  - have some knowledge of statutes on pharmaceutical care
  - have command of the various pharmaceutical dosage forms and know how to appropriate and carefully handle medicines
  - use pharmaceutical databases randomly

  Good

  Students
  - are familiar with statutes on pharmaceutical care
  - have command of the various pharmaceutical dosage forms and know how to appropriate and carefully handle and store medicines.
  - mostly use pharmaceutical databases correctly

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Saano S.&Taam-Ukkonen M. 2013. Lääkehoidon käsikirja. SanomaPro.,Turvallisen lääkehoidon perusteet, Minna Taam-Ukkonen, Susanna Saano. Nidottu, suomi, 2018
  THL. Turvallinen lääkehoito. 2016
  - current material

  Planned learning activities and teaching methods

  Lähiopetus, verkko-oppimisympäristöt, case-harjoittelut, harjoittelu luokissa (not translated)

  Assessment methods and criteria

  exam, 1-5

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 24.05.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 2 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Hanna Keski-Saari

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Nursing, Degree Programme in Social Services, Degree Programme in Public Health Nursing

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the study course does not include a practical training period

  Students use of time and load

  53 hours

• Basics of Drug Care STPO201-3021 18.03.2019-24.05.2019  2 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  Students
  - have some knowledge of statutes on pharmaceutical care
  - have command of the various pharmaceutical dosage forms and know how to appropriate and carefully handle medicines
  - use pharmaceutical databases randomly

  Good

  Students
  - are familiar with statutes on pharmaceutical care
  - have command of the various pharmaceutical dosage forms and know how to appropriate and carefully handle and store medicines.
  - mostly use pharmaceutical databases correctly

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Saano S.&Taam-Ukkonen M. 2013. Lääkehoidon käsikirja. SanomaPro.,Turvallisen lääkehoidon perusteet, Minna Taam-Ukkonen, Susanna Saano. Nidottu, suomi, 2018
  THL. Turvallinen lääkehoito. 2016
  - current material

  Planned learning activities and teaching methods

  Indepentend studies, exam also in Moodle

  Assessment methods and criteria

  exam, 1-5

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 24.05.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 2 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Marita Lahti

  Further information for students

  Instructions in Moodle

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the study course does not include a practical training period

  Exam schedule

  Opens in Moodle in the end of the course

  Students use of time and load

  53 hours

• Business and entrepreneurship XX00BE90-3025 07.01.2019-15.03.2019  3 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  The student can
  - describe the meaning and role of business activities in the society and in his/her field
  - explain how entrepreneurship manifests on individual and organisational level
  - describe entrepreneurial capabilities and assess his/her own entrepreneurial capabilities
  - describe prerequisites of profitable business
  - examine analytically the future outlook of business opportunities in his/her field

  Prerequisites and co-requisites

  None.

  Course contents

  - business as part of society and the global environment
  - entrepreneurship as pattern of action and as business activities
  - basic concepts of business, business logic
  - business as a part of a career in one's own field

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  - material provided by the teacher, online material

  Planned learning activities and teaching methods

  - lectures, personal learning diary, group work, online studies

  Assessment methods and criteria

  personal learning diary, group work

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 3 credits

  Group(s)

  • SOS17C
  • SOS17B

  Seats

  12 - 30

  Teacher(s)

  Anu Aalto

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Students use of time and load

  - contact teaching and guided exercises 12 h
  - independent study 64 h

  Content periodicity

  - importance of business operations to Finnish and international economy (tax revenue, jobs, innovations etc.)
  - entrepreneurship, meaning of entrepreneurship at the individual level
  - business operations in the student's own field
  - main principles of legislation regulating business operations
  - presentation of the business incubator (Yritystalli) of SeAMK and SeamkPro
  - presentations of organizations supporting business operations
  - entrepreneur profiles

• Business and entrepreneurship XX00BE90-3026 18.03.2019-24.05.2019  3 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  The student can
  - describe the meaning and role of business activities in the society and in his/her field
  - explain how entrepreneurship manifests on individual and organisational level
  - describe entrepreneurial capabilities and assess his/her own entrepreneurial capabilities
  - describe prerequisites of profitable business
  - examine analytically the future outlook of business opportunities in his/her field

  Prerequisites and co-requisites

  None.

  Course contents

  - business as part of society and the global environment
  - entrepreneurship as pattern of action and as business activities
  - basic concepts of business, business logic
  - business as a part of a career in one's own field

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  - material provided by the teacher, online material

  Planned learning activities and teaching methods

  - lectures, personal learning diary, group work, online studies

  Assessment methods and criteria

  personal learning diary, group work

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 24.05.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 3 credits

  Group(s)

  • SOS17C
  • SOS17B

  Seats

  12 - 30

  Teacher(s)

  Anu Aalto

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Students use of time and load

  - contact teaching and guided exercises 12 h
  - independent study 64 h

  Content periodicity

  - importance of business operations to Finnish and international economy (tax revenue, jobs, innovations etc.)
  - entrepreneurship, meaning of entrepreneurship at the individual level
  - business operations in the student's own field
  - main principles of legislation regulating business operations
  - presentation of the business incubator (Yritystalli) of SeAMK and SeamkPro
  - presentations of organizations supporting business operations
  - entrepreneur profiles

• Business and entrepreneurship XX00BE90-3027 29.10.2018-17.12.2018  3 credits  (SOS18A) +-
  Learning outcomes of the course

  The student can
  - describe the meaning and role of business activities in the society and in his/her field
  - explain how entrepreneurship manifests on individual and organisational level
  - describe entrepreneurial capabilities and assess his/her own entrepreneurial capabilities
  - describe prerequisites of profitable business
  - examine analytically the future outlook of business opportunities in his/her field

  Prerequisites and co-requisites

  None.

  Course contents

  - business as part of society and the global environment
  - entrepreneurship as pattern of action and as business activities
  - basic concepts of business, business logic
  - business as a part of a career in one's own field

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  - material provided by the teacher, online material

  Planned learning activities and teaching methods

  - lectures, personal learning diary, group work, online studies

  Assessment methods and criteria

  personal learning diary, group work

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 3 credits

  Group(s)

  • SOS18A

  Seats

  12 - 26

  Teacher(s)

  Anu Aalto

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Students use of time and load

  - contact teaching and guided exercises 12 h
  - independent study 64 h

  Content periodicity

  - importance of business operations to Finnish and international economy (tax revenue, jobs, innovations etc.)
  - entrepreneurship, meaning of entrepreneurship at the individual level
  - business operations in the student's own field
  - main principles of legislation regulating business operations
  - presentation of the business incubator (Yritystalli) of SeAMK and FramiPro
  - presentations of organizations supporting business operations
  - entrepreneur profiles

• Business and entrepreneurship XX00BE90-3029 03.09.2018-26.10.2018  3 credits  (GERO17, ...) +-
  Learning outcomes of the course

  The student can
  - describe the meaning and role of business activities in the society and in his/her field
  - explain how entrepreneurship manifests on individual and organisational level
  - describe entrepreneurial capabilities and assess his/her own entrepreneurial capabilities
  - describe prerequisites of profitable business
  - examine analytically the future outlook of business opportunities in his/her field

  Prerequisites and co-requisites

  None.

  Course contents

  - business as part of society and the global environment
  - entrepreneurship as pattern of action and as business activities
  - basic concepts of business, business logic
  - business as a part of a career in one's own field

  ---

  Mode of delivery

  Distance learning

  Planned learning activities and teaching methods

  Jakson orientointikerta, itsenäinen tiedonhankinta ja opiskelu verkossa (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 15.09.2018

  • 3 credits

  Group(s)

  • GERO17
  • MSOS18

  Seats

  0 - 35

  Teacher(s)

  Sinikka Volanto

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services, Degree Programme in Elderly Care

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  3 credits

• Case Management and Service Coordination SOSAPJ60-3007 27.08.2018-26.10.2018  5 credits  (SOS17C) +-
  Learning outcomes of the course

  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. Studens know how to extensively assess clients' needs for services and how to examine the features of various services from the perspective of client neeeds. Students are familiar with the operating logic of service provision systems and different levels of case management. They encourage clients to express their needs and to act within the service provision system. Students promote the implementation of the service package by networking. 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 multiprofessional collaboration. They know how to seek information required in case management.

  Prerequisites and co-requisites

  Social Security of Welfare Society or
  Social Security from Client Perspective

  Course contents

  - 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
  - public, private and third sector services
  - the operating principles and logic of the service provision systems
  - case maangement for young people, people with mental health problems, disabled people and aged people
  - multiprofessional collaboration
  - networking

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Hänninen, Kaija. Palveluohjaus. Asiakaslähtöistä palvelua vauvasta vaariin. Stakes, FinSoc. Raportteja 20/2007.
  Pietiläinen, E ja Seppälä, H.. 2003. Palveluohjaus asiakastyössä ja organisaatiossa. Kehitysvammaliitto.
  - Suominen, S. ja Tuominen M. 2007. Palveluohjaus: portti itsenäiseen elämään. Profami.
  - Palvelutori – Ohjaus- ja neuvontapalvelu ikäihmisille. 2015. Sitra selvityksiä 82.
  - Palveluohjauksen käsikirja. Artikkelikokoelma taustoista ja käytännöistä. Pitsi-Hanke, väli-Suomen Ikäkaste - Äldre Kaste II- hanke- 2011-2013.
  - Ahlstén, Marika (toim.). 2014. Tiedän mitä tahdon. Kokemuksia henkilökohtaisen budjetoinnin kokeilusta vammaispalveluissa. Kehitysvammaliitto, Kehitysvammaisten palvelusäätiö. (not translated)

  Planned learning activities and teaching methods

  Lectures, individual and group work, expert visitors, independent study, essay or exam.

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS17C

  Seats

  12 - 30

  Teacher(s)

  Katariina Perttula

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Case Management and Service Coordination SOSAPJ60-3008 29.10.2018-17.12.2018  5 credits  (SOS17B) +-
  Learning outcomes of the course

  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. Studens know how to extensively assess clients' needs for services and how to examine the features of various services from the perspective of client neeeds. Students are familiar with the operating logic of service provision systems and different levels of case management. They encourage clients to express their needs and to act within the service provision system. Students promote the implementation of the service package by networking. 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 multiprofessional collaboration. They know how to seek information required in case management.

  Prerequisites and co-requisites

  Social Security of Welfare Society or
  Social Security from Client Perspective

  Course contents

  - 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
  - public, private and third sector services
  - the operating principles and logic of the service provision systems
  - case maangement for young people, people with mental health problems, disabled people and aged people
  - multiprofessional collaboration
  - networking

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Hänninen, Kaija. Palveluohjaus. Asiakaslähtöistä palvelua vauvasta vaariin. Stakes, FinSoc. Raportteja 20/2007.
  Pietiläinen, E ja Seppälä, H.. 2003. Palveluohjaus asiakastyössä ja organisaatiossa. Kehitysvammaliitto.
  - Suominen, S. ja Tuominen M. 2007. Palveluohjaus: portti itsenäiseen elämään. Profami.
  - Palvelutori – Ohjaus- ja neuvontapalvelu ikäihmisille. 2015. Sitra selvityksiä 82.
  - Palveluohjauksen käsikirja. Artikkelikokoelma taustoista ja käytännöistä. Pitsi-Hanke, väli-Suomen Ikäkaste - Äldre Kaste II- hanke- 2011-2013.
  - Ahlstén, Marika (toim.). 2014. Tiedän mitä tahdon. Kokemuksia henkilökohtaisen budjetoinnin kokeilusta vammaispalveluissa. Kehitysvammaliitto, Kehitysvammaisten palvelusäätiö. (not translated)

  Planned learning activities and teaching methods

  Lectures, individual and group work, expert visitors, independent study, essay or exam.

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS17B

  Seats

  12 - 30

  Teacher(s)

  Katariina Perttula

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Case Management and Service Coordination SOSAPJ60-3009 18.03.2019-24.05.2019  5 credits  (SOS18A) +-
  Learning outcomes of the course

  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. Studens know how to extensively assess clients' needs for services and how to examine the features of various services from the perspective of client neeeds. Students are familiar with the operating logic of service provision systems and different levels of case management. They encourage clients to express their needs and to act within the service provision system. Students promote the implementation of the service package by networking. 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 multiprofessional collaboration. They know how to seek information required in case management.

  Prerequisites and co-requisites

  Social Security of Welfare Society or
  Social Security from Client Perspective

  Course contents

  - 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
  - public, private and third sector services
  - the operating principles and logic of the service provision systems
  - case maangement for young people, people with mental health problems, disabled people and aged people
  - multiprofessional collaboration
  - networking

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Hänninen, Kaija. Palveluohjaus. Asiakaslähtöistä palvelua vauvasta vaariin. Stakes, FinSoc. Raportteja 20/2007.
  Pietiläinen, E ja Seppälä, H.. 2003. Palveluohjaus asiakastyössä ja organisaatiossa. Kehitysvammaliitto.
  - Suominen, S. ja Tuominen M. 2007. Palveluohjaus: portti itsenäiseen elämään. Profami.
  - Palvelutori – Ohjaus- ja neuvontapalvelu ikäihmisille. 2015. Sitra selvityksiä 82.
  - Palveluohjauksen käsikirja. Artikkelikokoelma taustoista ja käytännöistä. Pitsi-Hanke, väli-Suomen Ikäkaste - Äldre Kaste II- hanke- 2011-2013.
  - Ahlstén, Marika (toim.). 2014. Tiedän mitä tahdon. Kokemuksia henkilökohtaisen budjetoinnin kokeilusta vammaispalveluissa. Kehitysvammaliitto, Kehitysvammaisten palvelusäätiö. (not translated)

  Planned learning activities and teaching methods

  Lectures, individual and group work, expert visitors, independent study, essay or exam.

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 24.05.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS18A

  Seats

  12 - 26

  Teacher(s)

  Anni-Maija Viitasaari

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Case Management and Service Coordination SOSAPJ60-3010 07.01.2019-07.03.2019  5 credits  (MSOS18) +-
  Learning outcomes of the course

  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. Studens know how to extensively assess clients' needs for services and how to examine the features of various services from the perspective of client neeeds. Students are familiar with the operating logic of service provision systems and different levels of case management. They encourage clients to express their needs and to act within the service provision system. Students promote the implementation of the service package by networking. 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 multiprofessional collaboration. They know how to seek information required in case management.

  Prerequisites and co-requisites

  Social Security of Welfare Society or
  Social Security from Client Perspective

  Course contents

  - 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
  - public, private and third sector services
  - the operating principles and logic of the service provision systems
  - case maangement for young people, people with mental health problems, disabled people and aged people
  - multiprofessional collaboration
  - networking

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Hänninen, Kaija. Palveluohjaus. Asiakaslähtöistä palvelua vauvasta vaariin. Stakes, FinSoc. Raportteja 20/2007.
  Pietiläinen, E ja Seppälä, H.. 2003. Palveluohjaus asiakastyössä ja organisaatiossa. Kehitysvammaliitto.
  - Suominen, S. ja Tuominen M. 2007. Palveluohjaus: portti itsenäiseen elämään. Profami.
  - Palvelutori – Ohjaus- ja neuvontapalvelu ikäihmisille. 2015. Sitra selvityksiä 82.
  - Palveluohjauksen käsikirja. Artikkelikokoelma taustoista ja käytännöistä. Pitsi-Hanke, väli-Suomen Ikäkaste - Äldre Kaste II- hanke- 2011-2013.
  - Ahlstén, Marika (toim.). 2014. Tiedän mitä tahdon. Kokemuksia henkilökohtaisen budjetoinnin kokeilusta vammaispalveluissa. Kehitysvammaliitto, Kehitysvammaisten palvelusäätiö. (not translated)

  Planned learning activities and teaching methods

  Lectures, individual and group work, expert visitors, independent study, essay or exam.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 07.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • MSOS18

  Seats

  0 - 25

  Teacher(s)

  Katariina Perttula

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Coaching for Studies and Work SOSAPS40-3003 03.09.2018-26.10.2018  4 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  Students learn to use the psychosocial approach and professional interaction when coaching clients for studies and work. They are aware of what kind of special needs are related to studying and worklife, for example in the lives of young people, immigrants, long-term unemployed, people with mental health problems and people with various disabilities. Students learn in what kind of settings coaching for studies or work can take place and what kind of principles are implemented, for example, in rehabilitative work and workshops. Students can name several partners who can help clients start studies or promote their employment.

  Prerequisites and co-requisites

  Most part of the module Knowledge Base in Social Work

  Course contents

  - 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
  - a goal-oriented work process in coaching clients for studies or work
  - the role of the coach
  - motivating discussion

  Assessment criteria

  Satisfactory

  Students name work-orientations and work methods in coaching for studies and work. They 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.

  Good

  Students are able to look at 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 describe how co-operating partners develope their work.

  Excellent

  Students 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. They analyze how co-operating partners develope their 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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Eronen, A.ym.2014.Maahanmuuttajien työllistyminen. Taustatekijät, työnhaku ja työvoimapalvelut.
  Karjalainen, V. & Keskitalo, E. (toim.) 2013. Kaikki työuralle! Työttömien aktivointipolitiikkaa Suomessa.
  Lämsä, A-L.2015.Erityistä tukea tarvitsevien nuorten työllistyminen.
  Oksanen, J.2014.Motivointi työvälineenä.
  Handbook on rehabilitative work experience

  Planned learning activities and teaching methods

  The course includes lectures, group work, independent study, simulation, visits to the field and lectures given by experts

  Assessment methods and criteria

  Evaluation consists of exam (60%) and applied assignment (40%).

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS17C
  • SOS17B
  • MSOS18

  Seats

  12 - 25

  Teacher(s)

  Asta Niinimäki

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Completion alternatives

  The course can be studied independently at spring 2019.

  Work placement(s)

  The course includes visits to the field and lectures given by experts

  Students use of time and load

  106 hours

• Coaching for Studies and Work SOSAPS40-3004 18.03.2019-17.05.2019  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  Students learn to use the psychosocial approach and professional interaction when coaching clients for studies and work. They are aware of what kind of special needs are related to studying and worklife, for example in the lives of young people, immigrants, long-term unemployed, people with mental health problems and people with various disabilities. Students learn in what kind of settings coaching for studies or work can take place and what kind of principles are implemented, for example, in rehabilitative work and workshops. Students can name several partners who can help clients start studies or promote their employment.

  Prerequisites and co-requisites

  Most part of the module Knowledge Base in Social Work

  Course contents

  - 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
  - a goal-oriented work process in coaching clients for studies or work
  - the role of the coach
  - motivating discussion

  Assessment criteria

  Satisfactory

  Students name work-orientations and work methods in coaching for studies and work. They 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.

  Good

  Students are able to look at 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 describe how co-operating partners develope their work.

  Excellent

  Students 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. They analyze how co-operating partners develope their 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

  ---

  Mode of delivery

  Distance learning

  Recommended or required reading

  Eronen, A.ym.2014.Maahanmuuttajien työllistyminen. Taustatekijät, työnhaku ja työvoimapalvelut.
  Karjalainen, V. & Keskitalo, E. (toim.) 2013. Kaikki työuralle! Työttömien aktivointipolitiikkaa Suomessa.
  Lämsä, A-L.2015.Erityistä tukea tarvitsevien nuorten työllistyminen.
  Oksanen, J.2014.Motivointi työvälineenä.
  Handbook on rehabilitative work experience

  Planned learning activities and teaching methods

  The course includes independent study and two visits to the field.

  Assessment methods and criteria

  Evaluation consists of exam (60%) and applied assignment (40%).

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 17.05.2019

  Enrollment date

  08.01.2019 - 08.03.2019

  • 4 credits

  Group(s)

  • SOS18A
  • MSOS19
  • KFAVOINAMK
  • SOS17C
  • SOS17B

  Seats

  12 - 25

  Teacher(s)

  Asta Niinimäki

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  4 credits

  Work placement(s)

  The course includes two visits to the field.

  Students use of time and load

  106 hours

• Communication Aids SOSAPJ80-3001 27.08.2018-19.10.2018  3 credits  (SOS15B, ...) +-
  Learning outcomes of the course

  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, use of pictures or Bliss, 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.

  Prerequisites and co-requisites

  no prerequisities

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  - Huuhtanen,K. (toim.) Puhetta tukevat ja korvaavat kommunikointimenetelmät Suomessa. 2012. Kehitysvammaliitto. Solver palvelut Oy. Kouvola.
  - 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.

  Planned learning activities and teaching methods

  lectures, assignments individually, in pairs or in groups , seminar presentations, exam

  Assessment methods and criteria

  lectures, assignments individually, in pairs or in groups

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 19.10.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • SOS15B
  • SOS15C
  • SOS15D
  • SOS16A
  • MSOS17

  Seats

  12 - 25

  Teacher(s)

  Marja-Liisa Saariaho

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Completion alternatives

  Opintojakso on vaihtoehtoinen opintojaksojen Teknologia ja arki, Hyvinvointiteknologia ja Digitaalisuus sosionomin työkentillä kanssa. (not translated)

  Work placement(s)

  Course consists: expert visitors and field visist. The course does not include practice

  Students use of time and load

  80 hours
  - 28 hours in the classroom
  - 52 hours of independent study

• Communication Skills YPO3A3-3086 27.08.2018-26.10.2018  3 credits  (SOS18B) +-
  Learning outcomes of the course

  Students are able to
  - act appropriately in different presentation and group communication situations
  - analyse and assess communication skills as part of professional development
  - apply and follow the SeAMK instructions of written work

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - analysis of communication styles
  - presentation skills and interaction (in service situations)
  - group communication skills (conversational skills, giving and receiving feedback, meeting procedures, document standards, minutes of a meeting, memoranda)
  - reporting instructions of written work (referencing, correct language, templates, Urkund)

  Assessment criteria

  Satisfactory

  - Satisfactory (2-1):
  The student is able to communicate in a sender-oriented way. He/she is not able to take the objective, recipient or situation into consideration sufficiently. The structure of the text is disconnected and illogical and argumenting is one-sided and scarce. Illustration is limited and impractical. The student is able to assess his/her communication only from the viewpoint of the sender of the message.

  Good

  - Good (4-3)
  The student is able to take the objective, situation and recipient into consideration in most parts. He/she is able to maintain interactive communication and recognise the culturally-bound character of communication to some exten. The structure of the text is mainly clear and consistent and argumenting is versatile and convincing. Illustration is appropriate. The student is able to assess his/her communication realistically for the most part.

  Excellent

  - Excellent (5)
  The student is able to take the objective, situation and recipient into consideration in an excellent and convincing way. He/she can act responsibly and in accordance with agreed procedures. Interaction in communication is skillful. He/she is able to recognise the culture-bound character of communication. The text is logic, clear, coherent and argumenting is solid, multi-perspective and convincing. He/she is able to illustrate his/her presentation appropriately, effectively and purposefully. The student is able to assess his/her communication in a versatile and realistic way with regard to purpose, recipient and professional field.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Web sites e.g. Kirjoittajan ABC (http://webcgi.oulu.fi/oykk/abc/)
  - Kielijelppi (http://www.kielijelppi.fi/),
  - Kielikompassi https://kielikompassi.jyu.fi/opetus/kirjoitus/kirjoituskurssi/index.shtml
  https://kielikompassi.jyu.fi/uploads/document_userfiles/kokoustekn/
  - SeAMKin kirjallisten töiden ohje
  Other materials recommended by the teacher.

  Planned learning activities and teaching methods

  Contact learning, e-learning as applicable.
  - Written and oral assignments and exercises, group work
  - Grammar exam. Other exams when conceivable.
  - Self-access learning.

  Assessment methods and criteria

  Evaluation based on active participation, written and oral assignments and exercises, self-assesment , assesment by equals and the exam / exams.

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 3 credits

  Group(s)

  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Helena Sarvikas

  Further information for students

  Health care and social work:
  Roivas, M. & Karjalainen, A. L.2013. Sosiaali- ja terveysalan viestintä. Helsinki: Edita.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  Does not include any practise period.

  Exam schedule

  Announced during the course.

  Students use of time and load

  Total 81 hours, icluding contact learning 24 hours (attendance 80 % required)

• Communication Skills YPO3A3-3088 29.10.2018-17.12.2018  3 credits  (SOS18C) +-
  Learning outcomes of the course

  Students are able to
  - act appropriately in different presentation and group communication situations
  - analyse and assess communication skills as part of professional development
  - apply and follow the SeAMK instructions of written work

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - analysis of communication styles
  - presentation skills and interaction (in service situations)
  - group communication skills (conversational skills, giving and receiving feedback, meeting procedures, document standards, minutes of a meeting, memoranda)
  - reporting instructions of written work (referencing, correct language, templates, Urkund)

  Assessment criteria

  Satisfactory

  - Satisfactory (2-1):
  The student is able to communicate in a sender-oriented way. He/she is not able to take the objective, recipient or situation into consideration sufficiently. The structure of the text is disconnected and illogical and argumenting is one-sided and scarce. Illustration is limited and impractical. The student is able to assess his/her communication only from the viewpoint of the sender of the message.

  Good

  - Good (4-3)
  The student is able to take the objective, situation and recipient into consideration in most parts. He/she is able to maintain interactive communication and recognise the culturally-bound character of communication to some exten. The structure of the text is mainly clear and consistent and argumenting is versatile and convincing. Illustration is appropriate. The student is able to assess his/her communication realistically for the most part.

  Excellent

  - Excellent (5)
  The student is able to take the objective, situation and recipient into consideration in an excellent and convincing way. He/she can act responsibly and in accordance with agreed procedures. Interaction in communication is skillful. He/she is able to recognise the culture-bound character of communication. The text is logic, clear, coherent and argumenting is solid, multi-perspective and convincing. He/she is able to illustrate his/her presentation appropriately, effectively and purposefully. The student is able to assess his/her communication in a versatile and realistic way with regard to purpose, recipient and professional field.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Web sites e.g. Kirjoittajan ABC (http://webcgi.oulu.fi/oykk/abc/)
  - Kielijelppi (http://www.kielijelppi.fi/),
  - Kielikompassi https://kielikompassi.jyu.fi/opetus/kirjoitus/kirjoituskurssi/index.shtml
  https://kielikompassi.jyu.fi/uploads/document_userfiles/kokoustekn/
  - SeAMKin kirjallisten töiden ohje
  Other materials recommended by the teacher.

  Planned learning activities and teaching methods

  Contact learning, e-learning as applicable.
  - Written and oral assignments and exercises, group work
  - Grammar exam. Other exams when conceivable.
  - Self-access learning.

  Assessment methods and criteria

  Evaluation based on active participation, written and oral assignments and exercises, self-assesment , assesment by equals and the exam / exams.

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 3 credits

  Group(s)

  • SOS18C

  Seats

  0 - 30

  Teacher(s)

  Helena Sarvikas

  Further information for students

  Health care and social work:
  Roivas, M. & Karjalainen, A. L.2013. Sosiaali- ja terveysalan viestintä. Helsinki: Edita.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  Does not include any practise period.

  Exam schedule

  Announced during the course.

  Students use of time and load

  Total 81 hours, icluding contact learning 24 hours (attendance 80 % required)

• Communication and Information Skills in Research and Development SOSPST70-3005 07.01.2019-15.03.2019  2 credits  (SOS16B) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  Introduction to Information Skills in the Social Work Area
  Communication Skills

  Course contents

  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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  50% Face-to-face, 50% Distance learning

  Recommended or required reading

  Hirsjärvi, S., Remes, P. ja Sajavaara, P. 2009. Tutki ja kirjoita. 15. uud. p. Helsinki: Tammi. (tai uudempi painos). Other recommended material.
  SeAMK Instructions for Written Work and Thesis Template.
  Seinäjoki Academic Library websites and other web resources and materials.

