Study Guide

Objective

The student is able to apply a psychosocial approach and methods of professional interaction. The student can describe key working methods and methors used in family counseling and evaluate their suitability in different client situations.

The student is able to describe in which operating environments family guidance is possible. He / she is able to specify the working methods and models used in family guidance. The student understands the principles of the systemic operating model and strives to implement a multidisciplinary approach in the context of family guidance. The student is able to plan a goal-oriented family guidance process.

Content

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

Materials

- Kohtaamisia lapsiperheissä. Menetelmiä perhetyöhön. 2010. Vilen, M., Seppänen, P., Tapio, N. &Toivanen, R. (toim.)
- Rönkkö, L & Rytkönen, T. Monisäikeinen perhetyö. 2010. WSOY.
- Perheen parhaaksi: Perhetyön arkea. 2012. Järvinen, R; Lankinen, A; Taajamo,T; Veistilä, M; Virolainen A. (toim.) 2.uud.p. Helsinki: Edita. Luku 6: Perhetyön sisällöt, sivut 112-156.
- Rönkkö, L. 2008. Ratkaisu- ja voimavarakeskeinen näkökulma vuorovaikutuksessa. Teoksessa. Vilen, M., Leppämäki, P. & Ekström, L. (toim.) Vuorovaikutuksellinen tukeminen. WSOY, sivut 171-203.
- Lasten haastattelu lastensuojelussa 2018. Hyvärinen, S. & Pösö T. (toim.).
-Pulkkinen, Lea (2022). Lapsen hyvinvointi alkaa kodista.
-Avola, Pauliina & Viivi Pentikäinen (2019). Kukoistava kasvatus.
-Pöyhönen, Julia & Heidi Livingston (2023) Hyvän vanhemman salaisuus. Teema.

Teaching methods

Recorded lessons, independent studying on the Moodle platform, visit to the operating environment of family guidance, learning assignment. Course includes a sexual education of small child at 4.6.2024 by another educator.

Employer connections

Student visit to the operating environment of family guidance.

Exam schedules

Course is orientated and recorded at 28.5. 14.15-16 p.m.
Sexual education of small child at 4.6.2024 8-16 p.m., not recorded.
An exam at 18.6.2024 between 8 a.m. to 24 p.m.
Learning assignment date of returned between 31.7.-31.8.2024.

Student workload

108 hours

Content scheduling

Course is orientated and recorded at 28.5. 14.15-16 p.m.
Sexual education of small child at 4.6.2024 8-16 p.m., not recorded.
An exam at 18.6.2024 between 8 a.m. to 24 p.m.
Learning assignment date of returned between 31.7.-31.8.2024.

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

Students
- are able to name differences between social welfare act based and child welfare law based family counselling
- are able to name different stages where family counselling is possible to use
- are able to define the basic principles of psychosocial work and the meaning of professional interaction in family counselling
- are able to name work methods and models used in family counselling
- are able to recognize the features of a systemic approach
- are able to recognize a goal-oriented family counselling process and role of family counselor

Assessment criteria, good (3)

Students
- can describe differences and meanings between social welfare act based and child welfare law based family counselling
- are able to describe different stages where family counselling is possible to use
- are able to use psychosocial work and professional interaction in family counselling
- can evaluate needs of family counselling in different situations
- can apply and analyze methods and models used in family counselling
- are able to plan goal-oriented family counselling process and recognize the features of a systemic approach
- are capable to reflect on their actions and their professional role from perspective of professional ethics

Assessment criteria, excellent (5)

- are able to critically assess differences and meanings between social welfare act based and child welfare law based family counselling
- are able to critically assess needs for family counselling and analyze its content when working with families with children
-evaluate their own competence to apply psychosocial work and professional interaction in family counselling
- know how to plan and develop a goal-oriented family counselling process, also taking into account the multidisciplinary and systemic approach
- are capable to analyze work methods and international models used in family counselling and to evaluate their action and their professional role from the perspective of professional ethics

Assessment methods and criteria

Exam (50%) and learning assignment (50%).

Assessment criteria, good (3)

Assessment criteria, satisfactory (1)
Students
- are able to name differences between social welfare act based and child welfare law based family counselling
- are able to name different stages where family counselling is possible to use
- are able to define the basic principles of psychosocial work and the meaning of professional interaction in family counselling
- are able to name work methods and models used in family counselling
- are able to recognize the features of a systemic approach
- are able to recognize a goal-oriented family counselling process and role of family counselor

Assessment criteria, excellent (5)

Assessment criteria, good (3)
Students
- can describe differences and meanings between social welfare act based and child welfare law based family counselling
- are able to describe different stages where family counselling is possible to use
- are able to use psychosocial work and professional interaction in family counselling
- can evaluate needs of family counselling in different situations
- can apply and analyze methods and models used in family counselling
- are able to plan goal-oriented family counselling process and recognize the features of a systemic approach
- are capable to reflect on their actions and their professional role from perspective of professional ethics

Assessment criteria, approved/failed

Assessment criteria, excellent (5)
- are able to critically assess differences and meanings between social welfare act based and child welfare law based family counselling
- are able to critically assess needs for family counselling and analyze its content when working with families with children
-evaluate their own competence to apply psychosocial work and professional interaction in family counselling
- know how to plan and develop a goal-oriented family counselling process, also taking into account the multidisciplinary and systemic approach
- are capable to analyze work methods and international models used in family counselling and to evaluate their action and their professional role from the perspective of professional ethics

Qualifications

most part of the module Knowledge Base in Social Work

Further information

Students choose between this course and the following courses:
- Coaching for Studies and Work
- Social Rehabilitation
- Social Counselling in Residential Care Units
- Social Counselling in Community Care
- Social Work in Multiprofessional Settings