Study Guide

Objective

Learning objectives:
The student
- knows some of the individual and social factors behind social work with adults: labour market status, education, income and social inclusion
- is able to describe the concept of adult social work and the goals thereof
- knows the key work methods of adult social work (preventive work, early support, rehabilitative social work, community work, structural work)
- can handle special issues of adult social work
- can apply the legislation concerning adult social work and obtain current research information

Content

Contents:
- Individual, communal and societal factors that promote and inhibit adults’ participation
- The concept, objects and key work methods of adult social work
- Legislation governing adult social work

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers the individual and social factors behind adult social work. The student understands the importance of legislation in adult social work.

Professional activities:
The student identifies the main working methods of adult social work in client work

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student remembers the importance of supporting people's inclusion, agency and self-determination in adult social work.

Satisfactory (2)

Professional knowledge base and concepts:
The student understands the individual and social factors behind adult social work. The student understands the importance of legislation in adult social work. The student is able to utilize research data on adult social work.

Professional activities:
The student knows the main working methods of adult social work in client work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student understands the importance of supporting people's inclusion, agency and self-determination in adult social work. The student is able to act in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student is able to apply the individual and social factors behind adult social work. The student understands the importance of legislation in adult social work. The student is able to apply research data in adult social work.

Professional activities:
The student is able to apply the main working methods of adult social work in client work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student is able to apply his / her skills to support people's inclusion, agency and self-determination in adult social work. The student is able to act in accordance with the values ​​and ethical principles of the profession.

Good (4)

Professional knowledge base and concepts:
The student is able to analyze the individual and social factors behind adult social work. The student is able to analyze the significance of legislation in adult social work. The student is able to analyze research data on adult social work.

Professional activities:
The student is able to analyze the main working methods of adult social work and their application in client work.

Ethical competence and responsibility:
Through his activities, the student strengthens the realization of justice and the inviolability of human dignity. The student is able to analyze people's involvement, agency and self-determination in adult social work. The student is able to analyze his / her own activities in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, excellent (5)

Commendable (5)

Professional knowledge base and concepts:
The student is able to evaluate the individual and social factors behind adult social work. The student is able to evaluate and analyze the importance of legislation in adult social work. The student is able to create a frame of reference based on research data on adult social work.

Professional activities:
The student is able to evaluate the main working methods of adult social work and their application in client work.

Ethical competence and responsibility:
Through his activities, the student strengthens the realization of justice and the inviolability of human dignity. The student is able to evaluate people's involvement, agency and self-determination in adult social work. The student is able to evaluate his / her own activities in accordance with the values and ethical principles of the profession.

Qualifications

NULL

Objective

Learning objectives:
The student
• knows how to support and instruct different clients and client groups in a goal-oriented manner
• can describe, assess and develop different stages of the client process
• can apply and assess different work orientations and work methods of the social services field

Contents:
• Practical training in a social services operating environment that suits the student’s focus
• Written professional analysis

Content

Tieto puuttuu

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Tieto puuttuu

Assessment criteria, approved/failed

Pass:
During the practical training, the student supported and instructed clients and/or client groups in a goal-oriented manner. The student applied and assessed different work orientations and work methods of the social services field. The student can describe and assess the client process as a whole and its different phases. The student’s activities in the practical training place complied with the ethical principles of the social services field, and they followed the rules of working life. The student wrote a professional analysis of their practical training according to the instructions provided.

Fail:
The student’s actions during the practical training were passive and/or inappropriate. The student did not write a professional analysis or it did not follow the instructions.

Qualifications

NULL

Objective

Learning objectives:
The student
• knows how to support and instruct different clients and client groups in a goal-oriented manner
• can describe, assess and develop different stages of the client process
• can apply and assess different work orientations and work methods of the social services field

Contents:
• Practical training in a social services operating environment that suits the student’s focus
• Written professional analysis

Content

Tieto puuttuu

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Tieto puuttuu

Assessment criteria, approved/failed

Pass:
During the practical training, the student supported and instructed clients and/or client groups in a goal-oriented manner. The student applied and assessed different work orientations and work methods of the social services field. The student can describe and assess the client process as a whole and its different phases. The student’s activities in the practical training place complied with the ethical principles of the social services field, and they followed the rules of working life. The student wrote a professional analysis of their practical training according to the instructions provided.

Fail:
The student’s actions during the practical training were passive and/or inappropriate. The student did not write a professional analysis or it did not follow the instructions.

Qualifications

NULL

Objective

Learning objectives:

The student
- is familiar with the legislation, rights and obligations of documentation
- understands documentation as a work practice in the social services field
- knows how to document and use documentation tools and databases
- can identify and develop their own professional documentation method

Content

Contents:
- Legislation and ethics of documentation and record-keeping
- Different types of documents
- Documentation as a tool and indicator of client work
- The client’s role and contribution in documentation

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers the legal basis of documentation and its interfaces with the professional knowledge base.

Professional activities:
The student understands documentation as part of professional activities. The student remembers the different types of documents used in the social services.

Ethical competence and responsibility:
The student understands the role of documentation in professional work. The student remembers the client's involvement in documentation related to work practices.

Satisfactory (2)

Professional knowledge base and concepts:
The student understands the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student understands the importance of documentation as part of professional activities. The student understands the differences and characteristics between different document types in documentation.