  Planned learning activities and teaching methods

  Lectures, assignments, workshops.

  Assessment methods and criteria

  The course is evaluated in scale 1 - 5. Active participation and quality of assignments are taken into consideration.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS16B

  Seats

  12 - 29

  Teacher(s)

  Helena Sarvikas, Leena Elenius

  Further information for students

  The content of the course is firmly integrated into student's thesis process

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Work placement(s)

  Does not include any practising periods.

  Students use of time and load

  53 hours

• Communication and Information Skills in Research and Development SOSPST70-3006 07.01.2019-15.03.2019  2 credits  (SOS16C) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  Introduction to Information Skills in the Social Work Area
  Communication Skills

  Course contents

  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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  50% Face-to-face, 50% Distance learning

  Recommended or required reading

  Hirsjärvi, S., Remes, P. ja Sajavaara, P. 2009. Tutki ja kirjoita. 15. uud. p. Helsinki: Tammi. (tai uudempi painos). Other recommended material.
  SeAMK Instructions for Written Work and Thesis Template.
  Seinäjoki Academic Library websites and other web resources and materials.

  Planned learning activities and teaching methods

  Lectures, assignments, workshops.

  Assessment methods and criteria

  The course is evaluated in scale 1 - 5. Active participation and quality of assignments are taken into consideration.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS16C

  Seats

  12 - 29

  Teacher(s)

  Helena Sarvikas, Leena Elenius

  Further information for students

  The content of the course is firmly integrated into student's thesis process

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Work placement(s)

  Does not include any practising periods.

  Students use of time and load

  53 hours

• Communication and Information Skills in Research and Development SOSPST70-3007 03.09.2018-26.10.2018  2 credits  (MSOS17) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  Introduction to Information Skills in the Social Work Area
  Communication Skills

  Course contents

  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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  50% Face-to-face, 50% Distance learning

  Recommended or required reading

  Hirsjärvi, S., Remes, P. ja Sajavaara, P. 2009. Tutki ja kirjoita. 15. uud. p. Helsinki: Tammi. (tai uudempi painos). Other recommended material.
  SeAMK Instructions for Written Work and Thesis Template.
  Seinäjoki Academic Library websites and other web resources and materials.

  Planned learning activities and teaching methods

  Lectures, assignments, workshops.

  Assessment methods and criteria

  The course is evaluated in scale 1 - 5. Active participation and quality of assignments are taken into consideration.

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • MSOS17

  Seats

  0 - 25

  Teacher(s)

  Helena Sarvikas, Leena Elenius

  Further information for students

  The content of the course is firmly integrated into student's thesis process

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Work placement(s)

  Does not include any practising periods.

  Students use of time and load

  53 hours

• Communication and Information Skills in Research and Development SOSPST70-3008 27.08.2018-26.10.2018  2 credits  (SOS16A) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  Introduction to Information Skills in the Social Work Area
  Communication Skills

  Course contents

  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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Hirsjärvi, S., Remes, P. ja Sajavaara, P. 2009. Tutki ja kirjoita. 15. uud. p. Helsinki: Tammi. (tai uudempi painos). Other recommended material.
  SeAMK Instructions for Written Work and Thesis Template.
  Seinäjoki Academic Library websites and other web resources and materials.

  Planned learning activities and teaching methods

  Lectures, assignments, workshops.

  Assessment methods and criteria

  The course is evaluated in scale 1 - 5. Active participation and quality of assignments are taken into consideration.

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS16A

  Seats

  0 - 26

  Teacher(s)

  Helena Sarvikas, Leena Elenius

  Further information for students

  The content of the course is firmly integrated into student's thesis process

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  Does not include any practising periods.

  Students use of time and load

  53 hours

• Communication and Media in Social Work SOSAVY10-3003 27.08.2018-26.10.2018  4 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  major part of basic studies of the degree programme

  Course contents

  - 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
  
  -

  Assessment criteria

  Satisfactory

  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.

  Good

  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

  Excellent

  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

  Further information

  Students can choose between this and the following courses:
  - Structural Social Work
  - Community-Oriented Social Work
  - Empowering Social Work

  ---

  Mode of delivery

  75% Face-to-face, 25% Distance learning

  Recommended or required reading

  Fairclough, N. 2002. Miten media puhuu. Suom. Virpi Blom & Kaarina Hazard. 2. p. Tampere: Vastapaino.
  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.
  Nieminen, H. & Pantti, M.2012. Media markkinoilla: Johdatus joukkoviestintään ja sen tutkimukseen. 3. uudistettu painos. Tampere: Vastapaino.
  Stocchetti, M. & Kukkonen, K. 2010. Critical Media Analysis: An Introduction for Media Professionals. Frankfurt am Main: Peter Lang AG. E-kirja.
  van Dijk, T. A. (Ed.) 1985. Discourse and Communication: Research in Text Theory. Berlin: De Gruyter. E-kirja.
  Harjoituksissa käytettävä kirjallisuus tarkennetaan kurssilla. (not translated)

  Planned learning activities and teaching methods

  Luennot, itsenäiset ja ryhmätehtävät, media-analyysit ja keskustelut. Harjoitustyö kurssin aikana sovitulla tavalla. (not translated)

  Assessment methods and criteria

  Arvioinnin perusteet: Osallistuminen kontaktiopetukseen, harjoitustehtävät itsenäisesti ja ryhmissä. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS16C
  • SOS16B

  Seats

  12 - 23

  Teacher(s)

  Helena Sarvikas, Pia-Christine Sainio

  Further information for students

  Students can choose between this and the following courses:
  - Structural Social Work
  - Community-Oriented Social Work
  - Empowering Social Work

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Work placement(s)

  Ei sisällä harjoittelua. (not translated)

  Students use of time and load

  108h, lectures 34h.

• Communication and Media in Social Work SOSAVY10-3004 07.01.2019-08.03.2019  4 credits  (MSOS17, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  major part of basic studies of the degree programme

  Course contents

  - 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
  
  -

  Assessment criteria

  Satisfactory

  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.

  Good

  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

  Excellent

  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

  Further information

  Students can choose between this and the following courses:
  - Structural Social Work
  - Community-Oriented Social Work
  - Empowering Social Work

  ---

  Mode of delivery

  75% Face-to-face, 25% Distance learning

  Recommended or required reading

  Fairclough, N. 2002. Miten media puhuu. Suom. Virpi Blom & Kaarina Hazard. 2. p. Tampere: Vastapaino.
  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.
  Nieminen, H. & Pantti, M.2012. Media markkinoilla: Johdatus joukkoviestintään ja sen tutkimukseen. 3. uudistettu painos. Tampere: Vastapaino.
  Stocchetti, M. & Kukkonen, K. 2010. Critical Media Analysis: An Introduction for Media Professionals. Frankfurt am Main: Peter Lang AG. E-kirja.
  van Dijk, T. A. (Ed.) 1985. Discourse and Communication: Research in Text Theory. Berlin: De Gruyter. E-kirja.
  Harjoituksissa käytettävä kirjallisuus tarkennetaan kurssilla. (not translated)

  Planned learning activities and teaching methods

  Luennot, itsenäiset ja ryhmätehtävät, media-analyysit ja keskustelut. Harjoitustyö kurssin aikana sovitulla tavalla. (not translated)

  Assessment methods and criteria

  Arvioinnin perusteet: Osallistuminen kontaktiopetukseen, harjoitustehtävät itsenäisesti ja ryhmissä. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 08.03.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • MSOS17
  • SOS17A

  Seats

  12 - 23

  Teacher(s)

  Helena Sarvikas, Pia-Christine Sainio

  Further information for students

  Students can choose between this and the following courses:
  - Structural Social Work
  - Community-Oriented Social Work
  - Empowering Social Work

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Work placement(s)

  Ei sisällä harjoittelua. (not translated)

  Students use of time and load

  108 h, josta kontaktiopetusta 34 h. (not translated)

• Communication and Media in Social Work SOSEM60-3002 03.09.2018-26.10.2018  4 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  Students of the Degree Programme in Social Services: Most part of the Basic studies

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  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

  ---

  Mode of delivery

  75% Face-to-face, 25% Distance learning

  Recommended or required reading

  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.
  van Dijk, T. A. (Ed.) 1985. Discourse and Communication: Research in Text Theory. Berlin: De Gruyter. E-book..
  Literature needed in assingments and in the exam is defined more closely during the course.

  Planned learning activities and teaching methods

  Contact learning, learning assignments including e-learning, group discussions, exam.

  Assessment methods and criteria

  Evaluation is based on active participation in contact learning, assignments and the exam.

  Language of instruction

  English

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  16.05.2018 - 10.09.2018

  • 4 credits

  Group(s)

  • SOS16C
  • SOS16B
  • IEPSW18F

  Seats

  0 - 10

  Teacher(s)

  Helena Sarvikas, Pia-Christine Sainio

  Further information for students

  Students can choose between this and the following courses:
  - Structural Social Work
  - Community-Oriented Social Work
  - Empowering Social Work

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Completion alternatives

  Lectures, self-access learning, group work and discussions, media analyses. Assignment as agreed in the course.

  Work placement(s)

  Does not include any practise period.

  Exam schedule

  Exam at the end of the course.

  Students use of time and load

  108 hours including contact learning 28 hours

• Community-Oriented Social Work SOSAVY30-3004 27.08.2018-26.10.2018  4 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  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..

  Prerequisites and co-requisites

  most part of the basic studies of the degree programme

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  Further information

  Students choose between this and the following courses:
  - Communication and Media in Social Work
  - Structural Social Work
  - Empowering Social Work

  ---

  Mode of delivery

  50% Face-to-face, 50% Distance learning

  Recommended or required reading

  Yhteisöt ja sosiaalityö (2008). Toim. Roivainen ym. PS-kustannus
  Yhteisöllisyys liikkeessä (2009). Toim. Filander & Vanhalakka-Ruoho. Aikuiskasvatuksen 48. vuosikirja.
  Asiakkaat toimijoina sosiaalityössä (2013). Toim. Laitinen & Niskala. Vastapaino.
  Sosiaalityön yhteisöllisyyttä etsimässä (2015). Toim. Väyrynen ym. (not translated)

  Planned learning activities and teaching methods

  Lectures, independent studying at Moodle, essay and study visit.

  Assessment methods and criteria

  Evaluation is based on essay or exam.

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS16C
  • SOS16B

  Seats

  12 - 23

  Teacher(s)

  Pia-Christine Sainio

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  2 credits

  Completion alternatives

  Possibility to take and exam.

  Work placement(s)

  Does not include training.

  Students use of time and load

  106h

• Community-Oriented Social Work SOSAVY30-3005 07.01.2019-08.03.2019  4 credits  (MSOS17, ...) +-
  Learning outcomes of the course

  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..

  Prerequisites and co-requisites

  most part of the basic studies of the degree programme

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  Further information

  Students choose between this and the following courses:
  - Communication and Media in Social Work
  - Structural Social Work
  - Empowering Social Work

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Yhteisöt ja sosiaalityö (2008). Toim. Roivainen ym. PS-kustannus
  Yhteisöllisyys liikkeessä (2009). Toim. Filander & Vanhalakka-Ruoho. Aikuiskasvatuksen 48. vuosikirja.
  Asiakkaat toimijoina sosiaalityössä (2013). Toim. Laitinen & Niskala. Vastapaino.
  Sosiaalityön yhteisöllisyyttä etsimässä (2015). Toim. Väyrynen ym. (not translated)

  Planned learning activities and teaching methods

  Lectures, independent studying at Moodle, essay and study visit.

  Assessment methods and criteria

  Evaluation is based on essay or exam.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 08.03.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • MSOS17
  • SOS17A

  Seats

  12 - 23

  Teacher(s)

  Pia-Christine Sainio

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Completion alternatives

  Possibility to take and exam.

  Work placement(s)

  Does not include training.

  Students use of time and load

  106h

• Counselling in Community Care SOSAPS70-3006 07.01.2019-08.03.2019  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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 and are able to evalute their counselling skills.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - social counselling for home-living clients
  - clients' needs for welfare, functional capacity and coping in the home environment
  - assessing the client's ability to function
  - taking clients' and their immediate networks' resources into account
  - systematic implementation of counselling
  -psychosocial and action-based methods in social counselling
  -documentation in social counselling
  - evaluation and development of one's counselling

  Assessment criteria

  Satisfactory

  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.

  Good

  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 and evaluate their counselling skills.

  Excellent

  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.

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  -Helminen, J. (toim.) 2016. Sosiaaliohjaus - lähtökohtia ja käytäntöjä. Helsinki Edita.
  -Helminen, J. (toim.) 2017. Asiakkaan moniammatillinen ohjaus sosiaali- ja terveydenhuollossa. Helsinki Edita.
  -Näkki P., Sayed T. (toim.) 2015. Asiakastyön menetelmiä sosiaalialalla. Helsinki Edita. s. 1-61.
  - Peavy, V. R. 2006. Sosiodynaamisen ohjauksen opas. Psykologien Kustannus Oy.
  -Anttila, H. Paltamaa, J. Valkeinen, H. 2014. Opas toimintakyvyn mittarin arviointiin TOIMIA verkostossa. Terveyden ja hyvinvoinnin laitos. Saatavana: http://www.toimia.fi/opas/
  - Teachers material

  Planned learning activities and teaching methods

  There is one alternative study method:
  -Independent study
  -The Orientation of the course will be carried out by e-mail.

  Assessment methods and criteria

  The evaluation is based on 5 essays and exam.
  Assessment criteria will be seen on curriculum.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 08.03.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS18A
  • SOS17C
  • SOS17B
  • MSOS18

  Seats

  12 - 25

  Teacher(s)

  Elina Kangasluoma

  Further information for students

  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

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the course does not include practice

  Exam schedule

  The form of the exam is negotiable.

  Students use of time and load

  106 hours

• Culture and Way of Life SOSPST50-3009 18.02.2019-05.04.2019  5 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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 ethnic and cultural diversity. They independently seek and evaluate the reliability of information about multiculturalism, ethnic minorities and global migration. Students become aware of different perspectives and justifications pertaining to these issues and use the existing knowledge to form an informed opinion.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - states and nations, forms of ethnic and cultural diversity, cultural differences, majorities and minorities
  - global migration, immigration, refugees
  - the concepts of multiculturalism and diversity, alternatives to a multicultural society, acculturation, contact and conflict theory
  - national and ethnic identity, stereotypes and prejudices, orientalism, racism
  - the effect of immigration and minority role on the individual's identity
  - levels of examining difference
  - multicultural competence and cultural sensitivity

  Assessment criteria

  Satisfactory

  Students recognise and locate global processes, which cause migration and refugeeism. Students recognise the contents of the key concepts, know about alternatives to a multicultural society and acculturation and are for the main part able to describe the relationships between ethnic groups in Finland and in their locality. Students are able to find up-to-date information about relationships between ethnic groups and are aware of different perspectives and value justifications. Students are able to formulate and justify an opinion on one of the issues discussed. Students can describe the experiences of a person belonging to a minority. They can describe their own ethnic identity and factors connected with its development. Students can name a concrete aim of how to develop their intecultural competence.

  Good

  Students competently describe the relevat concepts, for example discussing migration and refugeeism caused by global processes. They find plenty of information about relationships between ethnic groups and use the information to present and justify their opinions. With help of the concepts, students analyse the experiences of a person belonging to an ethnic minority. . Using the relevant concepts, students reflect on their own ethnic identity and the factors that influence its development. Students describe and justify concrete aims of how to develop their intercultural competence.

  Excellent

  Students analyse the global processes that underlie migration and refugeeism. They critically evaluate the key concepts of the item. Students are able to connect individual people's experiences as members of minorities with the social background factors. Competently using the concepts, students extensively reflect on their ethnic identity and the factors that influence its development. Students express their aims concerning the development of their intercultural competence, they use the concepts learnt during the course and justify their aims extensively.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Teacher's material in Moodle. The students will receive a list of literature or documentary material at the beginning of the course.

  Planned learning activities and teaching methods

  The course consists of multimodal learning, including classroom hours, independent study and worklife learning

  Assessment methods and criteria

  The assessment is based on individual and group assignments, independent analysis of literature and independent reflections on worklife learning and on the student's own competence

  Language of instruction

  Tuition in Finnish

  Timing

  18.02.2019 - 05.04.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 5 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Helena Järvi

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Completion alternatives

  -

  Work placement(s)

  Field work studies 1 cr

  Students use of time and load

  133 hours
  - 52 hours in the classroom
  - 55 hours of independent study
  - 26 hours of learning at work

• Culture and Way of Life SOSPST50-3011 06.05.2019-15.06.2019  5 credits  (MSOS19) +-
  Learning outcomes of the course

  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 ethnic and cultural diversity. They independently seek and evaluate the reliability of information about multiculturalism, ethnic minorities and global migration. Students become aware of different perspectives and justifications pertaining to these issues and use the existing knowledge to form an informed opinion.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - states and nations, forms of ethnic and cultural diversity, cultural differences, majorities and minorities
  - global migration, immigration, refugees
  - the concepts of multiculturalism and diversity, alternatives to a multicultural society, acculturation, contact and conflict theory
  - national and ethnic identity, stereotypes and prejudices, orientalism, racism
  - the effect of immigration and minority role on the individual's identity
  - levels of examining difference
  - multicultural competence and cultural sensitivity

  Assessment criteria

  Satisfactory

  Students recognise and locate global processes, which cause migration and refugeeism. Students recognise the contents of the key concepts, know about alternatives to a multicultural society and acculturation and are for the main part able to describe the relationships between ethnic groups in Finland and in their locality. Students are able to find up-to-date information about relationships between ethnic groups and are aware of different perspectives and value justifications. Students are able to formulate and justify an opinion on one of the issues discussed. Students can describe the experiences of a person belonging to a minority. They can describe their own ethnic identity and factors connected with its development. Students can name a concrete aim of how to develop their intecultural competence.

  Good

  Students competently describe the relevat concepts, for example discussing migration and refugeeism caused by global processes. They find plenty of information about relationships between ethnic groups and use the information to present and justify their opinions. With help of the concepts, students analyse the experiences of a person belonging to an ethnic minority. . Using the relevant concepts, students reflect on their own ethnic identity and the factors that influence its development. Students describe and justify concrete aims of how to develop their intercultural competence.

  Excellent

  Students analyse the global processes that underlie migration and refugeeism. They critically evaluate the key concepts of the item. Students are able to connect individual people's experiences as members of minorities with the social background factors. Competently using the concepts, students extensively reflect on their ethnic identity and the factors that influence its development. Students express their aims concerning the development of their intercultural competence, they use the concepts learnt during the course and justify their aims extensively.

  ---

  Mode of delivery

  Face-to-face

  Planned learning activities and teaching methods

  Orientoiva opetus ja verkko-opetus (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  06.05.2019 - 15.06.2019

  Enrollment date

  08.01.2019 - 11.01.2019

  • 5 credits

  Group(s)

  • MSOS19

  Seats

  0 - 26

  Teacher(s)

  Helena Järvi

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  Työelämäosio 1 op (not translated)

• Culture and Way of Life SOSPST50-3008 29.10.2018-17.12.2018  5 credits  (SOS18A) +-
  Learning outcomes of the course

  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 ethnic and cultural diversity. They independently seek and evaluate the reliability of information about multiculturalism, ethnic minorities and global migration. Students become aware of different perspectives and justifications pertaining to these issues and use the existing knowledge to form an informed opinion.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - states and nations, forms of ethnic and cultural diversity, cultural differences, majorities and minorities
  - global migration, immigration, refugees
  - the concepts of multiculturalism and diversity, alternatives to a multicultural society, acculturation, contact and conflict theory
  - national and ethnic identity, stereotypes and prejudices, orientalism, racism
  - the effect of immigration and minority role on the individual's identity
  - levels of examining difference
  - multicultural competence and cultural sensitivity

  Assessment criteria

  Satisfactory

  Students recognise and locate global processes, which cause migration and refugeeism. Students recognise the contents of the key concepts, know about alternatives to a multicultural society and acculturation and are for the main part able to describe the relationships between ethnic groups in Finland and in their locality. Students are able to find up-to-date information about relationships between ethnic groups and are aware of different perspectives and value justifications. Students are able to formulate and justify an opinion on one of the issues discussed. Students can describe the experiences of a person belonging to a minority. They can describe their own ethnic identity and factors connected with its development. Students can name a concrete aim of how to develop their intecultural competence.

  Good

  Students competently describe the relevat concepts, for example discussing migration and refugeeism caused by global processes. They find plenty of information about relationships between ethnic groups and use the information to present and justify their opinions. With help of the concepts, students analyse the experiences of a person belonging to an ethnic minority. . Using the relevant concepts, students reflect on their own ethnic identity and the factors that influence its development. Students describe and justify concrete aims of how to develop their intercultural competence.

  Excellent

  Students analyse the global processes that underlie migration and refugeeism. They critically evaluate the key concepts of the item. Students are able to connect individual people's experiences as members of minorities with the social background factors. Competently using the concepts, students extensively reflect on their ethnic identity and the factors that influence its development. Students express their aims concerning the development of their intercultural competence, they use the concepts learnt during the course and justify their aims extensively.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Hiitola, Anis ja Turtiainen 2017. Maahanmuutto, palvelut ja hyvinvointi.
  Teacher's material in Moodle.
  Students will receive a list of literature or documentary material to choose from at the beginning of the course.

  Planned learning activities and teaching methods

  multimodal learning, including classroom hours, independent study and worklife learning

  Assessment methods and criteria

  group and individual assignments, exam, independent analysis of literature and independent reflection on learning at work and on the student's competence

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS18A

  Seats

  12 - 26

  Teacher(s)

  Anu Aalto

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the course includes practice

  Students use of time and load

  133 hours
  - 44 hours in the classroom
  - 63 hours of independent study
  - 26 hours of learning at work

• Culture and Way of Life SOSPST50-3010 08.04.2019-24.05.2019  5 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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 ethnic and cultural diversity. They independently seek and evaluate the reliability of information about multiculturalism, ethnic minorities and global migration. Students become aware of different perspectives and justifications pertaining to these issues and use the existing knowledge to form an informed opinion.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - states and nations, forms of ethnic and cultural diversity, cultural differences, majorities and minorities
  - global migration, immigration, refugees
  - the concepts of multiculturalism and diversity, alternatives to a multicultural society, acculturation, contact and conflict theory
  - national and ethnic identity, stereotypes and prejudices, orientalism, racism
  - the effect of immigration and minority role on the individual's identity
  - levels of examining difference
  - multicultural competence and cultural sensitivity

  Assessment criteria

  Satisfactory

  Students recognise and locate global processes, which cause migration and refugeeism. Students recognise the contents of the key concepts, know about alternatives to a multicultural society and acculturation and are for the main part able to describe the relationships between ethnic groups in Finland and in their locality. Students are able to find up-to-date information about relationships between ethnic groups and are aware of different perspectives and value justifications. Students are able to formulate and justify an opinion on one of the issues discussed. Students can describe the experiences of a person belonging to a minority. They can describe their own ethnic identity and factors connected with its development. Students can name a concrete aim of how to develop their intecultural competence.

  Good

  Students competently describe the relevat concepts, for example discussing migration and refugeeism caused by global processes. They find plenty of information about relationships between ethnic groups and use the information to present and justify their opinions. With help of the concepts, students analyse the experiences of a person belonging to an ethnic minority. . Using the relevant concepts, students reflect on their own ethnic identity and the factors that influence its development. Students describe and justify concrete aims of how to develop their intercultural competence.

  Excellent

  Students analyse the global processes that underlie migration and refugeeism. They critically evaluate the key concepts of the item. Students are able to connect individual people's experiences as members of minorities with the social background factors. Competently using the concepts, students extensively reflect on their ethnic identity and the factors that influence its development. Students express their aims concerning the development of their intercultural competence, they use the concepts learnt during the course and justify their aims extensively.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Hiitola, Anis ja Turtiainen 2017. Maahanmuutto, palvelut ja hyvinvointi.
  Teacher's material in Moodle.
  Students will receive a list of literature or documentary material to choose from at the beginning of the course.

  Planned learning activities and teaching methods

  multimodal learning, including classroom hours, independent study and worklife learning

  Assessment methods and criteria

  group and individual assignments, exam, independent analysis of literature and independent reflection on learning at work and on the student's competence

  Language of instruction

  Tuition in Finnish

  Timing

  08.04.2019 - 24.05.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 5 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Anu Aalto

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the course includes practice

  Students use of time and load

  133 hours
  - 40 hours in the classroom
  - 67 hours of independent study
  - 26 hours of learning at work

• Culture and Way of Life SOSPST50-3012 01.01.2019-31.07.2019  5 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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 ethnic and cultural diversity. They independently seek and evaluate the reliability of information about multiculturalism, ethnic minorities and global migration. Students become aware of different perspectives and justifications pertaining to these issues and use the existing knowledge to form an informed opinion.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - states and nations, forms of ethnic and cultural diversity, cultural differences, majorities and minorities
  - global migration, immigration, refugees
  - the concepts of multiculturalism and diversity, alternatives to a multicultural society, acculturation, contact and conflict theory
  - national and ethnic identity, stereotypes and prejudices, orientalism, racism
  - the effect of immigration and minority role on the individual's identity
  - levels of examining difference
  - multicultural competence and cultural sensitivity

  Assessment criteria

  Satisfactory

  Students recognise and locate global processes, which cause migration and refugeeism. Students recognise the contents of the key concepts, know about alternatives to a multicultural society and acculturation and are for the main part able to describe the relationships between ethnic groups in Finland and in their locality. Students are able to find up-to-date information about relationships between ethnic groups and are aware of different perspectives and value justifications. Students are able to formulate and justify an opinion on one of the issues discussed. Students can describe the experiences of a person belonging to a minority. They can describe their own ethnic identity and factors connected with its development. Students can name a concrete aim of how to develop their intecultural competence.

  Good

  Students competently describe the relevat concepts, for example discussing migration and refugeeism caused by global processes. They find plenty of information about relationships between ethnic groups and use the information to present and justify their opinions. With help of the concepts, students analyse the experiences of a person belonging to an ethnic minority. . Using the relevant concepts, students reflect on their own ethnic identity and the factors that influence its development. Students describe and justify concrete aims of how to develop their intercultural competence.

  Excellent

  Students analyse the global processes that underlie migration and refugeeism. They critically evaluate the key concepts of the item. Students are able to connect individual people's experiences as members of minorities with the social background factors. Competently using the concepts, students extensively reflect on their ethnic identity and the factors that influence its development. Students express their aims concerning the development of their intercultural competence, they use the concepts learnt during the course and justify their aims extensively.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Keskinen Suvi, Vuori Jaana and Hirsiaho Anu 2012 (toim.): Monikulttuurisuuden sukupuoli. Kansalaisuus ja erot hyvinvointiyhteiskunnassa. Student can choose five articles;
  Saukkonen Pasi 2013: Erilaisuuksien Suomi: Vähemmistö – ja kotouttamispolitiikan vaihtoehdot. Schubert Carla 2007: Monikulttuurisuus mielenterveystyössä. (pages 5-69, 203-229).

  Planned learning activities and teaching methods

  Exam and practical training.

