Curriculum Autumn 2014

Transcription

1 Degree Programme in Social Services Curriculum Autumn 2014 Learning Track Helsinki Metropolia University of Applied Sciences Bachelor of Social Services

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6 5 THE BASIC MISSION OF THE DEGREE PROGRAMME IN SOCIAL SER- VICES (BACHELOR OF SOCIAL SERVICES) The degree programme in Social Services provides students with socio-pedagogical competence and innovative expertise in the social sector which aims to meet the changing requirements of the Helsinki Metropolitan area. Bachelors of Social Services act confidently to promote social participation, equality and wellbeing in society. They work in cooperation with individuals and communities to prevent and reduce social deprivation and exclusion. They are capable of demonstrating their competence in their profession and committed to their ongoing development. THE EXPERTISE REQUIRED IN THE DEGREE PROGRAMME FOR BACHE- LORS OF SOCIAL SERVICES The foundation of professionalism for Bachelors of Social Services is built on the sociopedagogical approach. Bachelors of Social Services are capable of analysing social phenomena and understand their significance to people s lives and wellbeing. Combining pedagogical (education and learning) and social (societal) perspectives at work is emphasised in social pedagogy. The work is carried out in the daily lives of people of different ages in their own living environment. Bachelors of Social Services show competence in dialogue with different people, which requires appreciation of the diversity of their daily living. By means of socio-pedagogical competence, Bachelors of Social Services can influence a client s functional ability and sense of empowerment. This expertise manifests itself, for example, in socio-cultural competence as well as client-oriented and participatory actions. Bachelors of Social Services are also capable of taking on tasks requiring development and leadership skills, promoting the social perspective within social services as well as multiprofessionalism and networking within the overlapping areas among welfare providers. COMPETENCES IN THE DEGREE PROGRAMME FOR BACHELOR OF SO- CIAL SERVICES The degree programme is based on the competence areas of Bachelor of Social Services: 1. Ethical competence in social services 2. Communication and interaction competence 3. Counselling and guidance competence 4. Participatory and critical societal competence 5. Research and development competence 6. Work community and leadership competence

7 6 1. Ethical competence in social services Bachelors of Social Services are committed to the values and principles of professional ethics and act according to them. They are competent in the reflection of their work required by the social service profession and their own actions. In addition, they are able to deal with their emotions and are aware of their limits. Graduates recognise the significance of their concept of man and values in their work with clients and different groups of clients. They are able to take into account the uniqueness of each individual and act ethically in situations involving conflicts of values. They understand the significance of power to their actions. Bachelors of Social Services promote human rights, equality and tolerance, aim to reduce differences in social welfare, and prevent social deprivation from the viewpoint of society, community and the individual. 2. Communication and interaction competence Bachelors of Social Services are capable of creating a professionally interactive and coopera-tive relationship based on dialogue. This relationship is participatory and applies to both individuals and communities. They possess cross-cultural sensitivity and respect pluralism when meeting individuals. They also embrace and reinforce the existing resources of individuals and communities. Graduates are able to apply different methods of communication and interaction accordingly when working with individuals and communities. They use various means of documentation and reporting in their work, work community and multiprofessional networks networks. Bachelors of Social Services are able to participate in societal value discussions and have the ability to act as experts of their field in multiprofessional networks. 3. Counselling and guidance competence The client counselling and pedagogical competence of Bachelors of Social Services comprises goal-oriented support, counselling and guidance of individuals and communities. Students aim to promote empowerment and participatory involvement with individuals, communities and other actors in the field. They are able to help people examine their life situations and living environments critically, as well as to encourage them to change them when necessary. Bachelors of Social Services can observe the development, actions, environment and needs of individuals, groups and communities and analyse them from different theoretical perspectives. Graduates demonstrate competence in supporting and counselling different clients and client groups in their daily life, through different phases of growth and development as well as in life situations in a

8 7 goal-oriented way. They are able to use various pedagogical methods appropriately. They are familiar with the client process and are able to plan, document, evaluate and develop their actions. 4. Participatory and critical social competence Bachelors of Social Services comprehend the relationship between individuals and society and are able to analyse it from various perspectives. They understand the relationship between the individuals social capacity and social decision-making. Graduates comprehend social problems from a societal and global framework and are able to analyse socially exclusive structures and processes. They are capable of using preventative and structural social work and social advocacy. At the same time, they understand the operational principles of communities and are able to strengthen and create a sense of communality and participation supporting citizenship through communal work. Graduates are acquainted with the official and unofficial structures supporting wellbeing and social security. They have familiarized themselves with legislation, norms and general guidelines as well as their impact on their work. This education enables the graduates to anticipate and analyse changes in social politics and welfare services as well as to participate in the production and development of services. They are able to work as experts of their field in multi-professional work groups and networks as well as to promote the function of the client s support networks. 5. Research and development competence Bachelors of Social Services show practical research competence. They have the ability to gather empirical and theoretical information systematically and to foster development critically. Their problem-solving skills enable them to address practice based problems and to develop service models within the work environment. Graduates know how to plan, implement, evaluate and report on development projects related to their work. 6. Work community and leadership competence Bachelors of Social Services work as members of the work community and as supervisors em-bracing independent work planning and decision-making. They are able to take the lead in changing situations where competence and performance are an issue. Graduates understand the significance of economic factors to their work. They know how to maintain their own occupational wellbeing as well as that of their workplace.