  Assessment methods and criteria

  exam and independent reflection on learning at work and on the student's competence

  Language of instruction

  Tuition in Finnish

  Timing

  01.01.2019 - 31.07.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 5 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 15

  Teacher(s)

  Anu Aalto, Helena Järvi

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the course includes practice

  Students use of time and load

  133 hours
  - 107 hours of independent study
  - 26 hours of learning at work

• Culture and Way of Life SOSPST50-3013 03.09.2018-17.12.2018  5 credits  (SOS18A) +-
  Learning outcomes of the course

  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 ethnic and cultural diversity. They independently seek and evaluate the reliability of information about multiculturalism, ethnic minorities and global migration. Students become aware of different perspectives and justifications pertaining to these issues and use the existing knowledge to form an informed opinion.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - states and nations, forms of ethnic and cultural diversity, cultural differences, majorities and minorities
  - global migration, immigration, refugees
  - the concepts of multiculturalism and diversity, alternatives to a multicultural society, acculturation, contact and conflict theory
  - national and ethnic identity, stereotypes and prejudices, orientalism, racism
  - the effect of immigration and minority role on the individual's identity
  - levels of examining difference
  - multicultural competence and cultural sensitivity

  Assessment criteria

  Satisfactory

  Students recognise and locate global processes, which cause migration and refugeeism. Students recognise the contents of the key concepts, know about alternatives to a multicultural society and acculturation and are for the main part able to describe the relationships between ethnic groups in Finland and in their locality. Students are able to find up-to-date information about relationships between ethnic groups and are aware of different perspectives and value justifications. Students are able to formulate and justify an opinion on one of the issues discussed. Students can describe the experiences of a person belonging to a minority. They can describe their own ethnic identity and factors connected with its development. Students can name a concrete aim of how to develop their intecultural competence.

  Good

  Students competently describe the relevat concepts, for example discussing migration and refugeeism caused by global processes. They find plenty of information about relationships between ethnic groups and use the information to present and justify their opinions. With help of the concepts, students analyse the experiences of a person belonging to an ethnic minority. . Using the relevant concepts, students reflect on their own ethnic identity and the factors that influence its development. Students describe and justify concrete aims of how to develop their intercultural competence.

  Excellent

  Students analyse the global processes that underlie migration and refugeeism. They critically evaluate the key concepts of the item. Students are able to connect individual people's experiences as members of minorities with the social background factors. Competently using the concepts, students extensively reflect on their ethnic identity and the factors that influence its development. Students express their aims concerning the development of their intercultural competence, they use the concepts learnt during the course and justify their aims extensively.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Keskinen Suvi, Vuori Jaana and Hirsiaho Anu 2012 (toim.): Monikulttuurisuuden sukupuoli. Kansalaisuus ja erot hyvinvointiyhteiskunnassa. Student can choose five articles;
  Saukkonen Pasi 2013: Erilaisuuksien Suomi: Vähemmistö – ja kotouttamispolitiikan vaihtoehdot. Schubert Carla 2007: Monikulttuurisuus mielenterveystyössä. (pages 5-69, 203-229).

  Planned learning activities and teaching methods

  Exam and practical training.

  Assessment methods and criteria

  exam and independent reflection on learning at work and on the student's competence

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 17.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS18A

  Seats

  0 - 15

  Teacher(s)

  Anu Aalto

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the course includes practice

  Students use of time and load

  133 hours
  - 107 hours of independent study
  - 26 hours of learning at work

• Digitalisation in the Fields of Social Work SOSAPJ00-3001 03.09.2018-19.10.2018  3 credits  (SOS15B, ...) +-
  Learning outcomes of the course

  Students know forms of work in social services, carried out on the Internet with various groups of clients. Students know how to use the Internet as a form of professional practice. 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 unrestricted access and data protection.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - online help in the work of Bachelors of Social Services
  - special features and ethical principles of helping online
  - forms of online help, e.g. the Välittämisen koodi (Code of Caring) project
  - professional action in social media
  - unrestricted access to Internet
  - data protection issues

  Assessment criteria

  Satisfactory

  Students are able to name online methods of social work among different client groups. Students are able to use web as one of professional work methods. Students are able to name web surroundings from the perspective of different client groups and clients needs. 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.

  Good

  Students possess good knowledge concerning online methods of social work among different client groups. Students are able to use web as one of professional work methods. 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.

  Excellent

  Students possess multiple knowledge concerning online methods of social work among different client groups. Students are able to use web in multiple ways and as one of professional work methods. 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 webcontents are produced. Students can apply their knowledge.

  Further information

  Students can choose between this course and the courses Technology and Everyday Life, Community Aids and Welfare Technology.

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  To be announced in the beginning of the course.

  Planned learning activities and teaching methods

  lectures, exercises, discussions

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 19.10.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • SOS15B
  • SOS15C
  • SOS15D
  • SOS16A
  • MSOS17

  Seats

  12 - 25

  Teacher(s)

  Anu Aalto

  Further information for students

  opintojakso on vaihtoehtoinen opintojaksojen Teknologia ja arki, Kommunikaation apuvälineet ja Hyvinvointiteknologia kanssa. (not translated)

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Students use of time and load

  78h

• Drug Care in Social Work Professions SOSAPS20-3008 27.08.2018-26.10.2018  2 credits  (SOS17C) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  Basics of Drug Care

  Course contents

  - drug care in the social field: responsibilities and rights
  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  informed in the beginning of the course

  Planned learning activities and teaching methods

  lessons, calculations

  Assessment methods and criteria

  Tentti ( 1-5) teoriaosuudesta ( 50% oikein hyväksyttyyn)ja lääkelaskuista (100% oikein)
  aktiivinen osallistuminen kontaktitunneille (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS17C

  Seats

  12 - 30

  Teacher(s)

  Marita Lahti

  Further information for students

  We study the realisation of the care of the children's, mental health rehabilitation client's, old persons' medical treatment on the fields of the Bachelor of Social Sciences
  
  - 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

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Exam schedule

  exams x 2

  Students use of time and load

  53h (not translated)

• Drug Care in Social Work Professions SOSAPS20-3009 29.10.2018-17.12.2018  2 credits  (SOS17B) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  Basics of Drug Care

  Course contents

  - drug care in the social field: responsibilities and rights
  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  informed in the beginning of the course

  Planned learning activities and teaching methods

  lessons, calculations

  Assessment methods and criteria

  Tentti ( 1-5) teoriaosuudesta ( 50% oikein hyväksyttyyn)ja lääkelaskuista (100% oikein)
  aktiivinen osallistuminen kontaktitunneille (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS17B

  Seats

  12 - 30

  Teacher(s)

  Marita Lahti

  Further information for students

  We study the realisation of the care of the children's, mental health rehabilitation client's, old persons' medical treatment on the fields of the Bachelor of Social Sciences
  - 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

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Exam schedule

  exams x 2

  Students use of time and load

  53h (not translated)

• Drug Care in Social Work Professions SOSAPS20-3010 07.01.2019-15.03.2019  2 credits  (SOS18A) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  Basics of Drug Care

  Course contents

  - drug care in the social field: responsibilities and rights
  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  informed in the beginning of the course

  Planned learning activities and teaching methods

  lessons, calculations

  Assessment methods and criteria

  Tentti ( 1-5) teoriaosuudesta ( 50% oikein hyväksyttyyn) ja lääkelaskuista (100% oikein)
  aktiivinen osallistuminen kontaktitunneille (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS18A

  Seats

  12 - 26

  Teacher(s)

  Marita Lahti

  Further information for students

  We study the realisation of the care of the children's, mental health rehabilitation client's, old persons' medical treatment on the fields of the Bachelor of Social Sciences
  - 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

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Exam schedule

  exams x 2

  Students use of time and load

  53h (not translated)

• Drug Care in Social Work Professions SOSAPS20-3011 07.01.2019-07.03.2019  2 credits  (MSOS18) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  Basics of Drug Care

  Course contents

  - drug care in the social field: responsibilities and rights
  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  informed in the beginning of the course

  Planned learning activities and teaching methods

  lessons, calculations

  Assessment methods and criteria

  Tentti ( 1-5) teoriaosuudesta ( 50% oikein hyväksyttyyn)ja lääkelaskuista (100% oikein)
  aktiivinen osallistuminen kontaktitunneille (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 07.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • MSOS18

  Seats

  0 - 25

  Teacher(s)

  Marita Lahti

  Further information for students

  We study the realisation of the care of the children's, mental health rehabilitation client's, old persons' medical treatment on the fields of the Bachelor of Social Sciences
  
  - 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

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Exam schedule

  exams x 2

  Students use of time and load

  53h (not translated)

• Early Support of Children and Families SOSVVK40-3003 07.01.2019-08.03.2019  3 credits  (SOS16A, ...) +-
  Learning outcomes of the course

  Students learn to understand and support children and families according to the principles of educational partnership. Students know how to interact with both children and parents and understand the importance of equal interaction. Students take the best interests of the child into account and they are able to detect families and children at risk. Students are familiar with the principles of early support. They know and use services of early childhood education and other providers of services for children with 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.

  Prerequisites and co-requisites

  Growth and Socialization

  Course contents

  - educational partnership
  - principles and implementation of early support
  - services in early childhood education
  - services for families with children
  - the child's best interests
  - promoting the families' participation

  Assessment criteria

  Satisfactory

  Students are able to name some of the principles of educational co-operation and partnership and of interactive support. Students are able to name some principles concerning the the rights of the child.
  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 some services of early childhood education and other 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.

  Good

  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. 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. 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 apply methods which promote participation of children and families in communities and various environments.

  Excellent

  Students are able to support children and families according to the principles of educational co-operation partnership. 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. 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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Esa Eriksson & Tom Erik Arnkil (2012): Huoli puheeksi – opas varhaisista dialogeista.
  Tiina Tiilikainen (2008): ”Lapset työskentelyn osallistujina”. Teoksessa Tiina Muukkonen (toim.) Suunnitelmallinen sosiaalityö lapsen kanssa.
  Tiina Muukkonen (2008): ”Lapsikeskeisyys sosiaalityön läpäisevänä periaatteena” – teoksessa Tiina Muukkonen (toim.) Suunnitelmallinen sosiaalityö lapsen kanssa.
  Lapsen hyvän kasvun ja kehityksen riskitekijöiden ja suojaavien tekijöiden tunnistaminen (2007). Helsingin kaupungin julkaisuja. (not translated)

  Planned learning activities and teaching methods

  Lecutres, group work and essay.

  Assessment methods and criteria

  Opintojakso arvioidaan asteikolla hylätty – 5. Arviointi perustuu osallistumiseen ja aktiivisuuteen sekä palautettuun esseeseen. Oma aktiivisuus voi nostaa tai laskea arvosanaa yhden arvosanan verran. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 08.03.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • SOS16A
  • MSOS17

  Seats

  12 - 30

  Teacher(s)

  Pia-Christine Sainio

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  Does not include practical training.

  Students use of time and load

  80 hours

• Early Support of Children and Families SOSVVK40-3004 27.08.2018-26.10.2018  3 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  Students learn to understand and support children and families according to the principles of educational partnership. Students know how to interact with both children and parents and understand the importance of equal interaction. Students take the best interests of the child into account and they are able to detect families and children at risk. Students are familiar with the principles of early support. They know and use services of early childhood education and other providers of services for children with 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.

  Prerequisites and co-requisites

  Growth and Socialization

  Course contents

  - educational partnership
  - principles and implementation of early support
  - services in early childhood education
  - services for families with children
  - the child's best interests
  - promoting the families' participation

  Assessment criteria

  Satisfactory

  Students are able to name some of the principles of educational co-operation and partnership and of interactive support. Students are able to name some principles concerning the the rights of the child.
  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 some services of early childhood education and other 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.

  Good

  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. 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. 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 apply methods which promote participation of children and families in communities and various environments.

  Excellent

  Students are able to support children and families according to the principles of educational co-operation partnership. 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. 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.

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  Esa Eriksson & Tom Erik Arnkil (2012): Huoli puheeksi – opas varhaisista dialogeista.
  Tiina Tiilikainen (2008): ”Lapset työskentelyn osallistujina”. Teoksessa Tiina Muukkonen (toim.) Suunnitelmallinen sosiaalityö lapsen kanssa.
  Tiina Muukkonen (2008): ”Lapsikeskeisyys sosiaalityön läpäisevänä periaatteena” – teoksessa Tiina Muukkonen (toim.) Suunnitelmallinen sosiaalityö lapsen kanssa.
  Lapsen hyvän kasvun ja kehityksen riskitekijöiden ja suojaavien tekijöiden tunnistaminen (2007). Helsingin kaupungin julkaisuja. (not translated)

  Planned learning activities and teaching methods

  Lecutres, group work and essay.

  Assessment methods and criteria

  Opintojakso arvioidaan asteikolla hylätty – 5. Arviointi perustuu osallistumiseen ja aktiivisuuteen sekä palautettuun esseeseen. Oma aktiivisuus voi nostaa tai laskea arvosanaa yhden arvosanan verran. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • SOS16C
  • SOS16B

  Seats

  12 - 30

  Teacher(s)

  Pia-Christine Sainio

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Work placement(s)

  Does not include practical training.

  Students use of time and load

  80 hours

• Empowering Social Work SOSAVY40-3005 07.01.2019-08.03.2019  4 credits  (MSOS17, ...) +-
  Learning outcomes of the course

  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, through which marginalisation comes about 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 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.

  Prerequisites and co-requisites

  major part of the basic studies of the degree programme

  Course contents

  - the concept of empowerment
  - critical social work theories
  - marginalization, inequality and disadvange in society
  - promoting empowerment in client work, social welfare organizations and society
  - empowering methods in social work
  - planning a process of empowering social work
  - empowering work and sustainable development
  - evaluation of one's values and action

  Assessment criteria

  Satisfactory

  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 nad 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 powet 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.

  Good

  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.

  Excellent

  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.

  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

  ---

  Mode of delivery

  75% Face-to-face, 25% Distance learning

  Recommended or required reading

  Huono-osaiset - elämän edellytykset yhteiskunnan pohjalla. Juho Saari (2015). Gaudeamus.
  Autetuksi tuleminen - valtaistavan sosiaalisen asianajon edellyttämät toimijuudet. Liisa Hokkanen (2014).
  Muu opettajan osoittama materiaali (löytyy digitaalisena versiona Moodle-alustalta) (not translated)

  Planned learning activities and teaching methods

  Lectures, studying at Moodle and project work in groups. Written critical reflection.

  Assessment methods and criteria

  Evauation is based on project work and written critical reflection.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 08.03.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • MSOS17
  • SOS17A

  Seats

  12 - 23

  Teacher(s)

  Helena Järvi

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Completion alternatives

  Posibility to take an exam as agreed with the teacher.

  Work placement(s)

  Does not include practical training.

  Students use of time and load

  106h

• Empowering Social Work SOSEM30-3002 03.09.2018-26.10.2018  4 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  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, through which marginalisation comes about 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 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.

  Prerequisites and co-requisites

  Students of the Degree Programme in Social Services:: Basic studies of the degree programme

  Course contents

  - the concept of empowerment
  - critical social work theories
  - marginalization, inequality and disadvange in society
  - promoting empowerment in client work, social welfare organizations and society
  - empowering methods in social work
  - planning a process of empowering social work
  - empowering work and sustainable development
  - evaluation of one's values and action

  Assessment criteria

  Satisfactory

  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 nad 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 powet 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.

  Good

  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 reflect the structural and social factors connected to their own values and the value conflicts they have experienced.

  Excellent

  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.

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Thompson, N. 2011: Promoting Equality: Working with Diversity and Difference. Palgrave & McMillan
  Dalrymple, J. & Burke, J. 2006: Anti-oppressive Practice. Social Care and the Law. Open University Press.

  Planned learning activities and teaching methods

  Lectures, group test based on the reading material, presentation, individual written reflection

  Assessment methods and criteria

  The course is evaluated by 1-5 scale, consisting of individual written task 1/3, group test 1/3 and presentation 1/3. Active participation in classroom activities is required.

  Language of instruction

  English

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  16.05.2018 - 10.09.2018

  • 4 credits

  Group(s)

  • SOS16C
  • SOS16B
  • IEPSW18F

  Seats

  0 - 10

  Teacher(s)

  Helena Järvi

  Further information for students

  A part of the teaching will be give by an exchange teacher.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Exam schedule

  The group test will be performed inside the scheduled contact lessons.

  International connections

  Exchange students and SeAMK students study in the course together.

  Students use of time and load

  The studies consist of classroom activities 38 h, studying the materials and a group test 22 h , writing an individual reflection 22 h, preparing and presenting a pair / group task 22 h.

• English STPO301-3007 29.10.2018-17.12.2018  3 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  No previous studies are required.

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Saarinen&Saarinen: Way to Welfare - English for Social Services, Otava Publishing House
  materials provided by the teacher, Moodle assignments

  Planned learning activities and teaching methods

  contact lessons, individual work, pair and group work, homework

  Assessment methods and criteria

  oral and written practice, homework, oral and final exams

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 3 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Cristina Catargiu

  Further information for students

  80% compulsory attendance is required.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Exam schedule

  Information provided at the beginning of the course!

  Students use of time and load

  78 hours, of which 30 contact lessons, the rest independent study

• English STPO301-3009 03.09.2018-02.11.2018  3 credits  (MSOS18) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  No previous studies are required.

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Saarinen K., Saarinen J.: Way to Welfare - English for Social Services,
  digital materials (moodle), material provided by the teacher

  Planned learning activities and teaching methods

  contact lessons, pair and group work, homework, individual study

  Assessment methods and criteria

  oral and written practice, active participation during lessons, oral and final exams

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 02.11.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 3 credits

  Group(s)

  • MSOS18

  Seats

  0 - 22

  Teacher(s)

  Cristina Catargiu

  Further information for students

  80 % compulsory attendance.
  Grading 1-5

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Exam schedule

  Information provided at the beginning of the course!

  Students use of time and load

  78 hours, of which 30 contact lessons, the rest independent study

• English STPO301-3010 18.03.2019-24.05.2019  3 credits  (SOS19A) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  No previous studies are required.

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Saarinen&Saarinen: Way to Welfare - English for Social Services, Otava Publishing House
  material provided by the teacher, Moodle assignments

  Planned learning activities and teaching methods

  contact lessons, individual work, pair and group work, homework

  Assessment methods and criteria

  oral and written practice, homework, oral and final exams

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 24.05.2019

  Enrollment date

  08.01.2019 - 11.01.2019

  • 3 credits

  Group(s)

  • SOS19A

  Seats

  0 - 30

  Teacher(s)

  Cristina Catargiu

  Further information for students

  80% compulsory attendance is required.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Exam schedule

  Information provided at the beginning of the course!

  Students use of time and load

  78 hours, of which 30 contact lessons, the rest independent study

• Evaluation of the Effectiveness of Social Services SOSATK30-3002 07.01.2019-08.03.2019  3 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  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. 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.

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  Further information

  Students choose between this and the following courses:
  - Service User Involvement
  - Foresight-Based Development

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Ilmoitetaan opintojakson alkaessa. (not translated)

  Planned learning activities and teaching methods

  luennot, tehtävät, itsenäinen opiskelu (not translated)

  Assessment methods and criteria

  ilmoitetaan opintojakson alkaessa (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 08.03.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • SOS16C
  • SOS16B
  • MSOS17
  • SOS17A

  Seats

  12 - 25

  Teacher(s)

  Anu Aalto

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Students use of time and load

  80 hours

• Facilitating Activity-Based Groups SOSATO10-3003 29.10.2018-17.12.2018  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  major part of the module Knowledge Base of Social Work

  Course contents

  - 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, e.g. cultural activities, pop up events, campaigns

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  Further information

  Students can choose between this and the following courses:
  - Facilitating Pedagogical Groups
  - Facilitating Psychosocial Groups

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  -
  -- Leskinen, E. 2009. Ryhmä toimimaan. Vinkkejä tutustumiseen, oppimiseen ja yhteistyöhön. Taito. PS-kustannus.
  - Kataja J., Jaakkola T. ja Liukkonen J. 2011: Ryhmä liikkeelle! Toiminnallisia harjoituksia ryhmän kehittämiseksi. PS- kustannus. Juva.
  - 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. Pearson Education, Inc: Allyn & Bacon
  - Kurki, Leena. 2000. Sosiokulttuurinen innostaminen.
  - Malte-Colliard, Katri & Marjukka Lampo (toim.). Voimaa taiteesta - Malleja taiteen soveltamiseen hyvinvointialalla. Tutkivan teatterityön keskuksen julkaisu, Tampereen yliopisto, 2013. Saatavana: http://www.voimaataiteesta.fi/uploads/pdf/Voimaa_taiteesta.pdf
  - Levine Madori L., 2010. Therapeutic Thematic Arts Programming ?menetelmä ikääntyneiden aikuisten hoidossa ja kuntoutuksessa. HAMKin julkaisuja 3/2010.
  - Ruuskanen P., Savolainen K. ja Suonio M. (toim.) 2011. Toivo sosiaalisessa: Toivoa luova toimintakulttuuri sosiaalityössä. UNIpress:Kuopio.
  Additional material introduced by the teacher

  Planned learning activities and teaching methods

  - lectures, excercises in group facilitation (supervision), independent study, expert visits
  - group supervision
  - reporting in presenting in seminar
  - Studyfying is possibly

  Assessment methods and criteria

  to be announced in the beginning of the study course

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS18A
  • SOS17C
  • SOS17B

  Seats

  12 - 25

  Teacher(s)

  Tiina Kohtamäki

  Further information for students

  Students can choose between this and the following courses:
  - Facilitating Pedagogical Groups
  - Facilitating Psychosocial Groups

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the study course does not include practice

  Students use of time and load

  106 hours, of which lectures 32 hours, excercises 40 hours, independent study 34 hours

• Facilitating Activity-Based Groups SOSATO10-3004 07.01.2019-08.03.2019  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  major part of the module Knowledge Base of Social Work

  Course contents

  - 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, e.g. cultural activities, pop up events, campaigns

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  Further information

  Students can choose between this and the following courses:
  - Facilitating Pedagogical Groups
  - Facilitating Psychosocial Groups

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  -
  -- Leskinen, E. 2009. Ryhmä toimimaan. Vinkkejä tutustumiseen, oppimiseen ja yhteistyöhön. Taito. PS-kustannus.
  - Kataja J., Jaakkola T. ja Liukkonen J. 2011: Ryhmä liikkeelle! Toiminnallisia harjoituksia ryhmän kehittämiseksi. PS- kustannus. Juva.
  - 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. Pearson Education, Inc: Allyn & Bacon
  - Kurki, Leena. 2000. Sosiokulttuurinen innostaminen.
  - Malte-Colliard, Katri & Marjukka Lampo (toim.). Voimaa taiteesta - Malleja taiteen soveltamiseen hyvinvointialalla. Tutkivan teatterityön keskuksen julkaisu, Tampereen yliopisto, 2013. Saatavana: http://www.voimaataiteesta.fi/uploads/pdf/Voimaa_taiteesta.pdf
  - Levine Madori L., 2010. Therapeutic Thematic Arts Programming ?menetelmä ikääntyneiden aikuisten hoidossa ja kuntoutuksessa. HAMKin julkaisuja 3/2010.
  - Ruuskanen P., Savolainen K. ja Suonio M. (toim.) 2011. Toivo sosiaalisessa: Toivoa luova toimintakulttuuri sosiaalityössä. UNIpress:Kuopio.
  Additional material introduced by the teacher

  Planned learning activities and teaching methods

  - lectures, excercises in group facilitation (supervision), independent study, expert visits
  - group supervision
  - reporting in presenting in seminar
  - Studyfying is possibly

  Assessment methods and criteria

  to be announced in the beginning of the study course

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 08.03.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS18A
  • KFAVOINAMK
  • SOS17C
  • SOS17B
  • MSOS18

  Seats

  12 - 25

  Teacher(s)

  Sos Nimeämätön, Tiina Kohtamäki

  Further information for students

  Students can choose between this and the following courses:
  - Facilitating Pedagogical Groups
  - Facilitating Psychosocial Groups

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the study course does not include practice

  Students use of time and load

  106 hours, of which lectures 32 hours, excercises 40 hours, independent study 34 hours

• Facilitating Activity-Based Groups SOSEM40-3002 03.09.2018-26.10.2018  4 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  Students of the Degree Programme in Social Services: Most part of the Basic studies

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  Further information

  Students of the degree programme can choose between this and the following courses:
  - Facilitating Pedagogical Groups
  - Facilitating Psychosocial Groups

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Toseland, Roland W. & Rivas , Robert F. 2012; An Introduction to Group Work Practice.
  The other material will be announced at the beginning of the course.

  Planned learning activities and teaching methods

  lectures, discussions, drama and interaction exercises, group supervision exercises, experiments, action-based and interactive study methods, reading and discussing articles and field trips, learning diary

  Assessment methods and criteria

  interactive exercises, learning diary

  Language of instruction

  English

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  16.05.2018 - 10.09.2018

  • 4 credits

  Group(s)

  • SOS17C
  • SOS17B
  • IEPSW18F

  Seats

  0 - 10

  Teacher(s)

  Marja-Liisa Saariaho

  Further information for students

  Students can choose between this and the following courses:
  - Facilitating Pedagogical Groups
  - Facilitating Psychosocial Groups

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  International connections

  Studying in international group

  Students use of time and load

  106 hours of work for a course participant including:
  - contact lessons: 36h
  - individual work of students: 70 h

• Facilitating Pedagogical Groups SOSATO20-3003 18.03.2019-17.05.2019  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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 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.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - group work as a social work method
  - group dynamics, the group process
  - conducting goal-oriented group sessions
  - planning and implementation of a pedagogical process
  - pedagogical group methods in the work of Bachelors of Social Services, e.g. in supporting clients' growth and development or knowledge and skills, in coaching for a new stage of life or in group information events.

  Assessment criteria

  Satisfactory

  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

  Good

  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.

  Excellent

  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.

  Further information

  Students choose between this and the following courses:
  - Facilitating Activity-based Groups
  - Facilitating Psychosocial Groups

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Kataja, J., Jaakkola, T. & Liukkonen, J. ( 2011). Ryhmä liikkeelle! Toiminnallisia harjoituksia ryhmän kehittämiseksi. Jyväskylä: PS-Kustannus.
  Kopakkala, A. (2011). Porukka, jengi, tiimi: ryhmädynamiikka ja siihen vaikuttaminen. Helsinki: Edita.
  Norrena, J. (toim.) (2016). Ryhmä oppimaan! Toiminnallisia työtapoja ja tehtäväkehyksiä. Jyväskylä: PS-Kustannus.
  Saloviita, T. 2006. Yhteistoiminnallinen oppiminen ja osallistava kasvatus. Jyväskylä: PS-Kustannus.
  Taajamo, M. & Puukari, S. (toim.) (2007). Monikulttuurisuus ja moniammatillisuus ohjaus- ja neuvontatyössä. Jyväskylä: Jyväskylän yliopisto.
  Toseland, R. W. & Rivas, R. F. (2017). An Introduction to Group Work Practice. (8th Edition). London: Pearson.
  Varhaiskasvatussuunnitelman perusteet 2016. Opetushallitus.
  Lisäksi mahdollinen muu opettajan osoittama materiaali. (not translated)

  Planned learning activities and teaching methods

  Lectures, independent study, group facilitating excercises, excercises will be implemented with relevant client group, excercises will be reported and presented in seminar

  Assessment methods and criteria

  Scale 1-5.

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 17.05.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS18A
  • MSOS19
  • KFAVOINAMK
  • SOS17C
  • SOS17B

  Seats

  12 - 25

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  Excercises will be implemented with relevant client group.

  Students use of time and load

  106 hours. Lectures, independent study, excercises with relevant client group and feedback seminar.

• Facilitating Pedagogical Groups SOSATO20-3004 03.09.2018-26.10.2018  4 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  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 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.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - group work as a social work method
  - group dynamics, the group process
  - conducting goal-oriented group sessions
  - planning and implementation of a pedagogical process
  - pedagogical group methods in the work of Bachelors of Social Services, e.g. in supporting clients' growth and development or knowledge and skills, in coaching for a new stage of life or in group information events.

  Assessment criteria

  Satisfactory

  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

  Good

  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.

  Excellent

  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.

  Further information

  Students choose between this and the following courses:
  - Facilitating Activity-based Groups
  - Facilitating Psychosocial Groups

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Kataja, J., Jaakkola, T. & Liukkonen, J. ( 2011). Ryhmä liikkeelle! Toiminnallisia harjoituksia ryhmän kehittämiseksi. Jyväskylä: PS-Kustannus.
  Kopakkala, A. (2011). Porukka, jengi, tiimi: ryhmädynamiikka ja siihen vaikuttaminen. Helsinki: Edita.
  Norrena, J. (toim.) (2016). Ryhmä oppimaan! Toiminnallisia työtapoja ja tehtäväkehyksiä. Jyväskylä: PS-Kustannus.
  Saloviita, T. 2006. Yhteistoiminnallinen oppiminen ja osallistava kasvatus. Jyväskylä: PS-Kustannus.
  Taajamo, M. & Puukari, S. (toim.) (2007). Monikulttuurisuus ja moniammatillisuus ohjaus- ja neuvontatyössä. Jyväskylä: Jyväskylän yliopisto.
  Toseland, R. W. & Rivas, R. F. (2017). An Introduction to Group Work Practice. (8th Edition). London: Pearson.
  Varhaiskasvatussuunnitelman perusteet 2016. Opetushallitus.
  Lisäksi mahdollinen muu opettajan osoittama materiaali. (not translated)

  Planned learning activities and teaching methods

  Lectures, independent study, group facilitating excercises, excercises will be implemented with relevant client group, excercises will be reported and presented in seminar

  Assessment methods and criteria

  Scale 1-5.

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS17C
  • SOS17B
  • MSOS18

  Seats

  12 - 25

  Teacher(s)

  Virpi Nikkola

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  Excercises will be implemented with relevant client group.

  Students use of time and load

  106 hours. Lectures, independent study, excercises with relevant client group and feedback seminar.

• Facilitating Psychosocial Groups SOSATO30-3003 03.09.2018-26.10.2018  4 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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.

  Excellent

  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.

  Further information

  Students choose between this and the following course:
  - Facilitating Pedagogical Groups
  - Facilitating Activity-Based Groups

  ---

  Mode of delivery

  75% Face-to-face, 25% Distance learning

  Recommended or required reading

  - Heikkinen, A. ym. 2007. Näe minut - kuule minua. Kokemuksia ryhmistä.
  - Jansson, A. (toim). 2012. Psykososiaalinen ryhmätoiminta yksinäisyyden lievittäjänä.
  - Kopakkala, A. 2005. Ryhmä, jengi, tiimi: ryhmädynamiikka ja siihen vaikuttaminen.
  - Toseland, R. W. & Rivas, R. F. 2012. An Introduction to Group Work Practice. Seventh Edition.
  - Kurki, L. 2000. Sosiokulttuurinen innostaminen
  - teacher's material

  Planned learning activities and teaching methods

  - lectures, independent study, group supervison excercises, expert visits
  - group supervision
  - reporting and presenting of examinations

  Assessment methods and criteria

  to be announced in the beginning of the study course

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS17C
  • SOS17B
  • MSOS18

  Seats

  12 - 25

  Teacher(s)

  Arja Hemminki

  Further information for students

  Students choose between this and the following course:
  - Facilitating Pedagogical Groups
  - Facilitating Activity-Based Groups

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Work placement(s)

  the course does not include practice

  Students use of time and load

  106 hours, of which
  - lectures 40 hours
  - supervised excercises 40 hours
  - independent study 26 hours

• Facilitating Psychosocial Groups SOSATO30-3004 18.03.2019-17.05.2019  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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.

  Excellent

  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.

  Further information

  Students choose between this and the following course:
  - Facilitating Pedagogical Groups
  - Facilitating Activity-Based Groups

  ---

  Mode of delivery

  75% Face-to-face, 25% Distance learning

  Recommended or required reading

  - Heikkinen, A. ym. 2007. Näe minut - kuule minua. Kokemuksia ryhmistä.
  - Jansson, A. (toim). 2012. Psykososiaalinen ryhmätoiminta yksinäisyyden lievittäjänä.
  - Kopakkala, A. 2005. Ryhmä, jengi, tiimi: ryhmädynamiikka ja siihen vaikuttaminen.
  - Toseland, R. W. & Rivas, R. F. 2012. An Introduction to Group Work Practice. Seventh Edition.
  - Kurki, L. 2000. Sosiokulttuurinen innostaminen
  - teacher's material

  Planned learning activities and teaching methods

  - lectures, independent study, group supervison excercises, expert visits
  - group supervision
  - reporting and presenting of examinations

  Assessment methods and criteria

  to be announced in the beginning of the study course

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 17.05.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS18A
  • SOS17C
  • SOS17B

  Seats

  12 - 25

  Teacher(s)

  Arja Hemminki

  Further information for students

  Students choose between this and the following course:
  - Facilitating Pedagogical Groups
  - Facilitating Activity-Based Groups

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Work placement(s)

  the course does not include practice

  Students use of time and load

  106 hours, of which
  - lectures 40 hours
  - supervised excercises 40 hours
  - independent study 26 hours

• Family Counselling SOSAPS30-3005 29.10.2018-17.12.2018  4 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  Students learn to apply the psychosocial approach and methods of professional interaction when counselling families with children. Students learn to recognise needs to apply family counselling methods and are able to evaluate their suitability for various client situations. Students are able to describe settings in which it is possible to carry out family counselling. They learn to analyse methods and international models used in family counselling. Students know how to plan a goal-oriented family counselling process. Students are prepared to apply different methods in family counselling and to develop and evaluate their action.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - family counselling and related concepts
  - family counselling settings
  - family councellor's role and professional interaction in family counselling
  - the process of family counselling, documentation
  - methods of family counselling and international models
  - evaluation and development of one's action

  Assessment criteria

  Satisfactory

  Students
  - are able to name settings in which family counselling can be implemented
  - recognize the basic principles of psychosocial work and the meaning of professional interaction in family counselling
  - are able to name work methods and international models used in family counselling
  - are able to recognize different stages in a goal-oriented family counselling process and role of family councellor

  Good

  Students
  - can describe settings in which family counselling can be implemented
  - know how to act in client situations in family counselling, applying professional interaction
  - are able to assess needs to apply the family counselling approach when working with families with children
  -know how to apply work methods and international models used in family counselling
  are able to plan a goal-oriented family counselling process
  - are capable to reflect on their actions and their professional role from the perspective of professional ethics

  Excellent

  Students
  - are able to critically assess needs for family counselling and analyse 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
  - are capable to analyse work methods and international models used in family counselling and to evaluate their action and their professional role from the perspective of professional ethics

  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

  ---

  Mode of delivery

  75% Face-to-face, 25% Distance learning

  Recommended or required reading

  - Early intervention and prevention in family and parenting support. Compendium of Inspiring Practices. Eurochild October 2012.
  - Halme, Kekkonen & Perälä 2012. Perhekeskukset Suomessa. Palvelut, yhteistoiminta ja johtaminen. Raportti 62/2012. Terveyden ja hyvinvoinnin laitos.
  - 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.
  - Muu opettajan osoittama materiaali.

  Planned learning activities and teaching methods

  Lectures, casework and exam. Independent studying at Moodle.

  Assessment methods and criteria

  Evaluation is based on participation, exam and casework.

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS17C
  • SOS17B

  Seats

  12 - 25

  Teacher(s)

  Pia-Christine Sainio

  Further information for students

  opintojakso on vaihtoehtoinen seuraavien opintojaksojen kanssa
  - Opintoihin ja työhön valmentaminen
  - Sosiaalinen kuntoutus
  - Sosiaaliohjaus asumisyhteisöissä
  - Sosiaaliohjaus avopalveluissa
  - Sosiaalityö moniammatillisissa työyhteisöissä (not translated)

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Work placement(s)

  Does not include practical training.

  Exam schedule

  Schedule will be presented on first lesson.

  Students use of time and load

  106 hours

• Family Counselling SOSAPS30-3006 07.01.2019-15.03.2019  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  Students learn to apply the psychosocial approach and methods of professional interaction when counselling families with children. Students learn to recognise needs to apply family counselling methods and are able to evaluate their suitability for various client situations. Students are able to describe settings in which it is possible to carry out family counselling. They learn to analyse methods and international models used in family counselling. Students know how to plan a goal-oriented family counselling process. Students are prepared to apply different methods in family counselling and to develop and evaluate their action.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - family counselling and related concepts
  - family counselling settings
  - family councellor's role and professional interaction in family counselling
  - the process of family counselling, documentation
  - methods of family counselling and international models
  - evaluation and development of one's action

  Assessment criteria

  Satisfactory

  Students
  - are able to name settings in which family counselling can be implemented
  - recognize the basic principles of psychosocial work and the meaning of professional interaction in family counselling
  - are able to name work methods and international models used in family counselling
  - are able to recognize different stages in a goal-oriented family counselling process and role of family councellor

  Good

  Students
  - can describe settings in which family counselling can be implemented
  - know how to act in client situations in family counselling, applying professional interaction
  - are able to assess needs to apply the family counselling approach when working with families with children
  -know how to apply work methods and international models used in family counselling
  are able to plan a goal-oriented family counselling process
  - are capable to reflect on their actions and their professional role from the perspective of professional ethics

  Excellent

  Students
  - are able to critically assess needs for family counselling and analyse 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
  - are capable to analyse work methods and international models used in family counselling and to evaluate their action and their professional role from the perspective of professional ethics

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Early intervention and prevention in family and parenting support. Compendium of Inspiring Practices. Eurochild October 2012.
  - Halme, Kekkonen & Perälä 2012. Perhekeskukset Suomessa. Palvelut, yhteistoiminta ja johtaminen. Raportti 62/2012. Terveyden ja hyvinvoinnin laitos.
  - 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.
  - Muu opettajan osoittama materiaali.

  Planned learning activities and teaching methods

  Lectures, casework and exam. Independent studying at Moodle.

  Assessment methods and criteria

  Evaluation is based on participation, exam and casework.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS18A
  • MSOS18

  Seats

  12 - 25

  Teacher(s)

  Pia-Christine Sainio

  Further information for students

  opintojakso on vaihtoehtoinen seuraavien opintojaksojen kanssa
  - Opintoihin ja työhön valmentaminen
  - Sosiaalinen kuntoutus
  - Sosiaaliohjaus asumisyhteisöissä
  - Sosiaaliohjaus avopalveluissa
  - Sosiaalityö moniammatillisissa työyhteisöissä (not translated)

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  Does not include practical training.

  Exam schedule

  Schedule will be presented on first lesson.

  Students use of time and load

  106 hours

• Family Counselling SOSAPS30-3009 01.05.2019-31.08.2019  4 credits  (VVO) +-
  Learning outcomes of the course

  Students learn to apply the psychosocial approach and methods of professional interaction when counselling families with children. Students learn to recognise needs to apply family counselling methods and are able to evaluate their suitability for various client situations. Students are able to describe settings in which it is possible to carry out family counselling. They learn to analyse methods and international models used in family counselling. Students know how to plan a goal-oriented family counselling process. Students are prepared to apply different methods in family counselling and to develop and evaluate their action.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - family counselling and related concepts
  - family counselling settings
  - family councellor's role and professional interaction in family counselling
  - the process of family counselling, documentation
  - methods of family counselling and international models
  - evaluation and development of one's action

  Assessment criteria

  Satisfactory

  Students
  - are able to name settings in which family counselling can be implemented
  - recognize the basic principles of psychosocial work and the meaning of professional interaction in family counselling
  - are able to name work methods and international models used in family counselling
  - are able to recognize different stages in a goal-oriented family counselling process and role of family councellor

  Good

  Students
  - can describe settings in which family counselling can be implemented
  - know how to act in client situations in family counselling, applying professional interaction
  - are able to assess needs to apply the family counselling approach when working with families with children
  -know how to apply work methods and international models used in family counselling
  are able to plan a goal-oriented family counselling process
  - are capable to reflect on their actions and their professional role from the perspective of professional ethics

  Excellent

  Students
  - are able to critically assess needs for family counselling and analyse 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
  - are capable to analyse work methods and international models used in family counselling and to evaluate their action and their professional role from the perspective of professional ethics

  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

  ---

  Mode of delivery

  Distance learning

  Recommended or required reading

  Opintojakson Moodle -oppimisympäristöön linkitetty materiaali. (not translated)

  Planned learning activities and teaching methods

  Opintojakson sisältö opiskellaan verkossa Moodle -oppimisympäristössä. Lisäksi opiskelija vierailee opintojakson aikana yhdessä opintojakson sisältöä edustavassa toimipisteessä. (not translated)

  Assessment methods and criteria

  Opintojaksolla laaditaan oppimispäiväkirja, joka arvioidaan asteikolla 1-5. Oppimispäiväkirjan arviointikriteerit avataan opintojakson orientointimateriaalissa. Oppimispäiväkirjan arvosanasta muodostuu opintojakson arvosana (1-5). Opintojakso arvioidaan aikavälillä 5.8.-31.8.2019. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  01.05.2019 - 31.08.2019

  Enrollment date

  18.03.2019 - 14.04.2019

  • 4 credits

  Group(s)

  • VVO

  Seats

  12 - 25

  Teacher(s)

  Asta Niinimäki

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  4 credits

  Completion alternatives

  Opintojakso suoritetaan verkko-opiskeluna. Ei vaihtoehtoisia suoritustapoja. (not translated)

  Work placement(s)

  Opiskelija vierailee opintojakson aikana yhdessä perheohjauksen organisaatiossa. (not translated)

  Exam schedule

  Opintojaksolla laaditaan teemakohtainen oppimispäiväkirja, joka palautetaan Moodleen 4.8.2019 mennessä. (not translated)

  Students use of time and load

  Opiskelija saa opintojakson opettajalta Moodle -oppimisympäristön avaimen sähköpostiinsa 27.5.2019.Moodleen on sijoitettu opintojakson orientointimateriaali, johon opiskelijan tulee tutustua 27.5.2019 päivän aikana. Opintojakso toteutuu aikavälillä 27.5.-4.8.2019. Opintojakso on laajuudeltaan 4op (104h). Opintojakson oppimispäiväkirja palautetaan 4.8.2019 mennessä. (not translated)

  Content periodicity

  Opiskelija laatii erillisten teemakohtaisten tehtävänantojen mukaisen kirjallisen oppimispäiväkirjan, jota hän työstää omatahtisesti opintojakson toteutumisaikana 27.5.-4.8.2019. Oppimispäiväkirja palautetaan arvioitavaksi Moodleen 4.8.2019 mennessä. (not translated)

• Finska LT00BU04-3001 27.08.2018-24.05.2019  3 credits  (VVO) +-
  Learning outcomes of the course

  Students are able to communicate in everyday and work-related situations in spoken and written Finnish. They are able to seek and apply work-related information and use basic professional terminology. Students are able to describe themselves, their education, work experience and competences. They can describe typical professional tasks/projects and their implementation. They can act and give advice and instructions in work-related situations.

  Prerequisites and co-requisites

  No previous studies required.

  Course contents

  Describing personal details and education
  Describing one's professional field and competences
  Written communication
  Giving and justifying one's opinion

  Assessment criteria

  Satisfactory

  The student is able to communicate in predictable spoken and written communication situation of his professional field. He is able to write simple coherent text. The use of grammatical structures is limited and partly incorrect. Pronunciation is influenced by other languages but it is understandable.

  Good

  The student is able to communicate well in spoken and written communication situation of his professional field. He manages relatively well the professional vocabulary of his field and is able to express himself fluently. Mistakes in grammatical structures and/or vocabulary don't cause misunderstandings. The pronunciation is understandable and contains only a few mistakes .

  Excellent

  The student is able to communicate excellently in spoken and written communication situation of his professional field. He manages the professional vocabulary of his field. He can describe and write about demanding and abstract topics. He can express himself fluently and spontaneously. He uses grammatical structures almost flawlessly. The pronunciation is close to that of a native speaker.

  Further information

  The knowledge of the course contents will be demonstrated (recognition of prior learning). The course is targeted only to students whose school language is Swedish. Demonstrations will be arranged at end of September and January.

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Planned learning activities and teaching methods

  Opintojakso suoritetaan näyttönä. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 24.05.2019

  Enrollment date

  27.08.2018 - 03.05.2019

  • 3 credits

  Group(s)

  • VVO

  Seats

  0 - 30

  Teacher(s)

  Sirkka Nieminen

  Further information for students

  Opintojakso suoritetaan näyttönä. Näytön ajankohdat ovat 29.9.18 ja 26.1.19. Näyttöön liittyy ennakkotehtävä, joka palautetaan Moodleen, ks. https://moodle.seamk.fi/course/view.php?id=5518 . Avain on Finska. (not translated)

  Unit, in charge

  Seinäjoen Ammattikorkeakoulu Oy (not translated)

  Programme(s)

  Degree Programme in Construction Engineering, Degree Programme in Nursing, Degree Programme in Library and Information Services, Bachelor of Business Administration, DP in International Business, Degree Programme in Nursing, Degree Programme in Construction Site Management, Degree Programme in Business Management, Degree Programme in Social Services, Free Choice Studies, Degree Programme in Public Health Nursing, Degree Programme in Agriculture and Rural Enterprises, Degree Programme in Food and Hospitality, Degree Programme in Automation Engineering, Degree Programme in Cultural Management, Degree Programme in Physiotherapy, Degree Programme in Food Processing and Biotechnology, Degree Programme in Elderly Care, Degree Programme in Mechanical Engineering

  Unit location

  Seinäjoki UAS, School of Business and Culture, Seinäjoki

  Virtual proportion

  1 credits

  Exam schedule

  Opintojakso suoritetaan näyttönä. Näytön ajankohdat ovat 29.9.18 ja 26.1.19. Näyttöön liittyy ennakkotehtävä, joka palautetaan Moodleen, ks. https://moodle.seamk.fi/course/view.php?id=5518 . Avain on Finska. (not translated)

  Students use of time and load

  81h, josta 8h näyttöpäivä (not translated)

• Foresight-Based Development SOSATK40-3004 07.01.2019-08.03.2019  3 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  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.

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  -Sosiaalisesti kestävä Suomi 2020. Sosiaali-ja terveyspolitiikan strategia. Sosiaali- ja terveysministeriö Julkaisuja 1/2011.
  - Tuulaniemi, Juha. 2011. Palvelumuotoilu. Helsinki: Talentum (soveltuvin osin).
  - tai muu opettajan osoittama kirjallisuus. (not translated)

  Planned learning activities and teaching methods

  Luennot, yhteistoiminnallinen tutkiva kehittäminen kurssilla osoitetusta teemasta, itsenäiset tehtävät. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 08.03.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • SOS16C
  • SOS16B
  • MSOS17
  • SOS17A

  Seats

  0 - 25

  Teacher(s)

  Katariina Perttula

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Foresight-Based Development SOSATK40-3005 20.05.2019-30.09.2019  3 credits  (VVO) +-
  Learning outcomes of the course

  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.

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Valitse kustakin korista (1-3) yksi kirja/aineistopaketti. Ilmoita tenttimäsi materiaali selkeästi tenttikuoressa. Jokaisesta osiosta tulee yksi kysymys valitsemastasi aineistosta. Kaikista osioista on päästävä läpi, että kurssi on suoritettu.
  •
  • KORI 1:
  • - Sundqvist, S. & Oulasvirta, L. (toim.). Vaikutusten ennakkoarviointi kunnallisessa päätöksenteossa. Kuntaliiton verkkojulkaisu. Helsinki: Kuntaliitto. Pdf-julkaisu ladattavissa sivulta: http://shop.kunnat.net/product_details.php?p=2572
  •- Säädösvaikutusten arviointi ihmisiin kohdistuvien vaikutusten näkökulmasta. Sosiaali-ja terveysministeriö Julkaisuja 2/2016. Saatavissa: https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/75241/02_2016_Saadosvaikutusten_arviointi_ihmisiin_fi_netti_kansilla.pdf?sequence=1
  •
  • KORI 2:
  • - Tuulaniemi, Juha. 2011. Palvelumuotoilu. Helsinki: Talentum. Luvut 2,3 ja 4. ( Sivut 58-252).
  • - Hiltunen, E. 2012. Matkaopas tulevaisuuteen. Helsinki: Talentum. Luvut 4 ja 5. (sivut 74-241)
  •
  • KORI 3:
  •
  • -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 (not translated)

  Planned learning activities and teaching methods

  Tentti yleisenä tenttipäivänä. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  20.05.2019 - 30.09.2019

  Enrollment date

  18.03.2019 - 14.04.2019

  • 3 credits

  Group(s)

  • VVO

  Seats

  0 - 25

  Teacher(s)

  Katariina Perttula

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Growth and Socialization SOSPST30-3009 07.01.2019-15.02.2019  5 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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 and with needs for special support. 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. Students know how their future work as Bachelors of Social Services differs from other professions.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - socialization
  - theories of development
  - early interaction
  - family and parenthood
  - needs for support in childhood
  - course of life
  - need of close relations, attachment, attraction
  - child and youth cultures

  Assessment criteria

  Satisfactory

  Students are able to define concepts related to lifelong growth and socialization throughout the lifespan from the indidual, community and society perspectives. Students are able to list theories on childhood and youth and define the meaning of parenthood and attachment in the socialization process.

  Good

  Students are able to explain concepts related to lifelong growth and socialization and give examples from the indidual, community and society perspectives.

  Excellent

  Students are able to extensively analyse concepts related to lifelong growth and socialization. They know how to evaluate theories on childhood and youth development and analyse the meaning of parenthood and attachment in the socialization process.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - MLL:n vanhempainnetti http://www.mll.fi/vanhempainnetti/tietokulma/ sekä muu
  - muu opettajan esittämä materiaali (not translated)

  Planned learning activities and teaching methods

  kontaktiopetus, itsenäinen opiskelu, vierailijat, ryhmätyöt ja työelämässä opiskelu (not translated)

  Assessment methods and criteria

  Aktiivinen osallistuminen kontaktiopetukseen, tentti. Muut arvioinnin perusteet esitellään opintojakson alussa. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.02.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 5 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Virpi Nikkola, Arja Haapaharju

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Completion alternatives

  kontaktikurssi tai opinnollistaminen (not translated)

  Work placement(s)

  opintojakso sisältää harjoittelua (not translated)

  Students use of time and load

  133t
  - mistä kontaktiopetus 52t
  - mistä itsenäinen opiskelu 55t
  - mistä työelämässa opiskelu 26t (not translated)

  Content periodicity

  - elämänkaari
  - keskeiset kehitysteoriat ja kehityksen osa-alueet
  - lapsen erityisen tuen tarpeet
  - kiintymyssuhde
  - vanhemmuus
  - perhe
  - sosialisaatio
  - lapsi- ja nuorisokulttuurit (not translated)

• Growth and Socialization SOSPST30-3008 03.09.2018-26.10.2018  5 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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 and with needs for special support. 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. Students know how their future work as Bachelors of Social Services differs from other professions.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - socialization
  - theories of development
  - early interaction
  - family and parenthood
  - needs for support in childhood
  - course of life
  - need of close relations, attachment, attraction
  - child and youth cultures

  Assessment criteria

  Satisfactory

  Students are able to define concepts related to lifelong growth and socialization throughout the lifespan from the indidual, community and society perspectives. Students are able to list theories on childhood and youth and define the meaning of parenthood and attachment in the socialization process.

  Good

  Students are able to explain concepts related to lifelong growth and socialization and give examples from the indidual, community and society perspectives.

  Excellent

  Students are able to extensively analyse concepts related to lifelong growth and socialization. They know how to evaluate theories on childhood and youth development and analyse the meaning of parenthood and attachment in the socialization process.

  ---

  Mode of delivery

  Face-to-face

  Planned learning activities and teaching methods

  Contact teaching, independent study, visitors, groupwork and studying at work.

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 5 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Virpi Nikkola

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  The study course includes practice.

  Students use of time and load

  133h (contact study, independent study and study at work)

• Growth and Socialization SOSPST30-3010 18.02.2019-05.04.2019  5 credits  (SOS19A) +-
  Learning outcomes of the course

  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 and with needs for special support. 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. Students know how their future work as Bachelors of Social Services differs from other professions.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - socialization
  - theories of development
  - early interaction
  - family and parenthood
  - needs for support in childhood
  - course of life
  - need of close relations, attachment, attraction
  - child and youth cultures

  Assessment criteria

  Satisfactory

  Students are able to define concepts related to lifelong growth and socialization throughout the lifespan from the indidual, community and society perspectives. Students are able to list theories on childhood and youth and define the meaning of parenthood and attachment in the socialization process.

  Good

  Students are able to explain concepts related to lifelong growth and socialization and give examples from the indidual, community and society perspectives.

  Excellent

  Students are able to extensively analyse concepts related to lifelong growth and socialization. They know how to evaluate theories on childhood and youth development and analyse the meaning of parenthood and attachment in the socialization process.

  ---

  Mode of delivery

  Face-to-face

  Planned learning activities and teaching methods

  Contact teaching, independent study, visitors, groupwork and studying at work.

  Language of instruction

  Tuition in Finnish

  Timing

  18.02.2019 - 05.04.2019

  Enrollment date

  08.01.2019 - 11.01.2019

  • 5 credits

  Group(s)

  • SOS19A

  Seats

  0 - 26

  Teacher(s)

  Virpi Nikkola

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  The study course includes practice.

  Students use of time and load

  133h (contact study, independent study and study at work)

• Growth and Socialization SOSPST30-3011 08.04.2019-17.05.2019  5 credits  (MSOS19) +-
  Learning outcomes of the course

  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 and with needs for special support. 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. Students know how their future work as Bachelors of Social Services differs from other professions.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - socialization
  - theories of development
  - early interaction
  - family and parenthood
  - needs for support in childhood
  - course of life
  - need of close relations, attachment, attraction
  - child and youth cultures

  Assessment criteria

  Satisfactory

  Students are able to define concepts related to lifelong growth and socialization throughout the lifespan from the indidual, community and society perspectives. Students are able to list theories on childhood and youth and define the meaning of parenthood and attachment in the socialization process.

  Good

  Students are able to explain concepts related to lifelong growth and socialization and give examples from the indidual, community and society perspectives.

  Excellent

  Students are able to extensively analyse concepts related to lifelong growth and socialization. They know how to evaluate theories on childhood and youth development and analyse the meaning of parenthood and attachment in the socialization process.

  ---

  Mode of delivery

  Face-to-face

  Planned learning activities and teaching methods

  Contact teaching, independent study, visitors, groupwork and studying at work.

  Language of instruction

  Tuition in Finnish

  Timing

  08.04.2019 - 17.05.2019

  Enrollment date

  08.01.2019 - 11.01.2019

  • 5 credits

  Group(s)

  • MSOS19

  Seats

  0 - 26

  Teacher(s)

  Virpi Nikkola

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  The study course includes practice.