9 8 They develop competence within the social service sector, work communities and services in multi-professional cooperation in a critical and innovative way. They also develop the partnership between social service education and the workplace environment. STUDYING IN THE DEGREE PROGRAMME The Social Services Degree Programme follows the common principles of Metropolia s Learner s Track. Workplace-oriented teaching and learning take place in multicultural environments in the Metropolitan area. Programme teaching takes advantage of many different ways of learning such as exploratory and project-based learning. Studies also include the planning and implementation of projects that develop social services together with a team of experts. In the course of their studies, each student will participate in multidisciplinary courses and have the opportunity to choose up to 30 credits of optional modules and elective courses from the social services degree programme and from other suitable degree programmes. The Learner's Track encourages students to join international activities such as international internships, exchange programmes and projects. Because the Degree Programme in Social Services is conducted in both Finnish and English, all students will have the opportunity to complete part of their studies in Finnish. Students may acquire the Competence in Early Childhood Education in Social Services by studying the required amount of early childhood education courses (Attachment 2). Studies include tutoring and study guiding from the first term on. Starting from the second term studies include also guidance for professional growth (Attachment 1). Professional growth groups meet twice each term. Assessment of studies is based on Metropolia Assessment Guidelines (attachment in Study Guide curriculum). Teachers are responsible for informing the students in the beginning of each study unit about the unit specific assessment practice. Early childhood education track studies are marked with a star (*). Students of Early childhood education track choose the (*)-units instead of the previous study units. SOCIO-PEDAGOGICAL ORIENTATION, 15 cr Students will be prepared to study at the university of applied sciences. They will know the theoretical principles of social pedagogy and be able to apply the means and technology of professional communication.

10 9 Introduction to Studying, 5 cr After completing this course, students will be familiar with their physical, social and digital study environments. Students will know the key guidelines, rules and study practices of Helsinki Metropolia Univer-sity of Applied Sciences. They will know the key student services and information gathering systems relevant to their studies. Students will become familiar with the structure of the curriculum and thus know how to plan their study progress according to the Learning Track s objectives. Students will understand the principles of project learning and its required work and study habits. They will also understand the principles of group learning and together take responsibility for their learning. Students will recognise their prior learning (APL) in relation to their individual learning objectives at the university of applied sciences and be able to plan the course of their studies based on them. They will understand their study-related strengths and development targets, and know how to develop their learning and study skills. Students will become familiar with national and international career opportunities and know how to improve their competence in international affairs. General content: - Physical, social and digital study environments - Key guidelines and rules of study at the university of applied sciences - Student services: Student Affairs Office, study wellbeing and study planning guidance, international services, student union (METKA), library and IT services, IT administration services - Individual Learning Track and project learning Degree-based content: - Curriculum and study plans (APL, ISP) - Group learning - Learning and study skills - Sector-based knowledge of work life and international competence

11 10 Professional Communication and IT Skills, 5 cr Students will understand the significance of structured and clear communication as it relates to professionalism and interaction. They will have a command of key written and oral communication skills and be able to communicate convincingly in Finnish in interactions in their own fields of expertise. Students will be capable of choosing and evaluating the appropriateness of different types of text and means and channels of communication in varying situations. Students will develop their communication and data management skills and their ability to actively participate in the current communications environment. They will have a command of key information and communication technology (ICT) pertinent to work life and studying at the university of applied sciences. - Communication in online and work environments - Principles of research communication and writing, use of sources and critical evaluation - Purposeful public speaking and presenting - Giving, receiving and using feedback - Devices and local networks, data security and privacy, and internet, e- learning - Word processing and technical standards for documents and assignments - Introduction to spreadsheets, graphics software, image processing and online publishing Introduction to Social Pedagogy, 5 cr Tavoitteet Students will be familiar with the theoretical foundations of social pedagogy and its international trends. They will recognise the values that socio-pedagogical work is based on, the basic ethical concepts and the principles of professional ethics. Students will also understand the importance of critical thinking. Social pedagogy as a field of science, a profession and a discipline. Foundation and development of social pedagogy. Central concepts of social pedagogy. Introduction to ethical thinking.

12 11 WORK ENVIRONMENTS OF BACHELORS OF SOCIAL SERVICES, 15 cr Students will recognise the development trends in society and understand their connections to welfare changes. They will understand the nature of social work and the demands of special needs as they relate to their own work. Development of the Welfare State, 5 cr Students will understand the impact of the structures and processes of society on the lives of individuals and communities. They will become familiar with the development trends of social policy and how they are tied to the need for change in welfare services. Students will recognise the official and unofficial structures that support wellbeing, social participation and safety. They will comprehend the decision-making mechanisms within society. In addition, students will understand the effects of global economics and national economic development on social activities and people s living conditions. They will become familiar with the different means of producing and organising welfare services. Welfare theories. Development of the Finnish welfare state and society. International welfare state models. Multiple-producer model of the welfare state. Structures and methods of decision-making. Dependency of the welfare state on the global economy, production, standard of living, economic policy and employment. Work and Working Environments in Social Services, 10 cr Includes Swedish at Work, 3 cr Students will become familiar with the different work environments of social services. They will understand the process-like quality of client work and identify the various phases of this process. Students will be able to determine the different work orientations of client work and understand the significance of sustainable development in their work. They will be able to establish objectives for their work and act accordingly. Students will become familiar with the concept of reflection and understand its importance as a tool for professional development. They will also comprehend the impact of attitudes and prejudices on social work.

13 12 Students will learn to work as members of a team. They will understand the significance of developing their own skills in relation to teamwork and the working community. Students will be able to describe the factors that influence work and student wellbeing and to take care of their own wellbeing. They will strengthen their workplace skills and understand the position of an employee as a workplace resource. They will have the skills to function as social services representatives in the work community. Students will acquire the oral and written language skills of their professional field in the second national language as required by the university of applied sciences legislation (352/2003 8). They will be able to communicate in Swedish in their work environments and relate professional information orally and in written form. Their oral and written communication skills must be at a B1 level according to the Common European Framework for Languages (CEFR). Finnish as a second language: The student is able to communicate in Finnish to an audience within and outside the field. Furthermore, the student will understand as well as summarize field-specific or generally working-life related texts both orally and in writing. A student attending the course is to have the minimum language proficiency level of independent user B1. Work environments in social services. Professional competence areas and goal-orientation in socio-pedagogical work. Preventative, rehabilitative, constructive and reformative work. Socio-pedagogical and partnership-based work orientation. Working with individuals, families, groups and communities. Demands of a diversifying workplace. Sustainable development as part of the work approach. Reflection and its significance to one s own actions. The Act on the Status and Rights of Social Welfare Clients and the Act on the Openness of Government Activities..The team, team roles and team development as a learning environment. The employee s/student s role in com-munity as a promoter of wellbeing. Workplace skills. Professional development. Multi-professional work. Key concepts, terms and interactions in Swedish at the work. Tasks, study and work environments in Swedish. The course of Finnish as a second language is obligatory for the students of Degree Programmes whose language of school education is not Finnish and who have been exempted from Swedish studies

14 13 SOCIAL INCLUSION, 15 cr Students will know the various stages of human development. They will understand social exclusion and disadvantage as individual, communal and societal phenomena. They will be able to plan and offer guidance in a goal-oriented manner. Individual Growth and Development, 5 cr Students will become familiar with the different phases of life: early childhood, childhood, adolescence, adulthood and old age. They will know and recognise the phases of growth and development and specify factors influencing each of them. Different development theories. Physical, psychological, cognitive and social development and growth during different phases of life. * Early childhood education track: Childhood Growth and Development, 5 cr Students will become familiar with the various stages of human development and the factors affecting them: early childhood, childhood, adolescence, adulthood and old age. Students will learn the basic knowledge of childhood development. The key development theories related to early childhood development. Physical, psychological, cognitive and social development and growth in childhood. Social Participation and Exclusion, 4 cr Students will identify the factors related to wellbeing. They will understand disadvantage as a social, communal and individual phenomenon. Students will be able to define the social structures and processes that contribute to exclusion. They will understand the importance of participation and community for an individual s wellbeing. Components of welfare. Social integration, poverty, exclusion and marginalisation. Social risks and problems in life s different phases. Socio-pedagogical means for supporting participation.

15 14 * Early childhood education track: Everyday Life of Families and Children in Finnish Society, 5 ECTS cr Students will understand the diversity of childhood and family life as a social phenomenon. They will identify the components of child and family welfare as well as the conceptual changes of childhood and the child in Finnish society. They will understand the importance of childhood for supporting inclusion and preventing social exclusion. Components of child and family welfare. Social integration, poverty, exclusion and marginalization from a child-hood point of view. Forms of early support. A resource-based perspective. Individual and Community Counselling, 5 cr Students will learn the theoretical basis for counselling. They will know how to prepare and carry out a counselling plan appropriately and by listening to their client. Students will be able to apply the principles of dialogue to counselling. They will be capable of supporting participation in a way that respects diversity. Students will be able to offer guidance according to individual needs in both individual and group counselling. Various approaches to client counselling. Goal-oriented, methodical and contextualised counselling. The counsellor s roles. Communication orientations and various dimensions of dialogue. Life-long learning. Building pedagogical relationships. Individual counselling needs. Basics of individual, group and community counselling. Evaluation skills and reflection on one s own counselling competence. The study unit includes four hours of guidance for professional growth. SUPPORTING DAILY LIFE THROUGH SOCIO-PEDAGOGICAL WORK, 15 CR Supporting Daily Life through Socio-Pedagogical Work, 1. Internship Includes English language studies 3 cr and the first internship, 5 cr