  Students use of time and load

  133h (contact study, independent study and study at work)

• ICT Skills YPO4A3-3076 29.10.2018-17.12.2018  3 credits  (SOS18B) +-
  Learning outcomes of the course

  - The student is able to use the current office software, different online services and online learning environment.
  - The student is able to apply basic IT skills in new hardware and software environments

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - introduction to office software
  - word processing
  standard for written work in SeAMK
  document standard
  - spreadsheet calculation
  calculation models
  diagrams
  - presentation graphics
  content and structure of presentations
  presentation settings
  - use of online services
  cloud services
  video conferencing as a tool

  Assessment criteria

  Satisfactory

  Satisfactory (1-2)
  The student is able to identify different ways of using the most common office software and online services. The student knows the basic use of office software.

  Good

  Good (3-4)
  The student recognises different ways of using office software and online services and understands their operating principles and use as tools in his/her own work. The student knows how to use office software in different situations.

  Excellent

  Very good (5)
  The student recognises different ways of using office software and online services and understands their operating principles. The student is able to apply office software and online services in different situations independently and efficiently.

  ---

  Mode of delivery

  Distance learning

  Recommended or required reading

  Course materials in Moodle.

  Planned learning activities and teaching methods

  Online teaching, two voluntary workshops, independent assignments in Moodle and two exams.

  Assessment methods and criteria

  Assessment is based on the assignments and exams.

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 3 credits

  Group(s)

  • SOS18B

  Seats

  12 - 30

  Teacher(s)

  Hilkka Latva-Somppi

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  3 credits

  Evaluation scale

  1-5

  Students use of time and load

  78 hours student work, which includes 1 hours course orientation, 2*3h voluntary workshops, 2*2h exams and independent work,

  Content periodicity

  - introduction to office software
  - word processing
  standard for written work in SeAMK
  document standard
  - spreadsheet calculation
  calculation models
  diagrams
  - presentation graphics
  content and structure of presentations
  presentation settings
  - use of online services
  cloud services
  video conferencing as a tool

• ICT Skills YPO4A3-3077 27.08.2018-26.10.2018  3 credits  (SOS18C) +-
  Learning outcomes of the course

  - The student is able to use the current office software, different online services and online learning environment.
  - The student is able to apply basic IT skills in new hardware and software environments

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - introduction to office software
  - word processing
  standard for written work in SeAMK
  document standard
  - spreadsheet calculation
  calculation models
  diagrams
  - presentation graphics
  content and structure of presentations
  presentation settings
  - use of online services
  cloud services
  video conferencing as a tool

  Assessment criteria

  Satisfactory

  Satisfactory (1-2)
  The student is able to identify different ways of using the most common office software and online services. The student knows the basic use of office software.

  Good

  Good (3-4)
  The student recognises different ways of using office software and online services and understands their operating principles and use as tools in his/her own work. The student knows how to use office software in different situations.

  Excellent

  Very good (5)
  The student recognises different ways of using office software and online services and understands their operating principles. The student is able to apply office software and online services in different situations independently and efficiently.

  ---

  Mode of delivery

  Distance learning

  Recommended or required reading

  Course materials in Moodle.

  Planned learning activities and teaching methods

  Online teaching, two voluntary workshops, independent assignments in Moodle and two exams.

  Assessment methods and criteria

  Assessment is based on the assignments and exams.

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 3 credits

  Group(s)

  • SOS18C

  Seats

  0 - 30

  Teacher(s)

  Hilkka Latva-Somppi

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  3 credits

  Evaluation scale

  1-5

  Students use of time and load

  78 hours student work, which includes 1 hours course orientation, 2*3h voluntary workshops, 2*2h exams and independent work,

  Content periodicity

  - introduction to office software
  - word processing
  standard for written work in SeAMK
  document standard
  - spreadsheet calculation
  calculation models
  diagrams
  - presentation graphics
  content and structure of presentations
  presentation settings
  - use of online services
  cloud services
  video conferencing as a tool

• Interaction in Psychosocial work SOSAPS10-3007 27.08.2018-26.10.2018  5 credits  (SOS17B) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the basic studies

  Course contents

  - the role, important elements and construction of professional interaction in social work
  - psychosocial work orientation
  - sociodynamic quidance
  - a goal-oriented process of client work
  - action in value conflicts
  - communication in professional interaction
  - evaluation and development of one's interaction skills

  Assessment criteria

  Satisfactory

  The students
  - are able to explain and to define psychosocial orientation 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

  Good

  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

  Excellent

  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.

  Further information

  oral communication studies will be integrated into this course

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Kangasluoma, E. and Sarvikas, H. 2016. Vuorovaikutus psykososiaalisessa työssä - arvioinnin malli simuloituihin oppimistilanteisiin. In: A. Heikkilä and J. Kulmala (ed.) Uusia työmenetelmiä ja innovaatioita hyvinvoinnin edistämiseen: SeAMK sosiaali- ja terveysala tutkii ja kehittää.Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 120, 53 - 82. Seinäjoki. Available: https://www.theseus.fi/bitstream/handle/10024/121237/1/B120.pdf
  Kauppila, R. A. 2005. Vuorovaikutus- ja sosiaaliset taidot: Vuorovaikutusopas opettajille ja opiskelijoille. Jyväskylä: PS-kustannus., 179 - 190.
  Laitinen, M. and Pohjola, A. (ed.) 2010. Asiakkuus sosiaalityössä. Gaudeamus p. 39 - 45,138 - 177,e-bool also available.
  Peavy, V. R. 1997. SocioDynamic Counselling: A Constructivist Perspective.
  Saatavana: https://goo.gl/2XJKPc p. 71-112.
  Väisänen, L., Niemelä, M. and Suua, P. 2009. Sanat työssä: Vuorovaikutus ammattitaitona. Helsinki: Kirjapaja.
  Other recommended literature

  Planned learning activities and teaching methods

  Lectures, group work, drama rehearsals, analysis of communication situations. Studyfication is conceivable.

  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.
  The exam makes the half of the evaluation.

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS17B

  Seats

  12 - 30

  Teacher(s)

  Helena Sarvikas, Elina Kangasluoma

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Exam schedule

  The exam 3 hours at the end of the course

  Students use of time and load

  133 hours, in which contact lessons 39 hours including the exam 3 hours.

• Interaction in Psychosocial work SOSAPS10-3010 07.01.2019-15.03.2019  5 credits  (SOS18A) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the basic studies

  Course contents

  - the role, important elements and construction of professional interaction in social work
  - psychosocial work orientation
  - sociodynamic quidance
  - a goal-oriented process of client work
  - action in value conflicts
  - communication in professional interaction
  - evaluation and development of one's interaction skills

  Assessment criteria

  Satisfactory

  The students
  - are able to explain and to define psychosocial orientation 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

  Good

  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

  Excellent

  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.

  Further information

  oral communication studies will be integrated into this course

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Kangasluoma, E. and Sarvikas, H. 2016. Vuorovaikutus psykososiaalisessa työssä - arvioinnin malli simuloituihin oppimistilanteisiin. In: A. Heikkilä and J. Kulmala (ed.) Uusia työmenetelmiä ja innovaatioita hyvinvoinnin edistämiseen: SeAMK sosiaali- ja terveysala tutkii ja kehittää.Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 120, 53 - 82. Seinäjoki. Available: https://www.theseus.fi/bitstream/handle/10024/121237/1/B120.pdf
  Kauppila, R. A. 2005. Vuorovaikutus- ja sosiaaliset taidot: Vuorovaikutusopas opettajille ja opiskelijoille. Jyväskylä: PS-kustannus p. 179 - 190.
  Laitinen, M. and Pohjola, A. (ed.) 2010. Asiakkuus sosiaalityössä. Gaudeamus p. 39 - 45, 138 - 177. E-book also available.
  Peavy, V. R. 1997. SocioDynamic Counselling: A Constructivist Perspective.
  Saatavana: https://goo.gl/2XJKPc p. 71-112.
  Väisänen, L., Niemelä, M. and Suua, P. 2009. Sanat työssä: Vuorovaikutus ammattitaitona. Helsinki: Kirjapaja.
  Other recommended literature

  Planned learning activities and teaching methods

  Lectures, group work, drama rehearsals, analysis of communication situations. Studyfication is conceivable.

  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.
  The exam makes the half of the evaluation.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS18A

  Seats

  12 - 26

  Teacher(s)

  Helena Sarvikas, Elina Kangasluoma

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Exam schedule

  The exam 3 hours at the end of the course

  Students use of time and load

  133 hours, in which contact lessons 39 hours including the exam 3 hours.

• Interaction in Psychosocial work SOSAPS10-3009 29.10.2018-17.12.2018  5 credits  (SOS17C) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the basic studies

  Course contents

  - the role, important elements and construction of professional interaction in social work
  - psychosocial work orientation
  - sociodynamic quidance
  - a goal-oriented process of client work
  - action in value conflicts
  - communication in professional interaction
  - evaluation and development of one's interaction skills

  Assessment criteria

  Satisfactory

  The students
  - are able to explain and to define psychosocial orientation 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

  Good

  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

  Excellent

  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.

  Further information

  oral communication studies will be integrated into this course

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Kangasluoma, E. ja Sarvikas, H. 2016. Vuorovaikutus psykososiaalisessa työssä - arvioinnin malli simuloituihin oppimistilanteisiin. Teoksessa: A. Heikkilä ja J. Kulmala (toim.) Uusia työmenetelmiä ja innovaatioita hyvinvoinnin edistämiseen: SeAMK sosiaali- ja terveysala tutkii ja kehittää. Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 120, 53 - 82. Seinäjoki. Saatavana: https://www.theseus.fi/bitstream/handle/10024/121237/1/B120.pdf
  - Laitinen, M ja Pohjola, A (toim.) 2010. Asiakkuus sosiaalityössä. Gaudeamus, s.39-45 ja 138-177.
  - Kauppila, R. A. 2005. Vuorovaikutus- ja sosiaaliset taidot: Vuorovaikutusopas opettajille ja opiskelijalle. Jyväskylä: PS-kustannus, s.179 - 190.
  - Peavy, V. R. 1997. SocioDynamic Counselling: A Constructivist Perspective.
  Saatavana: https://goo.gl/2XJKPc s. 71 - 112
  -- Väisänen, L., Niemelä, M. ja Suua Pirkko 2009. Sanat työssä: Vuorovaikutus ammattitaitona. Helsinki: Kirjapaja.
  - muu opettajan osoittama materiaali

  Planned learning activities and teaching methods

  Lectures, group work, drama exercises , analysis of professional communication

  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.
  The exam makes one half of the evaluation

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS17C

  Seats

  12 - 30

  Teacher(s)

  Mirva Siltakorpi, Helena Sarvikas

  Further information for students

  Oral communication studies will be integrated into this course.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  The course does not include practice

  Exam schedule

  Course includes a exam

  Students use of time and load

  133 hours. Contact learning 46 hours

• Interaction in Psychosocial work SOSAPS10-3011 07.01.2019-07.03.2019  5 credits  (MSOS18) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the basic studies

  Course contents

  - the role, important elements and construction of professional interaction in social work
  - psychosocial work orientation
  - sociodynamic quidance
  - a goal-oriented process of client work
  - action in value conflicts
  - communication in professional interaction
  - evaluation and development of one's interaction skills

  Assessment criteria

  Satisfactory

  The students
  - are able to explain and to define psychosocial orientation 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

  Good

  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

  Excellent

  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.

  Further information

  oral communication studies will be integrated into this course

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Kangasluoma, E. ja Sarvikas, H. 2016. Vuorovaikutus psykososiaalisessa työssä - arvioinnin malli simuloituihin oppimistilanteisiin. Teoksessa: A. Heikkilä ja J. Kulmala (toim.) Uusia työmenetelmiä ja innovaatioita hyvinvoinnin edistämiseen: SeAMK sosiaali- ja terveysala tutkii ja kehittää. Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 120, 53 - 82. Seinäjoki. Saatavana: https://www.theseus.fi/bitstream/handle/10024/121237/1/B120.pdf
  - Laitinen, M ja Pohjola, A (toim.) 2010. Asiakkuus sosiaalityössä. Gaudeamus, s.39-45 ja 138-177.
  - Kauppila, R. A. 2005. Vuorovaikutus- ja sosiaaliset taidot: Vuorovaikutusopas opettajille ja opiskelijalle. Jyväskylä: PS-kustannus, s. 179 - 190.
  - Peavy, V. R. 1997. SocioDynamic Counselling: A Constructivist Perspective.
  Saatavana: https://goo.gl/2XJKPc s. 71 - 112
  -- Väisänen, L., Niemelä, M. ja Suua Pirkko 2009. Sanat työssä: Vuorovaikutus ammattitaitona. Helsinki: Kirjapaja.
  - muu opettajan osoittama materiaali

  Planned learning activities and teaching methods

  Lectures, group work, drama exercises , analysis of professional communication

  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.
  The exam makes one half of the evaluation

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 07.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • MSOS18

  Seats

  0 - 25

  Teacher(s)

  Mirva Siltakorpi, Helena Sarvikas

  Further information for students

  Oral communication studies will be integrated into this course.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  The course does not include practice

  Exam schedule

  Course includes a exam

  Students use of time and load

  133 hours. Contact learning 46 hours

• Internationalization Skills YPO2A2-3060 29.10.2018-17.12.2018  2 credits  (TH18, ...) +-
  Learning outcomes of the course

  The student is able to
  - identify the meaning of multiculturality in human interaction at home and abroad
  - describe the importance of internationality and international competence in his/her studies, working life and in different life situations
  - use different opportunitiees of internationalization in his/her own studies
  - assess the effects of international networking, global megatrends and global responsibility

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - International aspects of studies in universities of applied sciences
  - Meaning and content of international competence
  - Global economics and social development
  - Encountering diversity and difference
  - Multicultural studying and working environment and crosscultural communication
  - United Nations Millennium Development Goals and Finland's development political goals
  - Studies and training abroad as part of higher education studies, job seeking abroad

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Materials are delivered by lecturer

  Planned learning activities and teaching methods

  Lectures

  Assessment methods and criteria

  Participation to lectures, learning diary internationalization tasks

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 2 credits

  Group(s)

  • TH18
  • SOS18C
  • SOS18B

  Seats

  0 - 60

  Teacher(s)

  Kari Jokiranta

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Students use of time and load

  Lectures 14 hours, tasks 40 hours

• Internationalization Skills YPO2A2-3061 03.09.2018-26.10.2018  2 credits  (MGERO18, ...) +-
  Learning outcomes of the course

  The student is able to
  - identify the meaning of multiculturality in human interaction at home and abroad
  - describe the importance of internationality and international competence in his/her studies, working life and in different life situations
  - use different opportunitiees of internationalization in his/her own studies
  - assess the effects of international networking, global megatrends and global responsibility

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - International aspects of studies in universities of applied sciences
  - Meaning and content of international competence
  - Global economics and social development
  - Encountering diversity and difference
  - Multicultural studying and working environment and crosscultural communication
  - United Nations Millennium Development Goals and Finland's development political goals
  - Studies and training abroad as part of higher education studies, job seeking abroad

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Materials are delivered by lecturer

  Planned learning activities and teaching methods

  Lectures

  Assessment methods and criteria

  Participation to lectures, learning diary internationalization tasks

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • MGERO18
  • MSOS18

  Seats

  0 - 60

  Teacher(s)

  Kari Jokiranta

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services, Degree Programme in Elderly Care

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Students use of time and load

  Lectures 10 hours, tasks 44 hours

• Introduction to Project Work YPO2C3-3074 27.08.2018-26.10.2018  3 credits  (SOS18A) +-
  Learning outcomes of the course

  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

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  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 )
  - Other Literature provided by the teacher.

  Planned learning activities and teaching methods

  Lessons, learning in e-learning environment, collaborative learning, assignments

  Assessment methods and criteria

  Teoriatentti 50 % ja harjoitustyö 50% (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 3 credits

  Group(s)

  • SOS18A

  Seats

  12 - 26

  Teacher(s)

  Tiina Tiilikka

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Work placement(s)

  Opintojakso ei sisällä harjoittelua. (not translated)

  Students use of time and load

  80 hours

• Introduction to Project Work YPO2C3-3075 07.01.2019-07.03.2019  3 credits  (MSOS18) +-
  Learning outcomes of the course

  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

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  34% Face-to-face, 66% Distance learning

  Recommended or required reading

  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 )
  - Other Literature provided by the teacher.

  Planned learning activities and teaching methods

  Lessons, learning in e-learning environment, collaborative learning, assignments

  Assessment methods and criteria

  Teoriatentti 50 % ja harjoitustyö 50% (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 07.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 3 credits

  Group(s)

  • MSOS18

  Seats

  0 - 22

  Teacher(s)

  Tiina Tiilikka

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  2 credits

  Work placement(s)

  Opintojakso ei sisällä harjoittelua. (not translated)

  Students use of time and load

  80 hours

• Introduction to Project Work YPO2C3-3072 07.01.2019-15.03.2019  3 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  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

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  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 )

  Planned learning activities and teaching methods

  The course consist of general and field-specific parts.
  There is a two-credit general part in Moodle, on which an online exam is based, and a one-credit project plan (field specific imaginary or real project). The field-specific part can contain contact teaching, eg examples of successful projects

  Assessment methods and criteria

  Exam 50 % and project assignment 50 %

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 3 credits

  Group(s)

  • SOS17C
  • SOS17B

  Seats

  12 - 30

  Teacher(s)

  Katariina Perttula

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

• Introduction to Project Work YPO2C3-3073 18.03.2019-24.05.2019  3 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  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

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  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 )

  Planned learning activities and teaching methods

  The course consist of general and field-specific parts.
  There is a two-credit general part in Moodle, on which an online exam is based, and a one-credit project plan (field specific imaginary or real project). The field-specific part can contain contact teaching, eg examples of successful projects

  Assessment methods and criteria

  Exam 50 % and project assignment 50 %

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 24.05.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 3 credits

  Group(s)

  • SOS17C
  • SOS17B

  Seats

  12 - 30

  Teacher(s)

  Katariina Perttula

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

• Introduction to Research and Development YPO1C2-3069 07.01.2019-15.03.2019  2 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  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

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - 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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  •Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009 tai uudempi. Tutki ja kirjoita.
  •Heikkilä Tarja 2014. Tilastollinen tutkimus. 9. uudistettu painos.
  •Metsämuuronen 2011. Tutkimuksen tekemisen perusteet ihmistieteissä.
  •Tuomi & Sarajärvi (2002, 2009) 2013. Laadullinen tutkimus ja sisällönanalyysi.
  Network-materials in Moodle.

  Planned learning activities and teaching methods

  Network course.

  Assessment methods and criteria

  Evaluation of Students' work made in e-learning platform.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS17C
  • SOS17B

  Seats

  12 - 30

  Teacher(s)

  Hilkka Latva-Somppi

  Further information for students

  The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
  If student doesn´t remain on schedule, he/she will be removed from the course.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  Passed/failed

  Students use of time and load

  52 hours of student work, of which 2 hours course orientation -lesson and 50 hours independent work.

  Content periodicity

  Orientation in the beginning of course, 2 hours.
  Independent work in the Moodle for two-week periods.

• Introduction to Research and Development YPO1C2-3070 18.03.2019-24.05.2019  2 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  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

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - 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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  •Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009 tai uudempi. Tutki ja kirjoita.
  •Heikkilä Tarja 2014. Tilastollinen tutkimus. 9. uudistettu painos.
  •Metsämuuronen 2011. Tutkimuksen tekemisen perusteet ihmistieteissä.
  •Tuomi & Sarajärvi (2002, 2009) 2013. Laadullinen tutkimus ja sisällönanalyysi.
  Network-materials in Moodle.

  Planned learning activities and teaching methods

  Network course.

  Assessment methods and criteria

  Evaluation of Students' work made in e-learning platform.

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 24.05.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS17C
  • SOS17B

  Seats

  12 - 30

  Teacher(s)

  Hilkka Latva-Somppi

  Further information for students

  The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
  If student doesn´t remain on schedule, he/she will be removed from the course.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  Passed/failed

  Students use of time and load

  52 hours of student work, of which 2 hours course orientation -lesson and 50 hours independent work.

  Content periodicity

  Orientation in the beginning of course, 2 hours.
  Independent work in the Moodle for two-week periods.

• Introduction to Research and Development YPO1C2-3071 07.01.2019-15.03.2019  2 credits  (SOS18A) +-
  Learning outcomes of the course

  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

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - 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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  •Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009 tai uudempi. Tutki ja kirjoita.
  •Heikkilä Tarja 2014. Tilastollinen tutkimus. 9. uudistettu painos.
  •Metsämuuronen 2011. Tutkimuksen tekemisen perusteet ihmistieteissä.
  •Tuomi & Sarajärvi (2002, 2009) 2013. Laadullinen tutkimus ja sisällönanalyysi.
  Network-materials in Moodle.

  Planned learning activities and teaching methods

  Network course.

  Assessment methods and criteria

  Evaluation of Students' work made in e-learning platform.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • SOS18A

  Seats

  12 - 26

  Teacher(s)

  Hilkka Latva-Somppi

  Further information for students

  The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
  If student doesn´t remain on schedule, he/she will be removed from the course.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  Passed/failed

  Students use of time and load

  52 hours of student work, of which 2 hours course orientation -lesson and 50 hours independent work.

  Content periodicity

  Orientation in the beginning of course, 2 hours.
  Independent work in the Moodle for two-week periods.

• Introduction to Research and Development YPO1C2-3072 03.09.2018-02.11.2018  2 credits  (MSOS18) +-
  Learning outcomes of the course

  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

  Prerequisites and co-requisites

  No prerequisites

  Course contents

  - 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

  ---

  Mode of delivery

  Distance learning

  Recommended or required reading

  •Hirsjärvi, S., Remes, P. & Sajavaara, P. 2009 tai uudempi. Tutki ja kirjoita.
  •Heikkilä Tarja 2014. Tilastollinen tutkimus. 9. uudistettu painos.
  •Metsämuuronen 2011. Tutkimuksen tekemisen perusteet ihmistieteissä.
  •Tuomi & Sarajärvi (2002, 2009) 2013. Laadullinen tutkimus ja sisällönanalyysi.
  Network-materials in Moodle.

  Planned learning activities and teaching methods

  Network course.

  Assessment methods and criteria

  Evaluation of Students' work made in e-learning platform.

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 02.11.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 2 credits

  Group(s)

  • MSOS18

  Seats

  0 - 22

  Teacher(s)

  Hilkka Latva-Somppi

  Further information for students

  The Students must remain on schedule. Two weeks assignments are returned to the Moodle before the next assignments are opened.
  If student doesn´t remain on schedule, he/she will be removed from the course.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  R&D proportion

  1 credits

  Virtual proportion

  2 credits

  Evaluation scale

  Passed/failed

  Students use of time and load

  52 hours of student work, of which 2 hours course orientation -lesson and 50 hours independent work.

  Content periodicity

  Orientation in the beginning of course, 2 hours.
  Independent work in the Moodle for two-week periods.

• Introduction to Social Welfare Legislation SOSAPJ40-3009 07.01.2019-15.03.2019  4 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - seeking and using information of legislation
  - legal principles in the social service provision
  - confidentiality
  - Social Welfare Act
  - Act on the Status and Rights of Social Welfare Clients
  - Act on Social Assistance
  - Disability Services Act
  - Mental Health Act
  - Act on Social Work with Intoxicant Abusers
  - Acts pertaining to children (Security of Child Maintenance Act, Child Custody and Right of Access Acts, Child Welfare Act)
  - Act on Supporting the Functional Capacity of the Older Population
  - Self-Determination Act
  - EU social policy legislation

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Distance learning

  Planned learning activities and teaching methods

  Jakson orientointikerta, itsenäinen tiedonhankinta ja opiskelu verkossa (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 4 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Sinikka Volanto

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  4 credits

• Introduction to Social Welfare Legislation SOSAPJ40-3010 18.03.2019-24.05.2019  4 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - seeking and using information of legislation
  - legal principles in the social service provision
  - confidentiality
  - Social Welfare Act
  - Act on the Status and Rights of Social Welfare Clients
  - Act on Social Assistance
  - Disability Services Act
  - Mental Health Act
  - Act on Social Work with Intoxicant Abusers
  - Acts pertaining to children (Security of Child Maintenance Act, Child Custody and Right of Access Acts, Child Welfare Act)
  - Act on Supporting the Functional Capacity of the Older Population
  - Self-Determination Act
  - EU social policy legislation

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Distance learning

  Planned learning activities and teaching methods

  Jakson orientointikerta, itsenäinen tiedonhankinta ja opiskelu verkossa (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 24.05.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 4 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Pia-Christine Sainio

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  4 credits

• Introduction to Social Welfare Legislation SOSAPJ40-3012 20.05.2019-31.08.2019  4 credits  (VVO) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - seeking and using information of legislation
  - legal principles in the social service provision
  - confidentiality
  - Social Welfare Act
  - Act on the Status and Rights of Social Welfare Clients
  - Act on Social Assistance
  - Disability Services Act
  - Mental Health Act
  - Act on Social Work with Intoxicant Abusers
  - Acts pertaining to children (Security of Child Maintenance Act, Child Custody and Right of Access Acts, Child Welfare Act)
  - Act on Supporting the Functional Capacity of the Older Population
  - Self-Determination Act
  - EU social policy legislation

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Distance learning

  Recommended or required reading

  - ajankohtainen lainsäädäntö
  - HE 164/2014 Hallituksen esitys eduskunnalle sosiaalihuoltolaiksi ja eräiksi siihen liittyviksi laeiksi. https://www.finlex.fi/fi/esitykset/he/2014/20140164.pdf
  - nettilinkit lainsäädännöllisen tiedon hakemiseen (not translated)

  Planned learning activities and teaching methods

  verkkototeutus. Tehtävät suoritetaan opiskelijan valitsemassa järjestyksessä ja aikataulussa opintojakson aikana. (not translated)

  Assessment methods and criteria

  Arvosana (1-5) muodostuu suoritettujen tehtävien keskiarvosta. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  20.05.2019 - 31.08.2019

  Enrollment date

  18.03.2019 - 14.04.2019

  • 4 credits

  Group(s)

  • VVO

  Seats

  0 - 24

  Teacher(s)

  Arja Haapaharju

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  4 credits

  Completion alternatives

  Kontaktikurssi (not translated)

  Students use of time and load

  106 tuntia (not translated)

  Content periodicity

  Oikeusperiaatteet
  Hallintolaki
  Sosiaalihuoltolaki
  Sosiaalihuollon asiakkaan asema
  Sosiaalihuollon asiakirjat
  Julkisuus, salassapito ja esteellisyys
  Toimeentulotuki
  Vanhuspalvelulaki
  Lapsipaketti
  Vammaispalvelut
  Mielenterveys
  Päihdehuolto
  Varhaiskasvatus (not translated)

• Introduction to Social Welfare Legislation SOSAPJ40-3008 03.09.2018-26.10.2018  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - seeking and using information of legislation
  - legal principles in the social service provision
  - confidentiality
  - Social Welfare Act
  - Act on the Status and Rights of Social Welfare Clients
  - Act on Social Assistance
  - Disability Services Act
  - Mental Health Act
  - Act on Social Work with Intoxicant Abusers
  - Acts pertaining to children (Security of Child Maintenance Act, Child Custody and Right of Access Acts, Child Welfare Act)
  - Act on Supporting the Functional Capacity of the Older Population
  - Self-Determination Act
  - EU social policy legislation

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  75% Face-to-face, 25% Distance learning

  Recommended or required reading

  - current legislation
  - in addition material delivered by the lecturer
  - online material

  Planned learning activities and teaching methods

  lectures, assignments individually and in groups, online study

  Assessment methods and criteria

  active participation, exam, assignments online

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 4 credits

  Group(s)

  • SOS18A
  • MSOS18

  Seats

  12 - 30

  Teacher(s)

  Arja Haapaharju

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Work placement(s)

  the study course does not include practice

  Students use of time and load

  106 hours

  Content periodicity

  - seeking and using information of legislation
  - legal principles in the social service provision
  - confidentiality
  - Social Welfare Act
  - Act on the Status and Rights of Social Welfare Clients
  - Act on Social Assistance
  - Disability Services Act
  - Mental Health Act
  - Act on Social Work with Intoxicant Abusers
  - Acts pertaining to children (Security of Child Maintenance Act, Child Custody and Right of Access Acts, Child Welfare Act)
  - Act on Supporting the Functional Capacity of the Older Population
  - Self-Determination Act
  - EU social policy legislation

• Introduction to Social Work Studies in Finland BE00BT36-3001 03.09.2018-26.10.2018  3 credits  (IEPSW18F) +-
  Learning outcomes of the course

  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 professonals in Finland. Students will understand the role and position of Bachelors 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 Bachelors of Social Services work in Finland. Students will understand the role and position of Bachelors 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 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.