16 15 Students will be able to analyse a variety of cultures, practices and journeys of life and assess their significance in the lives of individuals and communities. Students will be able to evaluate their own attitudes and promote equality through their activities in the diverse social work field. Students will understand the significance of various pedagogical approaches in supporting daily life and know how to use them in socio-pedagogical work. They will know how to set goals in accordance to ages, lifestyles and life situations. Students will be able to communicate fluently and effectively in English in their studies and working life, as well as use it in their own professional skills development. They will be able to encounter people and easily work in multi-cultural settings and various cultural environments. Students will be able to acquire the necessary knowledge of social care from various sources, as well as process and communicate it orally and in written form. Students will know how to work within the socio-pedagogical framework. They will know the appropriate ways to support individuals and communities in everyday life activities. Students will know how to interact in working life situations by taking into account the communication culture and habits of the organisation, and by anticipating the necessary interactive skills needed in different situations. Additionally, they will identify and take into account the specific characteristics of cross-cultural communication. The students will be goal-oriented and learn to document and evaluate their activities. They will be able to take care of their own wellbeing. Students will know first aid for emergency situations. Different cultures, lifestyles, life processes and cultural conflicts. Interaction challenges, communication in plain language. The promotion of equality, non-discrimination and social integration laws. Pedagogical methods suitable for different client groups: physical education, art education, music education, verbal expression and literature. Basics of methodology and connections to socio-pedagogical work. Texts and interaction skills related to studies and work in social services. The study module includes four hours of guidance for professional growth. Internship in a socio-pedagogical work environment in the metropolitan area, where students apply the means of supporting life s processes (5 credits). Includes emergency first aid training. Prerequisites: Introduction to Social-Pedagogy

17 16 * Early childhood education track: Supporting Daily Life in Early Education Includes English language studies 3 cr and the first internship, 5 cr Students will be able to analyse a variety of cultures, practices and journeys of life and assess their significance in the lives of individuals and communities. Students will be able to evaluate their own attitudes and promote equality through their activities in the diverse social work field. Students will know children s rights and the principles for child-based activity. They will understand the significance of different pedagogical methods for supporting children s processes and be able to use them in socio-pedagogical work. Students will identify children s typical ways of operating and be able to plan supportive activity for the child based on them. Students will be able to communicate fluently and effectively in English in their studies and working life, and to use English in their own professional skills development. They will be able to encounter people and easily work in multicultural settings and various cultural environments. Students will be able to acquire the necessary professional knowledge from various sources, as well as process and communicate it orally and in written form Students will know how to work within the socio-pedagogical framework. They will know the appropriate ways to support individuals and communities in everyday life activities. Students will know how to interact in working life situations by taking into account the communication culture and habits of the organisation, and by anticipating the necessary interactive skills needed in different situations. Additionally, they will identify and take into account the specific characteristics of cross-cultural communication. The students will be goal-oriented and learn to document and evaluate their activities. They will be able to take care of their own wellbeing. Students will know first aid for emergency situations. The study module includes four hours of professional growth. Lifestyles, cultures and cultural conflicts of childhood. United Nations Convention on the Rights of the Child. Pedagogical methods in early education: art education, physical education, music education, verbal expression and literature. Basics of methodology and connections to early pedagogical work.

18 17 Interaction challenges, communication in plain language. The promotion of equality, non-discrimination and social integration laws. Texts and interaction in relation to studies and work in the field of social services. The study module includes four hours of professional growth. Internship in a socio-pedagogical work environment in the metropolitan area, where students apply the means of supporting life s processes (5 credits). Includes emergency first aid training. Prerequisites: Introduction to Social Pedagogy EMPOWERING IN SOCIO-PEDAGOGICAL WORK, 15 cr Students will know how to us empowering socio-pedagogical means in client work. They will know how to apply the professional ethics of social services in both professional as well as volunteer work. Students will promote human rights and sustainable development through their activities. Empowering, Ethics and Work Challenges, 10 cr Students will know the theoretical foundations of empowerment and influence. In their work with clients, they will know how to use culturally sensitive socio-pedagogical means to strengthen the social inclusion of individuals and communities. Students will be able to use the tools of social influence and create citizenship-reinforcing inclusion and community. They will be able to express themselves in many ways and participate in social debate. Students will be aware of the impact of their own values on client work. They will recognise the significance of the exercise of power and ethical value conflicts in their work in the social services. The students will understand the importance of professional and work ethics in social work, and be committed to the ethical principles of social work and act accordingly. They will be able to reflect on ethical challenges in light of their own values and for the development of their activities. Students will understand the importance of emotions in professional work and learn to deal with their own feelings reflectively. They will internalise the importance of professionalism in their interactions. Students will be able to anticipate and act in threatening client situations.

19 18 Theories of Empowerment. Power and the exercise of power. The different channels of social influence. Civic action. Challenges to socio-pedagogical work in an increasingly multi-value society. Tension between the individual and society. Media education, media skills and social media. Language for a client-empowering approach. Professional ethics in social services. Work ethics. International and national conventions and guidelines. Ethics of reporting in client work. Self-reflection of activities and choices from an ethical point of view. The significance and handling emotions in ethically challenging situations. Limiting of the right to self-determination. Interaction in threatening customer situations. Anticipating threatening situations, and examination of one s own courses of action. Aggressive client situations. Responsibility in taking care of one s own workplace wellbeing. The study unit includes four hours of guidance for professional growth. Internship in Voluntary Work, 5 cr Students will know the volunteer and civic activities of the social services field. Students will plan and implement an internship, taking into consideration the development opportunities of their professional specialization. They will strengthen their professional competences. Students will promote justice, human rights, equality and sustainable development through their activities. Students will comprehend the importance, principles, and practices of volunteer work in the social services field. Students will present an internship plan and carry it out during their studies. For example, the internship can include civic activities, volunteer and mentor activities and / or paid work related to professional competence. The internship may begin after the first academic year, and as a general rule, should carried out during the second year. DIVERSE LIVES, 15 cr Students will understand the phenomena related to child protection, mental health, substance abuse, disability, chronic illness and special education. They will know how to apply key concepts, relevant legislation and services. They will identify the most important methods and be able to evaluate issues related to the current debate.