  Course contents

  - Social work education in Finland
  - Social work professional fields
  - Education and professional fields of Bachelors of Social Services
  - Systems providing welfare and social security in Finland
  - Finnish society and culture

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  www.seamk.fi: http://yle.fi/uutiset/news/: www.finland.fi: http://www.stm.fi/en/frontpage: further recommended reading is to be announced at the beginning of the course

  Planned learning activities and teaching methods

  Introductory lectures and discussions, orientation days at Seinäjoki UAS, filed trips to various sectors in the social work field. A written reflection on students' learning experiences and learning process. A presentation on students' education in their home country.

  Assessment methods and criteria

  Pass/Fail
  
  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 Bachelors of Social Services in the social field in Finland.

  Language of instruction

  English

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  29.08.2018 - 10.09.2018

  • 3 credits

  Group(s)

  • IEPSW18F

  Seats

  0 - 10

  Teacher(s)

  Tiina Kohtamäki

  Further information for students

  The tutoring teacher will be in charge of the study course.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  There will field visits

  Students use of time and load

  - 6 hours for the orientation day
  - 32 hours for classroom activities and field trips
  - 40 hours for the student's individual work

  Content periodicity

  - Social work education in Finland
  - Social work professional fields
  - Education and professional fields of Bachelors of Social Services
  - Systems providing welfare and social security in Finland
  - Finnish society and culture

• Introduction to Welfare Society SOSAPJ10-3008 27.08.2018-26.10.2018  3 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  no prerequisities

  Course contents

  - the concept of welfare society
  - Nordic and European welfare models
  - welfare services as part of the welfare society
  - funding of welfare services
  - the public sector, the private sector and the third sector as providers of welfare services
  - informal and formal help

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Planned learning activities and teaching methods

  Lähiopetus (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 3 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Pia-Christine Sainio

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Introduction to Welfare Society SOSEM20-3002 03.09.2018-26.10.2018  3 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  no prerequisities

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  To be announced by the lecturer.

  Planned learning activities and teaching methods

  Lectures, assignments, discussions, exam.

  Assessment methods and criteria

  Assignments, discussions

  Language of instruction

  English

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  04.08.2018 - 10.09.2018

  • 3 credits

  Group(s)

  • SOS18C
  • SOS18B
  • IEPSW18F

  Seats

  0 - 10

  Teacher(s)

  Tiina Tiilikka

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Work placement(s)

  Does not include practical training.

  Students use of time and load

  Total work load 80 hours:
  - of which scheduled 16 h
  - of which independent study 64 h

• Introduction to Welfare Society SOSAPJ10-3010 07.01.2019-15.03.2019  3 credits  (MSOS19, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  no prerequisities

  Course contents

  - the concept of welfare society
  - Nordic and European welfare models
  - welfare services as part of the welfare society
  - funding of welfare services
  - the public sector, the private sector and the third sector as providers of welfare services
  - informal and formal help

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  Toikko, T. Sosiaalipalveluiden kehityssuunnat. 2012.
  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.
  Saari, J. Hyvinvointi. 2011.
  Muu opettajan osoittama materiaali. (not translated)

  Planned learning activities and teaching methods

  Lectures, sudying at Moodle, groupwork and exam.

  Assessment methods and criteria

  Evaluation is based on exam and student's activity.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  08.01.2019 - 11.01.2019

  • 3 credits

  Group(s)

  • MSOS19
  • SOS19A

  Seats

  0 - 30

  Teacher(s)

  Pia-Christine Sainio

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Work placement(s)

  Does not include practical training.

  Students use of time and load

  kontaktiopetus 24 t
  itsenäinen ja pienryhmätyöskentely 56 t (not translated)

• Introduction to Welfare Society SOSAPJ10-3011 07.01.2019-15.03.2019  3 credits  (MSOS19, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  no prerequisities

  Course contents

  - the concept of welfare society
  - Nordic and European welfare models
  - welfare services as part of the welfare society
  - funding of welfare services
  - the public sector, the private sector and the third sector as providers of welfare services
  - informal and formal help

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Distance learning

  Recommended or required reading

  Kananen, J. (ed.) 2017. Kilpailuvaltion kyydissä. Suomen hyvinvointimallin tulevaisuus. Tallinna. Gaudeamus.
  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. Terveyden ja hyvinvoinnin laitos: Helsinki.
  Sosiaali- ja terveydenhuollon järjestelmä ja vastuut. http://stm.fi/sotepalvelut/jarjestelma-vastuut
  Sosiaali- ja terveysministeriö.
  Toikko, T. Hyvinvointipalveluiden kehityssuunnat. 2012.
  Teacher´s materials

  Planned learning activities and teaching methods

  independent study, online learning, tasks as online learning

  Assessment methods and criteria

  independent study, assigments based on literature as online

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  08.01.2019 - 11.01.2019

  • 3 credits

  Group(s)

  • MSOS19
  • SOS19A

  Seats

  0 - 30

  Teacher(s)

  Tiina Tiilikka, Tarja Tapio

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  R&D proportion

  3 credits

  Virtual proportion

  3 credits

  Evaluation scale

  1-5

  Work placement(s)

  the study course does not include practical training

  Students use of time and load

  80 hours

• Organization Development SOSAJO30-3003 03.09.2018-31.12.2018  3 credits  (SOS16A, ...) +-
  Learning outcomes of the course

  Students learn to recognise 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 organizations. 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.

  Prerequisites and co-requisites

  The course is undertaken simultanously or after the Practical Training on the Methods of Management and Leadership

  Course contents

  - methods and tools in service development
  - development structures for health and social services, development networks
  - the process of services development
  - structural developemt

  Assessment criteria

  Satisfactory

  The students
  - recognize development needs and methods in social services
  - are able to gain and use knowledge, which is essential in developing activities
  - indicate positive attitude to development of social services and one's individual competences.

  Good

  The students
  - are able to explain social service development processes
  - have knowledge of the key consepts, methods and principles of development
  - have capacities to reflect their individual values and attitudes
  - are aware of their responsibilities as developers of social services

  Excellent

  The students
  - are able to describe and assess the influences of development
  - have capacities to innovate new concepts and solutions to implementation and organization of social services
  - show interrest towards current items of social sector and have adapted their individual roles as developers.

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  Kehittämistehtävän suorittamiseen tarvittava kansallinen ja kansainvälinen materiaali. (not translated)

  Planned learning activities and teaching methods

  kehittämistehtävän toteuttaminen opiskelijan laatiman kehittämissuunnitelman pohjalta. (not translated)

  Assessment methods and criteria

  Opiskelija osaa selittää sosiaali- ja terveyspalveluiden kehittämisen prosesseja. Hän hallitsee kehittämisen keskeisiä käsitteitä, menetelmiä ja periaatteita. Opiskelija pohtii omia arvojaan ja asenteitaan sekä tiedostaa vastuunsa sosiaali- ja terveyspalvelujenpalveluiden kehittäjänä. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 31.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 3 credits

  Group(s)

  • SOS16A
  • MSOS17

  Seats

  12 - 50

  Teacher(s)

  Arja Haapaharju

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  R&D proportion

  3 credits

  Virtual proportion

  1 credits

  Evaluation scale

  Passed/failed

  Work placement(s)

  Harjoittelu (not translated)

  Students use of time and load

  78 t (not translated)

• Organization Development SOSAJO30-3004 07.01.2019-31.05.2019  3 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  Students learn to recognise 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 organizations. 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.

  Prerequisites and co-requisites

  The course is undertaken simultanously or after the Practical Training on the Methods of Management and Leadership

  Course contents

  - methods and tools in service development
  - development structures for health and social services, development networks
  - the process of services development
  - structural developemt

  Assessment criteria

  Satisfactory

  The students
  - recognize development needs and methods in social services
  - are able to gain and use knowledge, which is essential in developing activities
  - indicate positive attitude to development of social services and one's individual competences.

  Good

  The students
  - are able to explain social service development processes
  - have knowledge of the key consepts, methods and principles of development
  - have capacities to reflect their individual values and attitudes
  - are aware of their responsibilities as developers of social services

  Excellent

  The students
  - are able to describe and assess the influences of development
  - have capacities to innovate new concepts and solutions to implementation and organization of social services
  - show interrest towards current items of social sector and have adapted their individual roles as developers.

  ---

  Mode of delivery

  67% Face-to-face, 33% Distance learning

  Recommended or required reading

  Kehittämistehtävän suorittamiseen tarvittava kansallinen ja kansainvälinen materiaali. (not translated)

  Planned learning activities and teaching methods

  kehittämistehtävän toteuttaminen opiskelijan laatiman kehittämissuunnitelman pohjalta. (not translated)

  Assessment methods and criteria

  Opiskelija osaa selittää sosiaali- ja terveyspalveluiden kehittämisen prosesseja. Hän hallitsee kehittämisen keskeisiä käsitteitä, menetelmiä ja periaatteita. Opiskelija pohtii omia arvojaan ja asenteitaan sekä tiedostaa vastuunsa sosiaali- ja terveyspalvelujenpalveluiden kehittäjänä. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 31.05.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 3 credits

  Group(s)

  • SOS16C
  • SOS16B

  Seats

  12 - 58

  Teacher(s)

  Arja Haapaharju

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  Passed/failed

  Work placement(s)

  Harjoittelu (not translated)

  Students use of time and load

  78 t (not translated)

• Personnel Management SOSAJO20-3005 07.01.2019-15.03.2019  5 credits  (SOS16B) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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 manager.

  Excellent

  The students
  - are able to describe and assess the influences of personnel management processes
  - indicate commitment and readiness in different items of personnel management.

  ---

  Mode of delivery

  80% Face-to-face, 20% Distance learning

  Recommended or required reading

  Student chooses the literatures taking into account the themes of the course. The literature must be both in finish and in foreigner language.

  Planned learning activities and teaching methods

  Lectures, assignments, group work, online learning, guided exercises, visitors

  Assessment methods and criteria

  participation in lectures and exercises: completion of assignments

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS16B

  Seats

  12 - 29

  Teacher(s)

  Arja Haapaharju

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Students use of time and load

  133 hours, which consists of contact teaching, assignments and exercises

• Personnel Management SOSAJO20-3004 27.08.2018-26.10.2018  5 credits  (SOS16A) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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 manager.

  Excellent

  The students
  - are able to describe and assess the influences of personnel management processes
  - indicate commitment and readiness in different items of personnel management.

  ---

  Mode of delivery

  80% Face-to-face, 20% Distance learning

  Recommended or required reading

  Student chooses the literatures taking into account the themes of the course. The literature must be both in finish and in foreigner language.

  Planned learning activities and teaching methods

  Lectures, assignments, group work, online learning, guided exercises, visitors

  Assessment methods and criteria

  participation in lectures and exercises: completion of assignments

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS16A

  Seats

  12 - 23

  Teacher(s)

  Arja Haapaharju

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Students use of time and load

  133 hours, which consists of contact teaching, assignments and exercises

• Personnel Management SOSAJO20-3006 03.09.2018-26.10.2018  5 credits  (MSOS17) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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 manager.

  Excellent

  The students
  - are able to describe and assess the influences of personnel management processes
  - indicate commitment and readiness in different items of personnel management.

  ---

  Mode of delivery

  80% Face-to-face, 20% Distance learning

  Recommended or required reading

  Student chooses the literatures taking into account the themes of the course. The literature must be both in finish and in foreigner language.

  Planned learning activities and teaching methods

  Lectures, assignments, group work, online learning, guided exercises, visitors

  Assessment methods and criteria

  participation in lectures and exercises: completion of assignments

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • MSOS17

  Seats

  0 - 23

  Teacher(s)

  Arja Haapaharju

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Students use of time and load

  133 hours, which consists of contact teaching, assignments and exercises

• Personnel Management SOSAJO20-3007 07.01.2019-15.03.2019  5 credits  (SOS16C) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the basic studies of the degree programme, the course Interaction in Psychosocial Work, practical training (minimum 10 cr)

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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 manager.

  Excellent

  The students
  - are able to describe and assess the influences of personnel management processes
  - indicate commitment and readiness in different items of personnel management.

  ---

  Mode of delivery

  80% Face-to-face, 20% Distance learning

  Recommended or required reading

  Student chooses the literatures taking into account the themes of the course. The literature must be both in finish and in foreigner language.

  Planned learning activities and teaching methods

  Lectures, assignments, group work, online learning, guided exercises, visitors

  Assessment methods and criteria

  participation in lectures and exercises: completion of assignments

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS16C

  Seats

  12 - 29

  Teacher(s)

  Arja Haapaharju

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Students use of time and load

  133 hours, which consists of contact teaching, assignments and exercises

• Practical Training: Methods of Empowerment in Social Work SOSAVY50-3004 27.08.2018-27.12.2018  10 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  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 or 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.

  Prerequisites and co-requisites

  one of the courses included in the module Empowerment Competence

  Course contents

  - client-centred action to promote client engagement
  - 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

  Further information

  The course can be taken in English language

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Materials of preceding theoretical courses

  Planned learning activities and teaching methods

  Orientation, performing the practical training, supervision meetings, learnign assignments, seminar

  Assessment methods and criteria

  Accepted perfomance of the practical training, learning assignements, participation in the supervision meetings, self-evaluation

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 27.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 10 credits

  Group(s)

  • SOS16C
  • SOS16B

  Seats

  0 - 57

  Teacher(s)

  Pia-Christine Sainio, Helena Järvi, Tiina Kohtamäki

  Further information for students

  It is recommended to perform the practical training in pairs. The information concerning the practical training period is put into the HATU- system.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  The course consists of supervised practical training

  Students use of time and load

  260 hours, 7 weeks

  Content periodicity

  Orientation, performing the practical training 5 days per week during 7 weeks included supervision meetings at the school, final seminar after the practical training period

• Practical Training: Methods of Empowerment in Social Work SOSAVY50-3005 11.03.2019-26.04.2019  10 credits  (MSOS17, ...) +-
  Learning outcomes of the course

  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 or 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.

  Prerequisites and co-requisites

  one of the courses included in the module Empowerment Competence

  Course contents

  - client-centred action to promote client engagement
  - 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

  Further information

  The course can be taken in English language

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Materials of preceding theoretical study courses

  Planned learning activities and teaching methods

  Orientation, practical training, learning assignments, seminar

  Assessment methods and criteria

  Practical training (pass), learning assignments, self-evaluation, seminar

  Language of instruction

  Tuition in Finnish

  Timing

  11.03.2019 - 26.04.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 10 credits

  Group(s)

  • MSOS17
  • SOS17A

  Seats

  12 - 50

  Teacher(s)

  Anni-Maija Viitasaari, Pia-Christine Sainio, Tiina Kohtamäki

  Further information for students

  Practical training is recommended to do in pairs.
  The details of organisation of practical placement must be in HATU-system.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  The study course consists of practical training

  Students use of time and load

  260 hours, during 7 weeks

  Content periodicity

  Practical training is 5 days / week, during 7 weeks

• Practical Training: Methods of Empowerment in Social Work SOSEM70-3002 29.10.2018-14.12.2018  10 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  one of the courses included in the module Empowerment Competence

  Course contents

  - client-centred action to promote client engagement
  - 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

  Further information

  The course can be taken in English language

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  One of the courses included in the module Empowerment Competence

  Planned learning activities and teaching methods

  Orientation, practical training, learning assignments, feedback discussions

  Assessment methods and criteria

  Practical training (pass), learning assignments, self-evaluation, feedback discussion

  Language of instruction

  English

  Timing

  29.10.2018 - 14.12.2018

  Enrollment date

  29.09.2018 - 28.10.2018

  • 10 credits

  Group(s)

  • SOS16C
  • SOS16B
  • IEPSW18F

  Teacher(s)

  Pia-Christine Sainio, Helena Järvi, Tiina Kohtamäki

  Further information for students

  Recommended to do this practical training in pairs.
  The details of organisation of practical placement must be in HATU-system.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Completion alternatives

  Practical training

  International connections

  Studying in international group

  Students use of time and load

  260 hours, during weeks 44-50

• Practical Training: Methods of Management and Leadership SOSAJO40-3004 18.03.2019-10.05.2019  12 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  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

  Course contents

  - strategies, quality management
  - organization structures and funding
  - social welfare guidelines, policies and legislation
  - management, organization and development tasks
  - leadership and personnel management
  - cooperation with stakeholders
  - workplace meetings, cooperation meetings
  - training and wellbeing at work
  - communication of information

  ---

  Mode of delivery

  Face-to-face

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 10.05.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 12 credits

  Group(s)

  • SOS16C
  • SOS16B

  Seats

  12 - 58

  Teacher(s)

  Anni-Maija Viitasaari, Arja Haapaharju, Sinikka Volanto

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Practical Training: Methods of Management and Leadership SOSAJO40-3003 24.10.2018-14.12.2018  12 credits  (SOS16A, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  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

  Course contents

  - strategies, quality management
  - organization structures and funding
  - social welfare guidelines, policies and legislation
  - management, organization and development tasks
  - leadership and personnel management
  - cooperation with stakeholders
  - workplace meetings, cooperation meetings
  - training and wellbeing at work
  - communication of information

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Harjoitteluohje sekä harjoittelupaikassa käytössä olevat asiakirjat. (not translated)

  Planned learning activities and teaching methods

  Aktiivinen työskentely työpaikalla omien ja opetussuunnitelman tavoitteiden mukaan. Harjoitteluraportin työstäminen. Tapaamiset harjoittelun aikana. (not translated)

  Assessment methods and criteria

  Arviointi hyväksytty/hylätty opiskelijan tavoitteiden ja opetussuunnitelman tavoitteiden mukaan (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  24.10.2018 - 14.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 12 credits

  Group(s)

  • SOS16A
  • MSOS17

  Seats

  12 - 50

  Teacher(s)

  Arja Haapaharju, Sinikka Volanto, Tua Niemelä

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  Passed/failed

  Work placement(s)

  Harjoittelu (not translated)

  Students use of time and load

  312 t. (not translated)

• Practical training: Psychosocial and Activity-Based Methods in Social Work SOSAPT70-3009 01.10.2018-22.03.2019  15 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  Students are able to engage professional interaction with client or group of clients. Students are able to assess clients' needs for support and services. They are able to describe a goal-oriented psychosocial and activity-based process and participate in implementation of such processes, as far as possbile in the placement. Students are learned to apply psychosocial, pedagogical and functional social work methods in councelling, activating or encourageing a client, client group or community. Students know how to evaluate the suitability of various work methods from the client's perspective and use these methods to support and counsel clients in everyday life. Students know how to seek information required during the work processes. They recognise professional ethical perspectives in social field work and their individual activities. Students evaluate their action, professional development needs and career planning.

  Prerequisites and co-requisites

  Interaction in Psychosocial Work

  Course contents

  - 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
  - evaluation of one's action
  - reflection of one's professional ethics

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  The same material as for the preceding theoretical courses and material used in practical field placements.

  Planned learning activities and teaching methods

  Orientation, practical training,learning assignments, feedback sessions

  Assessment methods and criteria

  Opiskelija osaa soveltaa psykososiaalisia, pedagogisia ja toiminnallisia sosiaalityön menetelmiä. Opiskelija osaa toimia asiakaslähtöisesti ja tilanteen mukaisesti sekä arvioida asiakkaan/asiakasryhmän tarpeet. Hän osaa ohjata tavoitteellisesti asiakkaita ja/tai asiakasryhmää. Opiskelija osaa kuvata tavoitteellisen asiakastyön prosessin, soveltaa sitä toiminnassaan ja arvioida työmenetelmien vaikutuksia asiakkaan tilanteen kannalta. Opiskelija osaa tukea ja ohjata asiakasta/asiakasryhmää heidän arjessaan. Opiskelija osaa arvioida omaa toimintaansa ammattieettisestä näkökulmasta. Opiskelija osaa toimia vastuullisesti yhtenä työyhteisön jäsenenä (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  01.10.2018 - 22.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 15 credits

  Group(s)

  • SOS17C
  • SOS17B

  Seats

  0 - 30

  Teacher(s)

  Asta Niinimäki, Pia-Christine Sainio

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  Passed/failed

  Work placement(s)

  This course consists of practical training.

  Students use of time and load

  398hours

• Practical training: Psychosocial and Activity-Based Methods in Social Work SOSAPT70-3010 03.12.2018-24.05.2019  15 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  Students are able to engage professional interaction with client or group of clients. Students are able to assess clients' needs for support and services. They are able to describe a goal-oriented psychosocial and activity-based process and participate in implementation of such processes, as far as possbile in the placement. Students are learned to apply psychosocial, pedagogical and functional social work methods in councelling, activating or encourageing a client, client group or community. Students know how to evaluate the suitability of various work methods from the client's perspective and use these methods to support and counsel clients in everyday life. Students know how to seek information required during the work processes. They recognise professional ethical perspectives in social field work and their individual activities. Students evaluate their action, professional development needs and career planning.

  Prerequisites and co-requisites

  Interaction in Psychosocial Work

  Course contents

  - 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
  - evaluation of one's action
  - reflection of one's professional ethics

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  The same material as for the preceding theoretical courses and material used in practical field.

  Planned learning activities and teaching methods

  Orientation, practical training,learning assignments and feedback sessions.

  Assessment methods and criteria

  Practical training period (pass), learning assignments and feedback discussions.

  Language of instruction

  Tuition in Finnish

  Timing

  03.12.2018 - 24.05.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 15 credits

  Group(s)

  • SOS17C
  • SOS17B

  Seats

  0 - 30

  Teacher(s)

  Virpi Nikkola, Elina Kangasluoma

  Further information for students

  The student, who has intention to work as kindergarten teacher, has to implement one pedagogical practice during the studies. Pedagogical practice means practicing workin duties of kindergarten teacher as supervising children under school age.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  Passed/failed

  Work placement(s)

  The course consists of practical training.

  Students use of time and load

  398 hours, 10 weeks practice and in addition learning assignments. When the practicing has ended, student will participate in studentgroup and discuss about the practicing experiences with the other students.

  Content periodicity

  Practicingtime weeks 12-21.

• Practical training: Psychosocial and Activity-Based Methods in Social Work SOSAPT70-3011 11.03.2019-17.05.2019  15 credits  (MSOS18) +-
  Learning outcomes of the course

  Students are able to engage professional interaction with client or group of clients. Students are able to assess clients' needs for support and services. They are able to describe a goal-oriented psychosocial and activity-based process and participate in implementation of such processes, as far as possbile in the placement. Students are learned to apply psychosocial, pedagogical and functional social work methods in councelling, activating or encourageing a client, client group or community. Students know how to evaluate the suitability of various work methods from the client's perspective and use these methods to support and counsel clients in everyday life. Students know how to seek information required during the work processes. They recognise professional ethical perspectives in social field work and their individual activities. Students evaluate their action, professional development needs and career planning.

  Prerequisites and co-requisites

  Interaction in Psychosocial Work

  Course contents

  - 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
  - evaluation of one's action
  - reflection of one's professional ethics

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  The same material as for the preceding theoretical courses and material used in practical field placements.

  Planned learning activities and teaching methods

  Orientation, practical training,learning assignments, feedback sessions

  Assessment methods and criteria

  Practical training period (pass), learning assignments, feedback discussions

  Language of instruction

  Tuition in Finnish

  Timing

  11.03.2019 - 17.05.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 15 credits

  Group(s)

  • MSOS18

  Seats

  0 - 25

  Teacher(s)

  Mirva Siltakorpi, Pia-Christine Sainio

  Further information for students

  The student, who has intention to work as kindergarten teacher, has to implement one pedagogical practice during the studies. Pedagogical practice means practicing workin duties of kindergarten teacher as supervising children under school age.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  Passed/failed

  Work placement(s)

  The course consists of practical training

  Students use of time and load

  398 hours, 10 weeks practice and in addition learning assignments

  Content periodicity

  Harjoittelujakso on viikoilla 11-20. Palautekeskustelut sovitaan erikseen. (not translated)

• Promoting the Child's Growth and Learning SOSVVK20-3006 29.10.2018-17.12.2018  4 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  Students have assimilated the principles of child-centred action. They know how to monitor and assess individual children's and child groups' needs and to support and counsel them at various stages of their growth, development and learning. Students are able to recognise needs for special support. They 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. Students know how to support and promote children's spontaneous play and, if necessary, how to supervise it. Students are prepared to strengthen and promote children's rights and welfare.

  Prerequisites and co-requisites

  Growth and Socialization

  Course contents

  - the child-centred approach
  - assessing needs of individual children and child groups
  - assessment tools
  - action princples in early childhood education
  - early childhood education plan
  - the key worker system in day care
  - planning pedagogical, goal-oriented activities
  - play
  - the child' s participation and rights

  Assessment criteria

  Satisfactory

  Students
  - are able to name individual children's and child groups' needs and the need for special support
  - tend to take the needs into account while supporting and counselling them at various stages of their growth, development and learning
  - 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

  Good

  Students
  - have capacities to child-centred action
  - 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 at various stages of their growth, development and learning
  - know the most important principles in early childhood education
  - 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

  Excellent

  Students
  - have capacities to child-centred action and they are able to justify their actions
  - have competences to analyze and assess individual children's and child groups' needs and the need for special support
  - 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

  Further information

  The Study Course has to be finished before starting Training in Pedagogy.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Announced at the beginning of the course.

  Planned learning activities and teaching methods

  Lectures, group work, visitors, independent study.

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS17C
  • SOS17B

  Seats

  12 - 25

  Teacher(s)

  Virpi Nikkola

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  The course does not include practice.

  Students use of time and load

  106 hours.

• Promoting the Child's Growth and Learning SOSVVK20-3007 07.01.2019-08.03.2019  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  Students have assimilated the principles of child-centred action. They know how to monitor and assess individual children's and child groups' needs and to support and counsel them at various stages of their growth, development and learning. Students are able to recognise needs for special support. They 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. Students know how to support and promote children's spontaneous play and, if necessary, how to supervise it. Students are prepared to strengthen and promote children's rights and welfare.