20 19 Child Protection, 5 cr (also part of early childhood education track) Students will understand the phenomena related to child protection. They will acknowledge the uniqueness of the client group and its needs. Students will able to apply key fundamental concepts, legislation and services. They will identify the most important work practices and evaluate the current debate related to child protection. They will be able to reflect on their own professional activity. The child's role in changing society. United Nations Convention on the Rights of the Child. Work values and principles of child welfare. Preventive child welfare. The child protection process. Child welfare legislation for securing fundamental individual rights. Practices of preventive work, as well as child and family-specific work. The study unit includes four hours of guidance for professional growth. Mental Health and Substance Abuse, 5 cr Students will understand the phenomena related to mental health and use of substances. They will identify the uniqueness of client groups and their needs. Students will able to apply key fundamental concepts, basic legislation and services. They will identify the most important work practices and evaluate the current debate related to mental health and substance abuse. They will be able to reflect on their own professional activity. Mental health: protective factors/risk factors; normality/abnormality. History of mental health work. Components of mental health. Mental health problems. Substances and addictions in human life. Substance abuse trends. Encountering, talking through issues and motivating. Substance abuse and mental health legislation for safeguarding individual rights and related essential services. Preventive, constructive, corrective and rehabilitative mental health and substance abuse work. Disability, Chronic Illness and Special Education, 5 cr Students will understand the phenomena related to disability, chronic illness and special education. They will identify the uniqueness of client groups and their special

21 20 needs. Students will be able to apply key fundamental concepts, legislation and services. They will identify work practices in each area of study and evaluate the current debate related to them. They will be able to reflect on their own professional activity. Disability, chronic illness, and special difficulties and related special needs. Experiencing and encountering special needs. Finnish disability policy principles and challenges. Disability legislation as a safeguard for the fundamental rights of the individual. Guiding principles of organising special education and disability services. * Early childhood education track: Special Needs Support in Early Education, 5 ECTS credits Students will recognize and have the capacity to encounter diversity in society and educational communities. They will understand the importance of appreciative encounters for supporting the development of a child. Students will apply the basic concepts of disability work and special education, key legislation and services. They will identify the most important work practices of special support needs. They will be able to reflect on their professional activity. Inclusion. Experiencing and encountering special needs. The three-tier model of early education support measures. Disability, chronic illness, and the specific support needs of childhood and family. Disability legislation as a safe-guard for the fundamental rights of the individual. Guiding principles of organising special education and disability services. SOCIAL PROTECTION AND CLIENT COUNSELLING, 15 cr Students will understand social protection as a whole and be able to use case management and online counselling means to guide clients. Students will understand the significance of research and development in the social services sector. Case Management, 10 cr

22 21 Students will understand the significance of legislation as a means for guiding the work of social services. They will be aware of the hierarchy of norms and key legislation in the social and health care sectors. Students will become familiar with social welfare as a whole. They will also be aware of the legal remedies for clients in social services and health care. Students will understand the significance and task of social services for preventing and alleviating disadvantage. They will work to promote justice, human rights and equality. Students will also be able to identify the client s re-sources and draw up a service plan together with the client. They will know how to apply legislation, other norms and general instructions in case management services. Students will know the special features and requirements of online counselling. They will know how to do online counselling, utilise the possibilities of social media in it, and use information technology in social services. Key legislation related to the work of Bachelors of Social Services. Legislative hierarchy: constitution, general laws, special laws, regulations, instructions. Social and health care legislation, service systems and other social welfare. Clients legal protection: complaints, reminders and appeals. Client responsibility, resources and networks. Assessment of next to kin network. Orientations and models of case management. Processes of case management. Service plan. Online counselling and encountering skills. Special features and requirements of online counselling. Ethical guide-lines and data security. Opportunities and challenges of the future. IT in social services. The study unit includes four hours of guidance for professional growth. Basics of Research and Development, 5 cr Students will be able to identify and evaluate important development needs of working life and the clients who use their services. They will have a command of the premises and concepts of R&D and service design, and be able to apply them in the service and product development processes of their fields of study. Students will know how to search for, critically evaluate and justify the appropriate research data and professional codes of conduct for their areas of study. They will be able to think critically, know the basics of concept and theory formulation, and understand the significance of the theory of