  Prerequisites and co-requisites

  Growth and Socialization

  Course contents

  - the child-centred approach
  - assessing needs of individual children and child groups
  - assessment tools
  - action princples in early childhood education
  - early childhood education plan
  - the key worker system in day care
  - planning pedagogical, goal-oriented activities
  - play
  - the child' s participation and rights

  Assessment criteria

  Satisfactory

  Students
  - are able to name individual children's and child groups' needs and the need for special support
  - tend to take the needs into account while supporting and counselling them at various stages of their growth, development and learning
  - 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

  Good

  Students
  - have capacities to child-centred action
  - 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 at various stages of their growth, development and learning
  - know the most important principles in early childhood education
  - 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

  Excellent

  Students
  - have capacities to child-centred action and they are able to justify their actions
  - have competences to analyze and assess individual children's and child groups' needs and the need for special support
  - 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

  Further information

  The Study Course has to be finished before starting Training in Pedagogy.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Announced at the beginning of the course.

  Planned learning activities and teaching methods

  Lectures, group work, visitors, independent study.

  Assessment methods and criteria

  Scale 1-5.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 08.03.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS18A
  • MSOS18

  Seats

  12 - 25

  Teacher(s)

  Virpi Nikkola

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  The course does not include practice.

  Students use of time and load

  106 hours.

• Research Methods in Social Work SOSATK10-3006 27.08.2018-26.10.2018  5 credits  (SOS16C) +-
  Learning outcomes of the course

  Students are able to 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 are familiar with 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.

  Prerequisites and co-requisites

  Introduction to Research and Development

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  80% Face-to-face, 20% Distance learning

  Recommended or required reading

  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. Helsinki: Edita.
  - Hirsjärvi, Sirkka & Hurme, H. Tutkimushaastattelu. teemahaastattelun teoria ja käytäntö.
  - Kananen, Jorma (2014) Laadullinen tutkimus opinnäytetyönä. Jyväskylä: Jyväskylän ammattikorkeakoulun julkaisuja 176.
  - Kananen, Jorma (2014) Toimintatutkimus kehittämistutkimuksen muotona. Jyväskylä: Jyväskylän
  ammattikorkeakoulun julkaisuja.
  - Puusa, A & Juuti, P. 2011. Menetelmäviidakon raivaajat: perusteita laadullisen tutkimuslähestymistavan valintaan. Helsinki: JTO.
  - Sarajärvi, Anneli & Tuomi, Jouni. 2009. Laadullinen tutkimus ja sisällön analyysi. Helsinki:Tammi.
  -Other Literature provided by the teachers.

  Planned learning activities and teaching methods

  Lessons, studies in e-learning environment, assignments.

  Assessment methods and criteria

  Participation in lectures, independent assignments.

  Language of instruction

  Tuition in Finnish

  Timing

  27.08.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS16C

  Seats

  12 - 29

  Teacher(s)

  Hilkka Latva-Somppi, Arja Hemminki, Katariina Perttula

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  R&D proportion

  1 credits

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Students use of time and load

  Student work 130 h, from which
  - Quantitative research methods: 20 h lessons
  - Qualitative research methods:
  - independent work

  Content periodicity

  - 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

• Research Methods in Social Work SOSATK10-3008 05.11.2018-18.12.2018  5 credits  (SOS17A) +-
  Learning outcomes of the course

  Students are able to 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 are familiar with 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.

  Prerequisites and co-requisites

  Introduction to Research and Development

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  80% Face-to-face, 20% Distance learning

  Recommended or required reading

  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. Helsinki: Edita.
  - Hirsjärvi, Sirkka & Hurme, H. Tutkimushaastattelu. teemahaastattelun teoria ja käytäntö.
  - Kananen, Jorma (2014) Laadullinen tutkimus opinnäytetyönä. Jyväskylä: Jyväskylän ammattikorkeakoulun julkaisuja 176.
  - Kananen, Jorma (2014) Toimintatutkimus kehittämistutkimuksen muotona. Jyväskylä: Jyväskylän
  ammattikorkeakoulun julkaisuja.
  - Puusa, A & Juuti, P. 2011. Menetelmäviidakon raivaajat: perusteita laadullisen tutkimuslähestymistavan valintaan. Helsinki: JTO.
  - Sarajärvi, Anneli & Tuomi, Jouni. 2009. Laadullinen tutkimus ja sisällön analyysi. Helsinki:Tammi.
  -Other Literature provided by the teachers.

  Planned learning activities and teaching methods

  Lessons, studies in e-learning environment, assignments.

  Assessment methods and criteria

  Participation in lectures, independent assignments.

  Language of instruction

  Tuition in Finnish

  Timing

  05.11.2018 - 18.12.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS17A

  Seats

  12 - 24

  Teacher(s)

  Hilkka Latva-Somppi, Arja Hemminki, Katariina Perttula

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  R&D proportion

  1 credits

  Virtual proportion

  1 credits

  Evaluation scale

  1-5

  Students use of time and load

  Student work 130 h, from which
  - Quantitative research methods: 20 h lessons
  - Qualitative research methods:
  - independent work

  Content periodicity

  - 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

• Research Methods in Social Work SOSATK10-3009 07.01.2019-08.03.2019  5 credits  (MSOS18) +-
  Learning outcomes of the course

  Students are able to 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 are familiar with 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.

  Prerequisites and co-requisites

  Introduction to Research and Development

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  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. Helsinki: Edita.
  - Hirsjärvi, Sirkka & Hurme, H. Tutkimushaastattelu. teemahaastattelun teoria ja käytäntö.
  - Kananen, Jorma (2014) Laadullinen tutkimus opinnäytetyönä. Jyväskylä: Jyväskylän ammattikorkeakoulun julkaisuja 176.
  - Kananen, Jorma (2014) Toimintatutkimus kehittämistutkimuksen muotona. Jyväskylä: Jyväskylän
  ammattikorkeakoulun julkaisuja.
  - Puusa, A & Juuti, P. 2011. Menetelmäviidakon raivaajat: perusteita laadullisen tutkimuslähestymistavan valintaan. Helsinki: JTO.
  - Sarajärvi, Anneli & Tuomi, Jouni. 2009. Laadullinen tutkimus ja sisällön analyysi. Helsinki:Tammi.
  -Other Literature provided by the teachers.

  Planned learning activities and teaching methods

  Lessons, studies in e-learning environment, assignments.

  Assessment methods and criteria

  Participation in lectures, independent assignments.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 08.03.2019

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • MSOS18

  Seats

  0 - 25

  Teacher(s)

  Hilkka Latva-Somppi, Arja Hemminki, Katariina Perttula

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Students use of time and load

  Student work 130 h, which includes
  - Quantitative research methods
  - Qualitative research methods:
  - Activity Analysis
  - independent work

  Content periodicity

  - 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

• SeAMK Innovation Week XX00BE91-3026 11.03.2019-15.03.2019  2 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  1. Understanding the user-centric problem-solving method and its usability in development tasks
  2. Analysing the development task
  3. Understanding the customer problem
  4. Defining the development task
  5. Concepting
  6. Getting customer feedback
  7. Group work skills

  Prerequisites and co-requisites

  None.

  Course contents

  For day programmes the course is a one-week intensive course. The students will not take part in other SeAMK courses during it. During the SeAMK Innovation week, the students will solve real working life problems in multidisciplinary student teams by means of the design thinking method. In accordance with the method, the students will focus on both customer and business perspectives. The Innovation Week results in a tried-and-tested solution concept.
  For students in multimodal study programmes, an online course is arranged.

  ---

  Mode of delivery

  Face-to-face

  Language of instruction

  Tuition in Finnish

  Timing

  11.03.2019 - 15.03.2019

  Enrollment date

  27.08.2018 - 11.03.2019

  • 2 credits

  Group(s)

  • SOS18C
  • AUTE18A
  • LITA18A
  • AUTE18B
  • LITA18B
  • LITA18C
  • KONE18
  • BIELI18B
  • FYS18
  • SH18B
  • RESTO18A
  • SH18C
  • AUTE18KA
  • RESTO18B
  • AUTE18SA
  • RAK18B
  • SOS18B
  • KITI18
  • RKM18
  • KUTU18
  • AUTO18
  • SOS19A
  • AGRO18B
  • BIELI18A
  • LITA18D
  • KONE18A
  • TH19
  • KONE18B
  • RAK18
  • RAK18A
  • AGRO18A

  Teacher(s)

  Seliina Päällysaho, Teija Rönkä, Johanna Ikola, Mirva Siltakorpi, Jarmo Alarinta, Anu Aalto, Pirkko Mäntykivi, Ilkka Latomäki, Mari Parkkali, Kari Laasasenaho, Helena Myllymäki, Satu Lautamäki, Kimmo Kulmala, Jussi Kareinen, Terhi Anttila, Elisa Kannasto, Merja Juppo, Tanja Hautala, Taru Mäki, Heikki Heiskanen, Jyri Lehto, Pia Haapala, Kaija-Liisa Kivimäki, Salla Kettunen, Petra Sippola, Jaana Liukkonen, Saija Råtts

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Cultural Management, Degree Programme in Library and Information Services, Degree Programme in Business Management, Degree Programme in Automation Engineering, Degree Programme in Food Processing and Biotechnology, Degree Programme in Mechanical Engineering, Degree Programme in Construction Engineering, Degree Programme in Construction Site Management, Degree Programme in Agriculture and Rural Enterprises, Degree Programme in Physiotherapy, Degree Programme in Elderly Care, Degree Programme in Nursing, Degree Programme in Social Services, Degree Programme in Food and Hospitality

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

• Service User Involvement SOSATK20-3005 03.09.2018-18.12.2018  3 credits  (SOS16A, ...) +-
  Learning outcomes of the course

  Students have adopted a reflective, research- and development-minded approach to work. They have research and development competence pertaining to user involvement in development. Students are able to define the idea and role of developing services by means of user involvement. They know methods used in user-oriented development. Students know how to organise information seeking actions in cooperation with service users, for example groups of service users, citizens' jury, research cooperation. Based on the results of the information seeking process, students are able to propose improvements and develop the services. They know how to communicate the results to decision-makers and to the public. Students are able to evaluate and report on development projects in the social field.

  Course contents

  - the idea of user involvement in development
  - methods of user-oriented development
  - using the results of user-oriented development
  - project evaluation and report

  Assessment criteria

  Satisfactory

  The students
  - are able to recognize reflective, research- and development minded work orientation
  - are able to describe the basic idea of user involvement
  - are able to recognize different implementing methods of user involvement
  - can describe different reporting methods and information channels

  Good

  The students
  - are able to apply reflective, research- and development minded work orientation
  - have capacities to compare different applications and implementing methods in service development
  - are able to use different ways to report and inform to different actors

  Excellent

  The students
  - are able to broadly apply reflective, research- and development minded work orientation
  - have capacities to critically compare different applications of service user involvement and analyse their usefulness in service development
  - have knowledge, how to report and inform the results of development in varied ways to different actors

  Further information

  Students choose between this and the following courses:
  - Evaluation of the Effectiveness of Social Services
  - Foresight-Based Development

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  to be announced at the beginning of the course

  Planned learning activities and teaching methods

  lectures, assignments, independent work

  Assessment methods and criteria

  Tiedonhankinnan toteuttaminen, loppuraportin arviointi (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 18.12.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • SOS16A
  • MSOS17

  Seats

  12 - 20

  Teacher(s)

  Anu Aalto, Tiina Kohtamäki

  Further information for students

  Opintojakso on vaihtoehtoinen seuraavien opintojaksojen kanssa:
  - Vaikuttavuuden arviointi
  - Ennakoiva kehittäminen (not translated)

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  R&D proportion

  3 credits

  Evaluation scale

  1-5

  Work placement(s)

  The idea of user involvement in developing the concept of participation of clients.

  Students use of time and load

  78 h

• Service User Involvement SOSATK20-3006 07.01.2019-31.05.2019  3 credits  (SOS16C, ...) +-
  Learning outcomes of the course

  Students have adopted a reflective, research- and development-minded approach to work. They have research and development competence pertaining to user involvement in development. Students are able to define the idea and role of developing services by means of user involvement. They know methods used in user-oriented development. Students know how to organise information seeking actions in cooperation with service users, for example groups of service users, citizens' jury, research cooperation. Based on the results of the information seeking process, students are able to propose improvements and develop the services. They know how to communicate the results to decision-makers and to the public. Students are able to evaluate and report on development projects in the social field.

  Course contents

  - the idea of user involvement in development
  - methods of user-oriented development
  - using the results of user-oriented development
  - project evaluation and report

  Assessment criteria

  Satisfactory

  The students
  - are able to recognize reflective, research- and development minded work orientation
  - are able to describe the basic idea of user involvement
  - are able to recognize different implementing methods of user involvement
  - can describe different reporting methods and information channels

  Good

  The students
  - are able to apply reflective, research- and development minded work orientation
  - have capacities to compare different applications and implementing methods in service development
  - are able to use different ways to report and inform to different actors

  Excellent

  The students
  - are able to broadly apply reflective, research- and development minded work orientation
  - have capacities to critically compare different applications of service user involvement and analyse their usefulness in service development
  - have knowledge, how to report and inform the results of development in varied ways to different actors

  Further information

  Students choose between this and the following courses:
  - Evaluation of the Effectiveness of Social Services
  - Foresight-Based Development

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  to be announced at the beginning of the course

  Planned learning activities and teaching methods

  lectures, independent study, to take part in a working life project and to report it.

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 31.05.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • SOS16C
  • SOS16B
  • SOS17A

  Seats

  12 - 25

  Teacher(s)

  Virpi Nikkola

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  In cooperation with working life.

  Students use of time and load

  80 h

• Small Group Activities SOSVVK30-3005 01.10.2018-05.04.2019  3 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  Students know how to plan, implement and evaluate activities for children. Students recognise typical features of children's and the community's culture and incorporate them in professional 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 know how sustainable development can be promoted and taken into consideration in their action. Students are able to plan early childhood education in a way which allows integrating the action into society, culture and nature.

  Prerequisites and co-requisites

  Growth and Socialization

  Course contents

  - planning, implementing and evaluating activities for child groups
  - managing child groups and defining limits
  - small group activities in as part of routines in day care centres
  - cooperative activities as part of routines in day care centres
  - taking the principles of sustainable development into account

  Assessment criteria

  Satisfactory

  Student knows how to plan and implement activities for child groups with guidance. Student is aware of some of the features of culture and community. Student knows some principles of small group activities and cooperative activities. Student recognizes the principles of sustainable development and day care centres connections in the surrounding society, culture and nature.

  Good

  Student can plan, implement and assess activities for child groups. Student is aware of and takes into account the features of culture and community. Student knows the principles of small group activities and cooperative activities and takes them into account in his own action. Student recognizes the principles of sustainable development and understands day care centres importance in the surrounding society, culture and nature.

  Excellent

  Student can plan, implement and assess activities for child groups. Student can analyze the features of culture and community and apply those in his own actions creatively. Student has internalized the principles of small group activities and cooperative activities and can apply them in his own action. Student can apply the principles of sustainable development and promote day care centres importance in the surrounding society, culture and nature.

  ---

  Mode of delivery

  Face-to-face

  Planned learning activities and teaching methods

  Orientation, dataresearch by using theory, by using observation in the practical placement and by using personal experiences of supervision, seminar.

  Language of instruction

  Tuition in Finnish

  Timing

  01.10.2018 - 05.04.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • SOS17C
  • SOS17B

  Teacher(s)

  Virpi Nikkola

  Further information for students

  Scale 1-5.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  The course does not include practice.

  Students use of time and load

  80 hours.

• Small Group Activities SOSVVK30-3006 03.12.2018-01.06.2019  3 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  Students know how to plan, implement and evaluate activities for children. Students recognise typical features of children's and the community's culture and incorporate them in professional 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 know how sustainable development can be promoted and taken into consideration in their action. Students are able to plan early childhood education in a way which allows integrating the action into society, culture and nature.

  Prerequisites and co-requisites

  Growth and Socialization

  Course contents

  - planning, implementing and evaluating activities for child groups
  - managing child groups and defining limits
  - small group activities in as part of routines in day care centres
  - cooperative activities as part of routines in day care centres
  - taking the principles of sustainable development into account

  Assessment criteria

  Satisfactory

  Student knows how to plan and implement activities for child groups with guidance. Student is aware of some of the features of culture and community. Student knows some principles of small group activities and cooperative activities. Student recognizes the principles of sustainable development and day care centres connections in the surrounding society, culture and nature.

  Good

  Student can plan, implement and assess activities for child groups. Student is aware of and takes into account the features of culture and community. Student knows the principles of small group activities and cooperative activities and takes them into account in his own action. Student recognizes the principles of sustainable development and understands day care centres importance in the surrounding society, culture and nature.

  Excellent

  Student can plan, implement and assess activities for child groups. Student can analyze the features of culture and community and apply those in his own actions creatively. Student has internalized the principles of small group activities and cooperative activities and can apply them in his own action. Student can apply the principles of sustainable development and promote day care centres importance in the surrounding society, culture and nature.

  ---

  Mode of delivery

  Face-to-face

  Planned learning activities and teaching methods

  Orientation, dataresearch by using theory, by using observation in the practical placement and by using personal experiences of supervision, seminar.

  Language of instruction

  Tuition in Finnish

  Timing

  03.12.2018 - 01.06.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • SOS17C
  • SOS17B

  Teacher(s)

  Virpi Nikkola

  Further information for students

  Scale 1-5.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  The course does not include practice.

  Students use of time and load

  80 hours.

• Small Group Activities SOSVVK30-3007 03.12.2018-01.06.2019  3 credits  (MSOS18) +-
  Learning outcomes of the course

  Students know how to plan, implement and evaluate activities for children. Students recognise typical features of children's and the community's culture and incorporate them in professional 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 know how sustainable development can be promoted and taken into consideration in their action. Students are able to plan early childhood education in a way which allows integrating the action into society, culture and nature.

  Prerequisites and co-requisites

  Growth and Socialization

  Course contents

  - planning, implementing and evaluating activities for child groups
  - managing child groups and defining limits
  - small group activities in as part of routines in day care centres
  - cooperative activities as part of routines in day care centres
  - taking the principles of sustainable development into account

  Assessment criteria

  Satisfactory

  Student knows how to plan and implement activities for child groups with guidance. Student is aware of some of the features of culture and community. Student knows some principles of small group activities and cooperative activities. Student recognizes the principles of sustainable development and day care centres connections in the surrounding society, culture and nature.

  Good

  Student can plan, implement and assess activities for child groups. Student is aware of and takes into account the features of culture and community. Student knows the principles of small group activities and cooperative activities and takes them into account in his own action. Student recognizes the principles of sustainable development and understands day care centres importance in the surrounding society, culture and nature.

  Excellent

  Student can plan, implement and assess activities for child groups. Student can analyze the features of culture and community and apply those in his own actions creatively. Student has internalized the principles of small group activities and cooperative activities and can apply them in his own action. Student can apply the principles of sustainable development and promote day care centres importance in the surrounding society, culture and nature.

  ---

  Mode of delivery

  Face-to-face

  Planned learning activities and teaching methods

  Orientation, dataresearch by using theory, by using observation in the practical placement and by using personal experiences of supervision, seminar.

  Language of instruction

  Tuition in Finnish

  Timing

  03.12.2018 - 01.06.2019

  Enrollment date

  16.05.2018 - 23.05.2018

  • 3 credits

  Group(s)

  • MSOS18

  Teacher(s)

  Virpi Nikkola

  Further information for students

  Scale 1-5.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  The course does not include practice.

  Students use of time and load

  80 hours.

• Social Counselling in Residential Care Units SOSAPS60-3003 29.10.2018-17.12.2018  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - - Osallistavaa kehittämistä asumisyksikössä
  Asukkaat ja työntekijät kehittäjinä. 2015. Arja Koski & Ilse Vogt (toim.)
  Helsinki: Diakonia-ammattikorkeakoulu, Diakonia-ammattikorkeakoulun julkaisuja.
  Saatavana: www.diak.fi/tyoelama/.../Työelämä_1_ISBN_9789524932551.pdf
  - Itsemääräämisoikeuden toteutuminen sosiaalihuollon ympärivuorokautisissa palveluissa. Lastensuojelussa, vammaispalveluissa, mielenterveyspalveluissa ja päihdehuollossa. Valviran selvityksiä 1:2013. Sosiaali- ja terveysalan lupa- ja valvontavirasto. Saatavana: https://www.valvira.fi/documents/14444/22511/Selvityksia_1_2013.pdf
  - Peavy, V. R. 2006. Sosiodynaamisen ohjauksen opas. Psykologien Kustannus Oy
  - Saatamoinen, K. 2010. Lapsen asema sijaishuollossa. Käsikirja arjen toimintaan. Edita Publishing Oy.
  - Timonen-Kallio, E. 2010. Umbrella-työkirjamenetelmän käsikirja. Turun ammattikorkeakoulun oppimateriaaleja 50.
  - Erilainen naapuri, 2016. Satu Viskari, pekka Lund, Maarit Avellan. Saatavana: http://www.sininauha.fi/sites/default/files/erilainen_naapuri.pdf
  - Sisäinen koti, tarinallisuus ja elämän lukutaito, 2000. Marjatta Bardy. Helsinki: Stakes. Saatavana: https://www.julkari.fi/bitstream/handle/10024/100837/002bardy.pdf?sequence=1
  - Sosiaaliohjaus – lähtökohtia ja käytäntöjä 2016. Helminen, J. (Toim.) Edita
  - Asiakastyön menetelmiä Sosiaalialalla. 2015. Näkki, P. & Sayed, T. (toim.). Edita
  - teachers material

  Planned learning activities and 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

  Assessment methods and criteria

  to be announced in the beginning of the study course

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS18A
  • SOS17C
  • SOS17B

  Seats

  12 - 25

  Teacher(s)

  Tiina Kohtamäki

  Further information for students

  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

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  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

  Work placement(s)

  the course does not include practice but assignments

  Exam schedule

  No examination

  Students use of time and load

  106 hours, of which
  - lectures 36 hours
  - excercises 24 hours
  - independent study 46 hours

• Social Counselling in Residential Care Units SOSAPS60-3004 18.03.2019-17.05.2019  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - - Osallistavaa kehittämistä asumisyksikössä
  Asukkaat ja työntekijät kehittäjinä. 2015. Arja Koski & Ilse Vogt (toim.)
  Helsinki: Diakonia-ammattikorkeakoulu, Diakonia-ammattikorkeakoulun julkaisuja.
  Saatavana: www.diak.fi/tyoelama/.../Työelämä_1_ISBN_9789524932551.pdf
  - Itsemääräämisoikeuden toteutuminen sosiaalihuollon ympärivuorokautisissa palveluissa. Lastensuojelussa, vammaispalveluissa, mielenterveyspalveluissa ja päihdehuollossa. Valviran selvityksiä 1:2013. Sosiaali- ja terveysalan lupa- ja valvontavirasto. Saatavana: https://www.valvira.fi/documents/14444/22511/Selvityksia_1_2013.pdf
  - Peavy, V. R. 2006. Sosiodynaamisen ohjauksen opas. Psykologien Kustannus Oy
  - Saatamoinen, K. 2010. Lapsen asema sijaishuollossa. Käsikirja arjen toimintaan. Edita Publishing Oy.
  - Timonen-Kallio, E. 2010. Umbrella-työkirjamenetelmän käsikirja. Turun ammattikorkeakoulun oppimateriaaleja 50.
  - Erilainen naapuri, 2016. Satu Viskari, pekka Lund, Maarit Avellan. Saatavana: http://www.sininauha.fi/sites/default/files/erilainen_naapuri.pdf
  - Sisäinen koti, tarinallisuus ja elämän lukutaito, 2000. Marjatta Bardy. Helsinki: Stakes. Saatavana: https://www.julkari.fi/bitstream/handle/10024/100837/002bardy.pdf?sequence=1
  - Sosiaaliohjaus – lähtökohtia ja käytäntöjä 2016. Helminen, J. (Toim.) Edita
  - Asiakastyön menetelmiä Sosiaalialalla. 2015. Näkki, P. & Sayed, T. (toim.). Edita
  - teachers material

  Planned learning activities and 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

  Assessment methods and criteria

  to be announced in the beginning of the study course

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 17.05.2019

  Enrollment date

  08.01.2019 - 08.03.2019

  • 4 credits

  Group(s)

  • SOS18A
  • MSOS19
  • KFAVOINAMK
  • SOS17C
  • SOS17B

  Seats

  12 - 25

  Teacher(s)

  Tiina Kohtamäki

  Further information for students

  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

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  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

  Work placement(s)

  the course does not include practice but assignments

  Exam schedule

  No examination

  Students use of time and load

  106 hours, of which
  - lectures 36 hours
  - excercises 24 hours
  - independent study 46 hours

• Social Engagement and Marginalization SOSPST40-3009 03.09.2018-26.10.2018  5 credits  (SOS18A) +-
  Learning outcomes of the course

  Students learn to define the concepts of social engagement/participation and marginalization. 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 and unemployment. 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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - social engagement and exclusion, encouraging participation, participation
  - client involvement
  - marginalization
  - integration
  - active citizenship
  - poverty, unemployment, criminality, homelessness, addictions

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Forssén, K., Roivainen, I., Ylinen, S. & Heinonen, J.2012. Kohtaako sosiaalityö köyhyyden?
  - Juhila, K.2015. Sosiaalityöntekijöinä ja asiakkaina. sosiaalityön yhteiskunnalliset tehtävät ja paikat.
  - Jämsén, A. (toim.)ja Pyykkönen, A.2014.Osallisuuden jäljillä.
  - Kostiainen, E.&Laakso, S. 2015. Helsinkiläisten asunnottomuuspolut.
  - Kivivuori, J.2013. Rikollisuuden syyt.Nemo.
  - Laitinen, M. & Niskala, A. (toim.) 2013. Asiakkaat toimijoina sosiaalityössä. Vastapaino.
  - Viljamaa, J. 2011. Pakko saada! Addiktoitunut yhteiskunta.

  Planned learning activities and teaching methods

  This course includes learning in the classroom, studying independently and visiting to social work field.

  Assessment methods and criteria

  Students do an exam which is evaluated grades 1-5.

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  07.05.2018 - 13.05.2018

  • 5 credits

  Group(s)

  • SOS18A

  Seats

  12 - 26

  Teacher(s)

  Anni-Maija Viitasaari

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  Students make visits to social work field.

  Students use of time and load

  133 hours

• Social Engagement and Marginalization SOSPST40-3011 18.02.2019-05.04.2019  5 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  Students learn to define the concepts of social engagement/participation and marginalization. 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 and unemployment. 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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - social engagement and exclusion, encouraging participation, participation
  - client involvement
  - marginalization
  - integration
  - active citizenship
  - poverty, unemployment, criminality, homelessness, addictions

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  80% Face-to-face, 20% Distance learning

  Recommended or required reading

  - Forssén, K., Roivainen, I., Ylinen, S. & Heinonen, J.2012. Kohtaako sosiaalityö köyhyyden?
  - Juhila, K.2015. Sosiaalityöntekijöinä ja asiakkaina. sosiaalityön yhteiskunnalliset tehtävät ja paikat.
  - Jämsén, A. (toim.)ja Pyykkönen, A.2014.Osallisuuden jäljillä.
  - Kostiainen, E.&Laakso, S. 2015. Helsinkiläisten asunnottomuuspolut.
  - Kivivuori, J.2013. Rikollisuuden syyt.Nemo.
  - Laitinen, M. & Niskala, A. (toim.) 2013. Asiakkaat toimijoina sosiaalityössä. Vastapaino.
  - Viljamaa, J. 2011. Pakko saada! Addiktoitunut yhteiskunta.

  Planned learning activities and teaching methods

  This course includes learning in the classroom, studying independently and visiting to social work field.

  Assessment methods and criteria

  Students do an exam which is evaluated grades 1-5.