23 22 knowledge to development work. Students will base their activity on good ethical standards in R&D. - Approaches, nature and process of R&D and service design - Searching for information (databases) - Critical thinking and reasoning - Principles of concept and theory formulation - Theory of knowledge - Evaluation of professional practices and existing R&D activities in one s own field - R&D planning - R&D ethics SOCIO-PEDAGOGICAL WORK WITH CLIENTS, 15 cr Second internship Students will know how to support clients empowerment using a client-based approach. They will work courageously to prevent social exclusion. Students will internalise the importance of their multi-professional work. In cooperation with different participants, they will work toward activating individuals and communities to have an impact on their own lives. Students will know how to apply their communication and interaction skills appropriately in diverse, inclusive client and professional relations. They will have the skills to function as social services representatives in the work community. Internship in an environment enabling socio-pedagogical work, which may also be carried out during an international student exchange. The study unit includes four hours of guidance for professional growth. Prerequisites: Supporting Life s Processes in Socio-Pedagogical Work, and Empowering, Ethics and Work Challenges Those in the early childhood education track will do their internship in a field other than early education. DEEPENING OF MULTI-DISCIPLINARY COMPETENCE, 30 cr

24 23 Students will apply research and development methods. They will deepen their competence through the social services degree programme courses and through Metropolia s multidisciplinary and elective studies Innovation Project, 10 cr Learning outcomes Upon completion, the students will be able to: - Develop practical, creative and innovative solutions, practices and services with multidisciplinary partners to meet the diverse needs in the Metropolitan area. - Apply project and networking competence, professional knowledge and skills in local, national, as well as international collaboration projects - Use their personal skills and abilities for work and collaboration in multidisciplinary teams - Create a culture of cooperation and negotiation with the team members and other actors. - Use their skills in problem solving, collaboration and communication to support the social development and joint decision making of the team Project and innovation work: brainstorming, planning, implementing, assessing, communicating, publishing, product development and marketing. Cooperative skills, interest group activities and networking. Innovative work methods. Areas of communal development skills: development processes, coordinating and managing development, reforming the development concepts. Advanced Research and Development: 5 cr Learning outcomes Students will know how to evaluate and select suitable and justifiable approaches and methods to develop their field of study and work community. They will identify the premises and concepts of the principal methods and service design used in their fields of study. Students will know how to search for appropriate R&D data and demonstrate basic competence in processing, analysing, disputing and reporting data and results. - Principal R&D methods in one s own field of study (e.g. evaluation research, action research, product development and research-oriented approaches, qualitative and quantitative research) - Data acquisition and processing - Reporting, presenting and utilising results

25 24 OPTIONAL STUDIES AND ELECTIVES, 30 CR The optional (20 credits) and elective (10 credits) courses add up to 30 credits that can be done flexibly, usually in the third academic year. They include optional courses in the Social Services Degree Programme and other Metropolia programmes. Early childhood track students choose Early education module, 20cr. LEADERSHIP AND DEVELOPMENT IN SOCIAL SERVICES, 15 CR Through different roles, students will be able to participate in English and Finnish in the leadership and development processes of their fields. They will be prepared to lead and develop the activities of the working community. The Bachelor s Thesis studies include 3 credits of English language studies. Planning of the Bachelor s Thesis, 5 cr Students will recognise and be able to justify the starting points for their Bachelor s Thesis from the perspective of developing their own professional field. They will be capable of effectively cooperating in various work networks and professionally discussing with industry representatives, instructors and students. Students will able to prepare a viable plan for their Bachelor s Thesis based on critical research and creative solutions. They will know how to identify and solve work-related ethical issues. Students will use English research resources to plan for their Bachelor s Thesis. - Identifying current development needs in the field - Partnership negotiations with industry representatives, a networking work approach, peer support - Understanding the process of the Bachelor s Thesis - Information retrieval in English and Finnish, critical evaluation of sources - Justification of chosen working methods and practices - Workshops in methodology, academic writing and information gathering - Drawing up the agreement for the Bachelor s Thesis and applying for research permission - Communication in R&D - Drawing up a proposal and a viable working plan; their presentation at a seminar Leadership and Development of the Work Community, 5 cr

26 25 Students will understand the impact of societal changes on the leading of social services. They will be able to participate in the strategy process both as a workers and supervisors. They will be prepared to manage staff competence and the work community. Students will be able to participate in development work and know how to inspire cooperation between the work community and customers. They will know how to work in ways that promote wellbeing. Changing work environments and multi-disciplinary networks. Strategic thinking and leadership. Management of staff competence and change. Participation of work community and service users in the development of the work-place. Management of wellbeing at work. Implementing the Bachelor s Thesis, 5 cr Learning outcomes Students will implement the bachelor s thesis plan they have prepared and write a final report. They will be able to evaluate the strengths and weaknesses of the bachelor s thesis and identify different solutions. They will know how to use English sources of research data. - Implementation of the bachelor s thesis with support of industry representatives and instructors. - Workshops in methodology, academic writing and information gathering - Preparing a written final report and presenting it in a seminar - Peer evaluation PROFESSIONAL DEVELOPMENT OF THE BACHELOR OF SOCIAL SER- VICES, 30 CR Students will identify entrepreneurship in welfare services and the possibilities in welfare service production. They will be able to apply a variety of client work orientations and methods appropriately. Reporting and Publication of the Bachelor s Thesis, 5 cr