  Language of instruction

  Tuition in Finnish

  Timing

  18.02.2019 - 05.04.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 5 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Asta Niinimäki, Anni-Maija Viitasaari

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  1 credits

  Work placement(s)

  Students make visits to social work field.

  Students use of time and load

  133 hours

• Social Engagement and Marginalization SOSPST40-3013 27.05.2019-04.08.2019  5 credits  (VVO) +-
  Learning outcomes of the course

  Students learn to define the concepts of social engagement/participation and marginalization. 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 and unemployment. 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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - social engagement and exclusion, encouraging participation, participation
  - client involvement
  - marginalization
  - integration
  - active citizenship
  - poverty, unemployment, criminality, homelessness, addictions

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  Distance learning

  Recommended or required reading

  - Opintojakson Moodle -oppimisympäristöön linkitetty materiaali. (not translated)

  Planned learning activities and teaching methods

  Opintojakson sisältö opiskellaan verkossa Moodle -oppimisympäristössä. Lisäksi opiskelija vierailee opintojakson aikana kahdessa opintojakson sisältöä edustavassa toimipisteessä. (not translated)

  Assessment methods and criteria

  Opintojaksolla laaditaan oppimispäiväkirja, joka arvioidaan asteikolla 1-5. Oppimispäiväkirjan arviointikriteerit avataan opintojakson orientointimateriaalissa. Oppimispäiväkirjan arvosanasta muodostuu opintojakson arvosana (1-5). Opintojakso arvioidaan aikavälillä 5.8.-31.8.2019. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  27.05.2019 - 04.08.2019

  Enrollment date

  18.03.2019 - 14.04.2019

  • 5 credits

  Group(s)

  • VVO

  Seats

  0 - 19

  Teacher(s)

  Asta Niinimäki

  Further information for students

  The course is available through CampusOnline also for students from other universities of applied sciences.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  5 credits

  Completion alternatives

  Opintojakso suoritetaan verkko-opiskeluna. Ei vaihtoehtoisia suoritustapoja. (not translated)

  Work placement(s)

  Opiskelija vierailee opintojakson aikana kahdessa opintojakson sisältöä edustavassa toimipisteessä. Näiden sisältövaihtoehdot avataan orientointimateriaalissa. (not translated)

  Exam schedule

  Opintojaksolla laaditaan teemakohtainen oppimispäiväkirja, joka palautetaan Moodleen 4.8.2019 mennessä. (not translated)

  Students use of time and load

  Opiskelija saa opintojakson opettajalta Moodle -oppimisympäristön avaimen sähköpostiinsa 27.5.2019. Moodleen on sijoitettu opintojakson orientointimateriaali, johon opiskelijan tulee tutustua 27.5.2019 päivän aikana. Opintojakso toteutuu aikavälillä 27.5.-4.8.2019. Opintojakso on laajuudeltaan 5op (130h). Opintojakson oppimispäiväkirja palautetaan 4.8.2019 mennessä. (not translated)

  Content periodicity

  Opiskelija laatii erillisten teemakohtaisten tehtävänantojen mukaisen kirjallisen oppimispäiväkirjan, jota hän työstää omatahtisesti opintojakson toteutumisaikana 27.5.-4.8.2019. Oppimispäiväkirja palautetaan arioitavaksi Moodleen 4.8.2019 mennessä. (not translated)

• Social Engagement and Marginalization SOSPST40-3012 08.04.2019-24.05.2019  5 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  Students learn to define the concepts of social engagement/participation and marginalization. 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 and unemployment. 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.

  Prerequisites and co-requisites

  previous studies are not required

  Course contents

  - social engagement and exclusion, encouraging participation, participation
  - client involvement
  - marginalization
  - integration
  - active citizenship
  - poverty, unemployment, criminality, homelessness, addictions

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  ---

  Mode of delivery

  20% Face-to-face, 80% Distance learning

  Recommended or required reading

  - - Forssén, K., Roivainen, I., Ylinen, S. & Heinonen, J.2012. Kohtaako sosiaalityö köyhyyden?
  - Juhila, K.2015. Sosiaalityöntekijöinä ja asiakkaina. sosiaalityön yhteiskunnalliset tehtävät ja paikat.
  - Kostiainen, E.&Laakso, S. 2015. Helsinkiläisten asunnottomuuspolut.
  - Kivivuori, J.2013. Rikollisuuden syyt.Nemo.
  - Laitinen, M. & Niskala, A. (toim.) 2013. Asiakkaat toimijoina sosiaalityössä. Vastapaino.
  - Viljamaa, J. 2011. Pakko saada! Addiktoitunut yhteiskunta.
  - in addition material introduced by the lecturer

  Planned learning activities and teaching methods

  Students can choose between contact and online studies. The contact option includes learning in the classroom, online and at work life. The online option consists of an orientation, online studies and worklife learning. In both options, students write an assignment examining social engagement from one perspective of marginalization.

  Assessment methods and criteria

  Students write an assignment to be assessed numerically. Other criteria will be announced at the beginning of the course.

  Language of instruction

  Tuition in Finnish

  Timing

  08.04.2019 - 24.05.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 5 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Arja Hemminki

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  4 credits

  Evaluation scale

  1-5

  Work placement(s)

  the course includes practice

  Students use of time and load

  133 hours
  The contact option: learning
  - in the classroom 52 hours
  - independently online 55 hours
  - at work 26 hours
  The online option:
  - orientation 4 hours
  - online 103 hours
  - at work 26 hours

• Social Rehabilitation SOSAPS50-3003 03.09.2018-26.10.2018  4 credits  (SOS17C, ...) +-
  Learning outcomes of the course

  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 social work and social guidance in practical work situations and they learn to develop and evaluate their action.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Arnkil, T. E. ja Seikkula, J. 2014. ?Nehän kuunteli meitä!? Dialogeja monissa suhteissa. Terveyden ja hyvinvoinnin laitos (THL) Suomen valtio.
  - Härkäpää, K. ja Järvikoski, A. 2011. Kuntoutuksen perusteet. Sanoma Pro Oy.
  -Kokko, R-L and 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. Helsinki: Gaudeamus University Press. 220-230.
  - Murto, K. 2013. Terapeuttinen yhteisö. Suomen yhteisöakatemia Oy.
  - Törrönen, M. and Pärnä, K. (toim.) 2010. Voimaannuttavat suhteet perhekuntoutuksessa. Mannerheimin Lastensuojeluliiton Lasten ja Nuorten Kuntoutussäätiö.
  - Tuusa , M. and Ala-Kauhaluoma M. 2014. Selvitys nuorten sosiaalisesta kuntoutuksesta. STM raportteja ja muistioita 2014:42.
  -- In addition the current material introduced by the lecturer.

  Planned learning activities and teaching methods

  - Independent study and study in groups (contact teaching, case examplses, learning assignments, exam.
  -Social rehabilitation practise with the collaboration of the workfield.

  Assessment methods and criteria

  -Learning assignment and exam based on lectures and literature.

  Language of instruction

  Tuition in Finnish

  Timing

  03.09.2018 - 26.10.2018

  Enrollment date

  16.05.2018 - 23.05.2018

  • 4 credits

  Group(s)

  • SOS17C
  • SOS17B
  • MSOS18

  Seats

  12 - 25

  Teacher(s)

  Elina Kangasluoma

  Further information for students

  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

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  -One part of the course involves Social rehabilitation practise with the collaboration of the workfield.

  Exam schedule

  Sovitaan kurssin alkaessa. (not translated)

  Students use of time and load

  -106 hours:
  - Contact instruction 30 hours.
  -Independent learning including the preparation to the exam: 76 hours.

• Social Rehabilitation SOSAPS50-3004 18.03.2019-17.05.2019  4 credits  (SOS18A, ...) +-
  Learning outcomes of the course

  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 social work and social guidance in practical work situations and they learn to develop and evaluate their action.

  Prerequisites and co-requisites

  most part of the module Knowledge Base in Social Work

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Arnkil, T. E. ja Seikkula, J. 2014. ?Nehän kuunteli meitä!? Dialogeja monissa suhteissa. Terveyden ja hyvinvoinnin laitos (THL) Suomen valtio.
  - Härkäpää, K. ja Järvikoski, A. 2011. Kuntoutuksen perusteet. Sanoma Pro Oy.
  -Kokko, R-L and 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. Helsinki: Gaudeamus University Press. 220-230.
  - Murto, K. 2013. Terapeuttinen yhteisö. Suomen yhteisöakatemia Oy.
  - Törrönen, M. and Pärnä, K. (toim.) 2010. Voimaannuttavat suhteet perhekuntoutuksessa. Mannerheimin Lastensuojeluliiton Lasten ja Nuorten Kuntoutussäätiö.
  - Tuusa , M. and Ala-Kauhaluoma M. 2014. Selvitys nuorten sosiaalisesta kuntoutuksesta. STM raportteja ja muistioita 2014:42.
  -- In addition the current material introduced by the lecturer.

  Planned learning activities and teaching methods

  - Independent study and study in groups (contact teaching, case examplses, learning assignments, exam.
  -Social rehabilitation practise with the collaboration of the workfield.

  Assessment methods and criteria

  -Learning assignment and exam based on lectures and literature.

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 17.05.2019

  Enrollment date

  08.01.2019 - 08.03.2019

  • 4 credits

  Group(s)

  • SOS18A
  • MSOS19
  • KFAVOINAMK
  • SOS17C
  • SOS17B

  Seats

  12 - 25

  Teacher(s)

  Elina Kangasluoma

  Further information for students

  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

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  -One part of the course involves Social rehabilitation practise with the collaboration of the workfield.

  Exam schedule

  Sovitaan kurssin alkaessa. (not translated)

  Students use of time and load

  -106 hours:
  - Contact instruction 30 hours.
  -Independent learning including the preparation to the exam: 76 hours.

• Social Security from Client Perspective SOSAPJ30-3005 29.10.2018-17.12.2018  5 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  Students are able to name important actors of the welfare society's social security system. Student know how to define the actors' contribution and responsibilities in organizing and producing welfare. With help of their knowledge of the service provision system, students become aware of the preconditions of citizens' social welfare. Students are able to detect citizens' service needs and service pathways. Students recognize 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.

  Prerequisites and co-requisites

  The course is undertaken simultanously or after the course Introduction to Welfare society

  Course contents

  - the combination of social and health services
  - social benefits
  - social assistance
  - social 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  Students analyze 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 the function of the social security system and the practices and cooperation of various actors.

  Further information

  Students choose between this course and the course Social Security in Welfare Society. The optional Study Course is not allowed to include in Free Choice Studies.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Havakka, P., Niemelä, M. & Uusitalo, H. (toim.) 2012. Sosiaalivakuutus. Finva Finanssi- ja vakuutuskustannus.
  - Pentikäinen, T. & Rantala, J. 2013. Vakuutusoppi. Finanssi ja vakuutuskustannus Oy.
  - Toimeentulotuki, Opas toimeentulotukilain soveltajille, Sosiaali- ja terveysministeriön julkaisu 2013:4, Helsinki 2013, http://www.stm.fi/julkaisut/nayta/-/_julkaisu/1850826
  - Toimeentuloturva kehdosta keinutuoliin. STM esitteitä 2014:7. Saatavana: http://www.stm.fi/julkaisut/esitteita-sarja/nayta/-/_julkaisu/1893807#fi
  - Sosiaaliturvaopas pitkäaikaissairaille ja vammaisille, Verkkojulkaisu järjestöjen työntekijöille. Saatavana: http://www.sosiaaliturvaopas.fi
  - Sosiaaliturvaopas. Kehitysvammaisten tukiliitto. Saatavana: http://www.kvtl.fi/media/Julkaisut/Oppaat/Sosiaaliturvaopas.pdf
  - brochures and online material
  - in addition other material introduced by the lecturer

  Planned learning activities and teaching methods

  lectures, assignments individually, in pairs and in groups, expert visitors, study visits, seminar, exam

  Assessment methods and criteria

  lectures, assignments individually, in pairs or in groups , seminar presentations, exam

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 5 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  12 - 30

  Teacher(s)

  Anna-Kaarina Koivula

  Further information for students

  Students choose between this course and the course Social Security in Welfare Society

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the course does not include practice

  Exam schedule

  exam in the end of course, in general exam day possibility to make new exam

  Students use of time and load

  133 hours
  - 36 hours in the classroom
  - 97 hours of group work and independent study

• Social Security from Client Perspective SOSAPJ30-3006 18.03.2019-17.05.2019  5 credits  (MSOS19, ...) +-
  Learning outcomes of the course

  Students are able to name important actors of the welfare society's social security system. Student know how to define the actors' contribution and responsibilities in organizing and producing welfare. With help of their knowledge of the service provision system, students become aware of the preconditions of citizens' social welfare. Students are able to detect citizens' service needs and service pathways. Students recognize 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.

  Prerequisites and co-requisites

  The course is undertaken simultanously or after the course Introduction to Welfare society

  Course contents

  - the combination of social and health services
  - social benefits
  - social assistance
  - social 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  Students analyze 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 the function of the social security system and the practices and cooperation of various actors.

  Further information

  Students choose between this course and the course Social Security in Welfare Society. The optional Study Course is not allowed to include in Free Choice Studies.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Havakka, P., Niemelä, M. & Uusitalo, H. (toim.) 2012. Sosiaalivakuutus. Finva Finanssi- ja vakuutuskustannus.
  - Pentikäinen, T. & Rantala, J. 2013. Vakuutusoppi. Finanssi ja vakuutuskustannus Oy.
  - Toimeentulotuki, Opas toimeentulotukilain soveltajille, Sosiaali- ja terveysministeriön julkaisu 2013:4, Helsinki 2013, http://www.stm.fi/julkaisut/nayta/-/_julkaisu/1850826
  - Toimeentuloturva kehdosta keinutuoliin. STM esitteitä 2014:7. Saatavana: http://www.stm.fi/julkaisut/esitteita-sarja/nayta/-/_julkaisu/1893807#fi
  - Sosiaaliturvaopas pitkäaikaissairaille ja vammaisille, Verkkojulkaisu järjestöjen työntekijöille. Saatavana: http://www.sosiaaliturvaopas.fi
  - Sosiaaliturvaopas. Kehitysvammaisten tukiliitto. Saatavana: http://www.kvtl.fi/media/Julkaisut/Oppaat/Sosiaaliturvaopas.pdf
  - brochures and online material
  - in addition other material introduced by the lecturer

  Planned learning activities and teaching methods

  lectures, assignments individually, in pairs and in groups, expert visitors, study visits, seminar, exam

  Assessment methods and criteria

  lectures, assignments individually, in pairs or in groups , seminar presentations, exam

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 17.05.2019

  Enrollment date

  08.01.2019 - 11.01.2019

  • 5 credits

  Group(s)

  • MSOS19
  • SOS19A

  Seats

  0 - 30

  Teacher(s)

  Marja-Liisa Saariaho

  Further information for students

  Students choose between this course and the course Social Security in Welfare Society

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Evaluation scale

  1-5

  Work placement(s)

  the course does not include practice

  Exam schedule

  exam in the end of course, in general exam day possibility to make new exam

  Students use of time and load

  133 hours
  - 36 hours in the classroom
  - 97 hours of group work and independent study

• Social Security in Welfare Society SOSAPJ20-3009 29.10.2018-17.12.2018  5 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  The course is undertaken simultanously or after the course Introduction to Welfare Society.

  Course contents

  - social and health care services
  - most essential social benefits
  - employment services
  - registry office 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Havakka, P., Niemelä, M. & Uusitalo, H. (toim.) 2017. Sosiaalivakuutus. Finva Finanssi- ja vakuutuskustannus.
  - Haverinen, R., Kuronen, M. & Pösö, T. (toim.) 2014. Sosiaalihuollon tila ja tulevaisuus. Osuuskunta Vastapaino.
  -Järjestöjen sosiaaliturvaopas 2018.
  - Recommended also the web sites of Kela ja STM and other needed organizations´s web sites.
  - In addition material introduced by the lecturer.

  Planned learning activities and teaching methods

  Multiform-learning involves classroom-learning, visiting in worklife and independent learning in web-learning environment Moodle.

  Assessment methods and criteria

  Multiform-learning: Active participation in contact-learninglessons and also one assignment will be evaluated.

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 5 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 20

  Teacher(s)

  Elina Kangasluoma

  Further information for students

  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.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Completion alternatives

  15 students will be accepted to study at the web-learning-course.

  Students use of time and load

  133 hours.
  Multiform learning:
  - contact instruction 40 hours and
  - web-learning in Moodle environment 93 hours.

• Social Security in Welfare Society SOSAPJ20-3010 29.10.2018-17.12.2018  5 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  The course is undertaken simultanously or after the course Introduction to Welfare Society.

  Course contents

  - social and health care services
  - most essential social benefits
  - employment services
  - registry office 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Havakka, P., Niemelä, M. & Uusitalo, H. (toim.) 2017. Sosiaalivakuutus. Finva Finanssi- ja vakuutuskustannus.
  - Haverinen, R., Kuronen, M. & Pösö, T. (toim.) 2014. Sosiaalihuollon tila ja tulevaisuus. Osuuskunta Vastapaino.
  -Järjestöjen sosiaaliturvaopas 2018.
  - Lisäksi suositellaan perehtymistä Kelan ja STM:n englanninkielisiin sosiaaliturvaesitteisiin sekä kulloinkin kyseessä olevien organisaatioiden Internet-sivustoihin.
  - lisäksi mahdollinen muu opettajan osoittama ajankohtainen materiaali
  - Recommended also the web sites of Kela ja STM and other needed organizations´s web sites.
  - In addition material introduced by the lecturer.

  Planned learning activities and teaching methods

  This course is a web-learning course. At the beginning of the course there are orienting lectures 4 hours.

  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. Two of those assignments will be evaluated.

  Language of instruction

  Tuition in Finnish

  Timing

  29.10.2018 - 17.12.2018

  Enrollment date

  29.08.2018 - 31.08.2018

  • 5 credits

  Group(s)

  • SOS18C
  • KFAVOINAMK
  • SOS18B

  Seats

  0 - 15

  Teacher(s)

  Elina Kangasluoma

  Further information for students

  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.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Completion alternatives

  Multi-form learning option.

  Students use of time and load

  133 hours.
  This Option: Web-learning
  - orientation 4h hours
  - independent web-learning 129 hours

• Social Security in Welfare Society SOSAPJ20-3011 18.03.2019-17.05.2019  5 credits  (MSOS19, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  The course is undertaken simultanously or after the course Introduction to Welfare Society.

  Course contents

  - social and health care services
  - most essential social benefits
  - employment services
  - registry office 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Havakka, P., Niemelä, M. & Uusitalo, H. (toim.) 2017. Sosiaalivakuutus. Finva Finanssi- ja vakuutuskustannus.
  - Haverinen, R., Kuronen, M. & Pösö, T. (toim.) 2014. Sosiaalihuollon tila ja tulevaisuus. Osuuskunta Vastapaino.
  -Järjestöjen sosiaaliturvaopas 2019.
  - Recommended also the web sites of Kela ja STM and other needed organizations´s web sites.
  - In addition material introduced by the lecturer.

  Planned learning activities and teaching methods

  Multiform-learning involves classroom-learning, visiting in worklife and independent learning in web-learning environment Moodle.

  Assessment methods and criteria

  Multiform-learning: Active participation in contact-learninglessons and also one assignment will be evaluated.

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 17.05.2019

  Enrollment date

  08.01.2019 - 11.01.2019

  • 5 credits

  Group(s)

  • MSOS19
  • SOS19A

  Seats

  0 - 20

  Teacher(s)

  Elina Kangasluoma

  Further information for students

  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.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Completion alternatives

  15 students will be accepted to study at the web-learning-course.

  Students use of time and load

  133 hours.
  Multiform learning:
  - contact instruction 40 hours and
  - web-learning in Moodle environment 93 hours.

• Social Security in Welfare Society SOSAPJ20-3012 18.03.2019-17.05.2019  5 credits  (MSOS19, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  The course is undertaken simultanously or after the course Introduction to Welfare Society.

  Course contents

  - social and health care services
  - most essential social benefits
  - employment services
  - registry office 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  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.

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  - Havakka, P., Niemelä, M. & Uusitalo, H. (toim.) 2017. Sosiaalivakuutus. Finva Finanssi- ja vakuutuskustannus.
  - Haverinen, R., Kuronen, M. & Pösö, T. (toim.) 2014. Sosiaalihuollon tila ja tulevaisuus. Osuuskunta Vastapaino.
  -Järjestöjen sosiaaliturvaopas 2019.
  - Lisäksi suositellaan perehtymistä Kelan ja STM:n englanninkielisiin sosiaaliturvaesitteisiin sekä kulloinkin kyseessä olevien organisaatioiden Internet-sivustoihin.
  - lisäksi mahdollinen muu opettajan osoittama ajankohtainen materiaali
  - Recommended also the web sites of Kela ja STM and other needed organizations´s web sites.
  - In addition material introduced by the lecturer.

  Planned learning activities and teaching methods

  This course is a web-learning course. At the beginning of the course there are orienting lectures 4 hours.

  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. Two of those assignments will be evaluated.

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 17.05.2019

  Enrollment date

  08.01.2019 - 11.01.2019

  • 5 credits

  Group(s)

  • MSOS19
  • SOS19A

  Seats

  0 - 15

  Teacher(s)

  Elina Kangasluoma

  Further information for students

  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.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Completion alternatives

  Multi-form learning option.

  Students use of time and load

  133 hours.
  This Option: Web-learning
  - orientation 4h hours
  - independent web-learning 129 hours

• Social Security in Welfare Society SOSAPJ20-3013 10.06.2019-31.07.2019  5 credits  (VVO) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  The course is undertaken simultanously or after the course Introduction to Welfare Society.

  Course contents

  - social and health care services
  - most essential social benefits
  - employment services
  - registry office 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

  Assessment criteria

  Satisfactory

  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.

  Good

  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.

  Excellent

  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.

  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.

  ---

  Mode of delivery

  Distance learning

  Recommended or required reading

  - Havakka, P., Niemelä, M. & Uusitalo, H. (toim.) 2017. Sosiaalivakuutus. Finva Finanssi- ja vakuutuskustannus.
  - Haverinen, R., Kuronen, M. & Pösö, T. (toim.) 2014. Sosiaalihuollon tila ja tulevaisuus. Osuuskunta Vastapaino.
  -Järjestöjen sosiaaliturvaopas 2018.
  - Lisäksi suositellaan perehtymistä Kelan ja STM:n englanninkielisiin sosiaaliturvaesitteisiin sekä kulloinkin kyseessä olevien organisaatioiden Internet-sivustoihin.
  - lisäksi mahdollinen muu opettajan osoittama ajankohtainen materiaali (not translated)

  Planned learning activities and teaching methods

  Verkko-opintototeutus sisältäen erilaisia kirjallisia oppimistehtäviä ja verkko-keskusteluin toteutettavia oppimistehtäviä. (not translated)

  Assessment methods and criteria

  Opiskelija osaa nimetä keskeisiä hyvinvointiyhteiskunnan hyvinvointia ja sosiaalista tukea tuottavia sosiaali- ja terveydenhuollon ja sosiaalivakuutuksen sekä näiden yhteistyö- ja lähialojen toimijoita. Lisäksi opiskelija osaa määritellä toimijoiden osallisuuden ja vastuun hyvinvoinnin järjestämisessä ja tuottamisessa. Hän osaa nimetä eri toimijoiden tuen ja auttamisen muodot. Opiskelija osaa selittää, millaista tukea ja apua asiakkaalla on mahdollisuus saada erilaisissa elämäntilanteissa. Opiskelija osaa perustella hyvinvointijärjestelmän keskeisten toimijoiden toimintatapoja ja toimintakulttuureita. Opiskelija osaa tunnistaa toimijoiden keskinäisen yhteistyön malleja. Hän osaa määritellä toimijoiden ja etuuksien rooleja ja vaikutuksia kestävän kehityksen näkökulmasta.
  Aktiivinen osallistuminen verkossa erilaisiin keskustelu- ja verkkotehtäviin sekä 2 laajempaa arvioitavaa oppimistehtävää. (not translated)

  Language of instruction

  Tuition in Finnish

  Timing

  10.06.2019 - 31.07.2019

  Enrollment date

  18.03.2019 - 25.03.2019

  • 5 credits

  Group(s)

  • VVO

  Teacher(s)

  Elina Kangasluoma

  Further information for students

  The course is available through CampusOnline also for students from other universities of applied sciences.

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Virtual proportion

  5 credits

  Students use of time and load

  Toteutus: Verkko-opintototeutus
  - verkkotyöskentelyä itsenäisesti 133h (not translated)

• Social Work Ethics BE00BS05-3001 07.01.2019-15.03.2019  3 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  no prerequisities

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

  ---

  Mode of delivery

  Face-to-face

  Recommended or required reading

  Juujärvi S.& Myyry L. & Pesso K. 2007. Eettinen herkkyys ammatillisessa toiminnassa. Helsinki:Tammi.
  - Arki, arvot ja etiikka. Sosiaalialan ammattihenkilön eettiset ohjeet. 2017. www.talentia.fi.
  - YK:n ihmisoikeussopimukset
  - Muu tunneilla jaettava materiaali

  Planned learning activities and teaching methods

  contact teaching, which keep inside lectures, examinations, independent study of literature, learning assignment and exam

  Assessment methods and criteria

  - working during lectures and independent assignment 25%
  - individual exam 75%

  Language of instruction

  Tuition in Finnish

  Timing

  07.01.2019 - 15.03.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 3 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Mirva Siltakorpi

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  the study course does not include practice

  Exam schedule

  Tentti on opintojakson lopussa. (not translated)

  Students use of time and load

  80 hours

• Social Work Ethics BE00BS05-3002 18.03.2019-24.05.2019  3 credits  (SOS18C, ...) +-
  Learning outcomes of the course

  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.

  Prerequisites and co-requisites

  no prerequisities

  Course contents

  - 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

  Assessment criteria

  Satisfactory

  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

  Good

  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

  Excellent

  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

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  Mode of delivery

  Face-to-face

  Recommended or required reading

  Juujärvi S.& Myyry L. & Pesso K. 2007. Eettinen herkkyys ammatillisessa toiminnassa. Helsinki:Tammi.
  - Arki, arvot ja etiikka. Sosiaalialan ammattihenkilön eettiset ohjeet. 2017. www.talentia.fi.
  - YK:n ihmisoikeussopimukset
  - Muu tunneilla jaettava materiaali

  Planned learning activities and teaching methods

  contact teaching, which keep inside lectures, examinations, independent study of literature, learning assignment and exam

  Assessment methods and criteria

  - working during lectures and independent assignmnet 25%
  - individual exam 75%

  Language of instruction

  Tuition in Finnish

  Timing

  18.03.2019 - 24.05.2019

  Enrollment date

  29.08.2018 - 31.08.2018

  • 3 credits

  Group(s)

  • SOS18C
  • SOS18B

  Seats

  0 - 30

  Teacher(s)

  Mirva Siltakorpi

  Unit, in charge

  Seinäjoki UAS School of Health Care and Social Work

  Programme(s)

  Degree Programme in Social Services

  Unit location

  Seinäjoki UAS, School of Health Care and Social Work, Seinäjoki

  Work placement(s)

  the study course does not include practice

  Exam schedule

  Tentti on opintojakson lopussa. (not translated)

  Students use of time and load

  80 hours

• Social Work Ethics SOSAET10-3007 03.09.2018-26.10.2018  3 credits  (SOS18A)