27 26 Students will report and finalise their Bachelor s Thesis. They will be able to describe and evaluate their entire Bachelor s Thesis process. They will know how to share about their Bachelor s Thesis to their chosen target group and demonstrate their competence in the community of experts in both Finnish and English. Content - Content of the module - Reporting and finalising of Bachelor s Thesis - Writing an English abstract - Taking the Maturity Examination - Publication of the project in article, poster or presentation form Entrepreneurship in Social Welfare, Leadership and Service Production, 5 cr Students will know the different ways of organising and producing social services, as well as the relevant legislation. Students will understand the importance of strategic leadership to company activity and how different strategies function in the background of business success and profitability. They will understand the importance of defining vision and basic mission statements, and see workplace skills as a factor in workplace wellbeing. Students will understand the societal importance of entrepreneurship and the relationship between financial and operational activities. Students will adopt a more entrepreneurial attitude and understand the influence of business factors on the profitability of the organisation. Students will be able to evaluate and develop business ideas and assess their possibilities of success. They will be able to develop cost-effective social services, have the basic skills to start businesses and make use of public consultation services. Content Working environments within social services and their defining legislation, contractual practices and financing. Societal challenges to and effects on service needs and their production. Strategic thinking and leading. Vision, basic mission and workplace skills. Different strategies. Internal and external entrepreneurship, entrepreneurial attitude and skills. The productising, pricing and quality of services. Starting a business, from business idea to business plan. Different types of businesses. Procurement methods and processes. The focus of the course contents will be specified in the syllabus.

28 27 3. Internship, 20 cr Students will know how to use a variety of client work orientations and methods appropriately and be able to work. They will plan and organise socio-pedagogical activities for the strengthening of the individual and the community. Students will be able to apply professional ethical principles of socio-pedagogical work. They will be capable of critically reflecting on their own actions based on the ethics of social services. Students will be able to justify, document and evaluate client work and its effects in an appropriate manner. Students will apply research and development expertise in their work. Internship in an environment that can strengthen the students professional development in Social Services and support the objectives of the selected studies. The internship may be carried out during an international exchange programme. The study unit includes four hours of guidance for professional growth. Prerequisites: Supporting Life s Processes in Socio-pedagogical Work; Empowering, Ethics and Work Challenges; Second Internship in socio-pedagogical client work. The Early childhood education track requires an early childhood education internship. OPTIONAL STUDIES OF SOCIAL SERVICES (FINNISH AND ENGLISH) Students choose optional and/or elective studies according to his/her individual study plan. Early childhood education track students choose Early education module 20 cr. Optional courses are available mainly during the third year. DIVERSE SOCIAL COUNSELLING, 15 cr Social Counselling with Adults, 5 cr Students will know how to support and guide individuals in a goal-oriented way, reinforcing their subjectivity and resources in challenging life management situations.

29 28 Needs assessment and care plans. Supporting subjectivity. Working for change. Longterm service users. Last resort income security. Resources and networks. Use of the arts. Social Security in Everyday Life, 5 cr Students will identify the most common risks to social survival and their impact on people s possibilities to manage their lives. They will know how to apply social security options to individuals everyday lives. Reducing the welfare gap. Social security options in high-risk life management situations: unemployment, illnesses, disability, immigration, youth at the risk of social exclusion. Abusive Behaviour and Domestic Violence, 5 cr Students will recognize abusive behaviour and violence as individual, communal and societal phenomena. They will be aware of the risks of abuse and domestic violence at different ages. Students will know how to initiate conversation and support the different parties of abuse and domestic violence, also referring them to expert services when necessary. Abuse and intimate partner violence as individual, communal and societal phenomena. Abuse and violence and their risks at different ages. Honour crimes. Victims of of human trafficking. Legislation and services related to intimate partner and domestic violence. Initiating conversation with clients and empowering interaction. SOCIOCULTURAL ANIMATION, 15 cr Socio-pedagogical Community Work, 5 cr Students will identify society s structures and stages of development. They will be able to examine the importance of community and socialising to the individual. Students will

30 29 be familiar with the traditions and current trends of community education. They will apply the key trends and work forms of community work to their socio-pedagogical activity, which can include sociocultural animation, networking and regional work. Intrinsic and cultural nuances of society. Sociocultural animation. Examination of reality through action research methods. Structuring sociocultural reality. Regional work, networking and community work. Creative Methods, 5 cr Students will be able to activate and motivate communities. They will know how to plan and implement creative activities aimed at creating change. Expressive methods as a means of perceiving reality, sharing meaning and visualising; their role within the group dynamic process. Community Animation, 5 cr Students will understand the significance of self-motivated activity and be able to encourage and support the client. They will know how to design and implement a project that follows sociocultural animation principles and analyse the achieved changes. Students will apply the elements of animation to work activities and support client subjectivity. They will know how to use participatory pedagogy in their counselling. Project planning and implementation according to the principles of sociocultural activity. Goal-oriented inclusion and inclusive methods selected according to the specific nature of a group. Encountering and assisting encounters. Building pedagogical relationships. SOCIO-PEDAGOGICAL WORK WITH FAMILIES, 15 cr Youth as a Phase of Life, 5 cr

31 30 Students will become familiar with the special features of adolescent development. They will understand the significance of young people s cultural communities in supporting their individual growth. Students will identify the effects of social and cultural changes in the lives of young people. They will become familiar with the main service systems available to young people. They will be able to support them in finding their resources and functional abilities in different environments and through different means. Students will know how to improve young people s social position and to prevent their exclusion. They will know legislation concerning young people. Young people in changing society. Youth as a cultural phenomenon, youth cultures. Special challenges of youth and youth work. Young people s wellbeing. Forms of youth work, social youth work, outreach youth work, youth information. Functional and expressive methods in youth work. Applicable legislation concerning youth, youth laws, legislation on young offenders. Work with Families, 5 cr Students will understand the significance of diverse families and be able to identify forms of interaction and re-sources within families. They will be able to function in the multi-professional work environment of family work. Students will know how to flexibly apply family work methods to support parents and families. Family, its significance and possibilities. Resources and interaction within families. Family-centred and family-oriented approaches. Multi-professionalism in family work. Adequate parenting. Parenting guidance, supporting parents in child raising. Family work methods and family research. Abusive Behaviour and Domestic Violence, 5 cr Students will recognize abusive behaviour and violence as individual, communal and societal phenomena. They will be aware of the risks of abuse and domestic violence at different ages. Students will know how to initiate conversation and support the different parties of abuse and domestic violence, also referring them to expert services when necessary.

32 31 Abuse and intimate partner violence as an individual, communal and societal phenomena. Abuse and violence and their risks at different ages. Honour crimes. Victims of human trafficking. Legislation and services related to intimate partner and domestic violence. Initiating conversation with clients and empowering interaction. Early childhood education track: EARLY EDUCATION, 20 ECTS cr Basics of Early Childhood Education, 5 cr Students will know how to apply legislation and services concerning early childhood education. They will be aware of the options available in the multi-professional early education network. Students will be able to apply a participatory and child-oriented approach to their actions. Basics of planning early childhood education (VASU) and its overall design. Service systems and documents concerning early childhood education. Bachelor of Social Services level of competence in early childhood education. Connecting children s activities to their immediate environment and a sustainable lifestyle. Concepts of children. Encountering children. Planning daily activities, learning by doing. Diverse learning environments. Cultural diversity. Children s inclusion and educational partnership. Learning in Early Childhood, 5 cr Students will be able to support and guide children s growth, development and learning. They will know how to support and enrich children s play. They will detect and identify children s different individual and group needs and take them into account in activity planning and implementation. Students will apply different methods of support and early childhood support practices.

33 32 Theories of child development and concepts of learning. Zone of proximal development. Exploratory learning. Observation, documentation and support of children s development and activities. Peer relationships. Play, theories of play, and the significance of play in children s learning. Content Orientations of Early Childhood Education, 10 cr Students will know how to plan, implement and evaluate the principal methods and content orientations of early childhood education in their work. Students will identify special features of children s culture and community and use them in their professional activities. They will be capable of connecting children s activities to their immediate environment and a sustainable lifestyle. They will know how to evaluate and develop pedagogical and goal-oriented activity. Content orientation of early childhood education. Aesthetical and ethical orientation, music, physical education, arts, handcrafts, children s literature, drama education. Natural science and mathematics orientation. Exploration. Language and interaction orientation. Media education. Children s projects. Principles of sustainable development in day care centres. Optional pedagogies. Additionally: Special Education in Different Phases of Life, 5 cr Students will become familiar with the basic concepts, value premises and objectives of special education. They will be aware of the special challenges of development and learning, and the support needs in different phases of life. Students will be capable of supporting the life management, functional capacity and daily life of their clients and their families. Guiding principles of special education and its organisation. Special challenges in development and learning during different phases of life. Support for learning and school

34 33 attendance. Special early childhood education, special education, student welfare, vocational special education, and preparatory and rehabilitative education. Other services and forms of support in special education. Special education legislation.

35 Liite 1 1 (1) GUIDANCE FOR PROFESSIONAL GROWTH Studies include guidance for professional growth from the second term on. Professional growth groups meet twice each term which means once each study period. 2. Term Individual and community councelling Supporting daily life through socio-pedagogical work or Supporting life s processes in early education 3. Term Empowering, ethics and work challenges Child protection 4. Term Case management 2. internship 5. Term Innovation project Advanced research and development 6. Term Planning of the bachelor s thesis Implementing the bachelor s thesis 7. Term Reporting and publication of the bachelor s thesis 3. internship

36 Liite 1 1 (1) EARLY CHILDHOOD EDUCATION TRACK Students may acquire the Competence in Early Childhood Education in Social Services by studying the required amount of early childhood education courses. The following study units form the Early childhood education track: - Childhood Growth and Development, 5 cr - Everyday Life of Families and Children in Finnish Society, 5 cr - Individual and Community Councelling - Supporting Daily Life through Socio-Pedagogical Work and 1. Internship, 15 cr - Child Protection, 5 cr - Special Needs Support in Early Education, 5 cr - Early Education, 20 cr - The Bachelor s Thesis, 15 cr - 3. Internship, 20 cr in early childhood education

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