Ethical competence and responsibility:
The student understands the role of documentation in professional work as part of the legal protection of the client and the employee. The student understands the client's involvement as part of the documentation.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows and is able to apply the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to apply documentation as part of professional activities. The student is able to apply different types of documents used in the social services in his / her own professional writing.

Ethical competence and responsibility:
The student is able to apply documentation in professional work as part of the client's and employee's legal security. The student understands the importance of inclusion and its support as part of documentation work practices.

Good (4)

Professional knowledge base and concepts:
The student knows and is able to analyze the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to analyze the importance of documentation in professional activities. The student is able to analyze the differences between the different types of documents used in the social services and is able to apply his / her knowledge in his / her own professional writing.

Ethical competence and responsibility:
The student is able to analyze the role of documentation in professional work as part of the legal protection of the client and the employee. The student is able to support client involvement as part of documentation work practices.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows and is able to evaluate the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to evaluate the importance of documentation in professional activities. The student is able to evaluate the differences between the types of documents used in the social services and his / her own skills in writing them. The student is able to analyze and develop his / her own professional documentation.

Ethical competence and responsibility:
The student is able to evaluate the role of documentation in professional work as part of the legal protection of the client and the employee. The student is able to promote and support client involvement as part of documentation work practices.

Qualifications

NULL

Objective

Learning objectives:

The student
- is familiar with the legislation, rights and obligations of documentation
- understands documentation as a work practice in the social services field
- knows how to document and use documentation tools and databases
- can identify and develop their own professional documentation method

Content

Contents:
- Legislation and ethics of documentation and record-keeping
- Different types of documents
- Documentation as a tool and indicator of client work
- The client’s role and contribution in documentation

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers the legal basis of documentation and its interfaces with the professional knowledge base.

Professional activities:
The student understands documentation as part of professional activities. The student remembers the different types of documents used in the social services.

Ethical competence and responsibility:
The student understands the role of documentation in professional work. The student remembers the client's involvement in documentation related to work practices.

Satisfactory (2)

Professional knowledge base and concepts:
The student understands the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student understands the importance of documentation as part of professional activities. The student understands the differences and characteristics between different document types in documentation.

Ethical competence and responsibility:
The student understands the role of documentation in professional work as part of the legal protection of the client and the employee. The student understands the client's involvement as part of the documentation.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows and is able to apply the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to apply documentation as part of professional activities. The student is able to apply different types of documents used in the social services in his / her own professional writing.

Ethical competence and responsibility:
The student is able to apply documentation in professional work as part of the client's and employee's legal security. The student understands the importance of inclusion and its support as part of documentation work practices.

Good (4)

Professional knowledge base and concepts:
The student knows and is able to analyze the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to analyze the importance of documentation in professional activities. The student is able to analyze the differences between the different types of documents used in the social services and is able to apply his / her knowledge in his / her own professional writing.

Ethical competence and responsibility:
The student is able to analyze the role of documentation in professional work as part of the legal protection of the client and the employee. The student is able to support client involvement as part of documentation work practices.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows and is able to evaluate the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to evaluate the importance of documentation in professional activities. The student is able to evaluate the differences between the types of documents used in the social services and his / her own skills in writing them. The student is able to analyze and develop his / her own professional documentation.

Ethical competence and responsibility:
The student is able to evaluate the role of documentation in professional work as part of the legal protection of the client and the employee. The student is able to promote and support client involvement as part of documentation work practices.

Qualifications

NULL

Objective

Learning objectives:

The student
- is familiar with the legislation, rights and obligations of documentation
- understands documentation as a work practice in the social services field
- knows how to document and use documentation tools and databases
- can identify and develop their own professional documentation method

Content

Contents:
- Legislation and ethics of documentation and record-keeping
- Different types of documents
- Documentation as a tool and indicator of client work
- The client’s role and contribution in documentation

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers the legal basis of documentation and its interfaces with the professional knowledge base.

Professional activities:
The student understands documentation as part of professional activities. The student remembers the different types of documents used in the social services.

Ethical competence and responsibility:
The student understands the role of documentation in professional work. The student remembers the client's involvement in documentation related to work practices.

Satisfactory (2)

Professional knowledge base and concepts:
The student understands the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student understands the importance of documentation as part of professional activities. The student understands the differences and characteristics between different document types in documentation.

Ethical competence and responsibility:
The student understands the role of documentation in professional work as part of the legal protection of the client and the employee. The student understands the client's involvement as part of the documentation.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows and is able to apply the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to apply documentation as part of professional activities. The student is able to apply different types of documents used in the social services in his / her own professional writing.

Ethical competence and responsibility:
The student is able to apply documentation in professional work as part of the client's and employee's legal security. The student understands the importance of inclusion and its support as part of documentation work practices.

Good (4)

Professional knowledge base and concepts:
The student knows and is able to analyze the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to analyze the importance of documentation in professional activities. The student is able to analyze the differences between the different types of documents used in the social services and is able to apply his / her knowledge in his / her own professional writing.

Ethical competence and responsibility:
The student is able to analyze the role of documentation in professional work as part of the legal protection of the client and the employee. The student is able to support client involvement as part of documentation work practices.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows and is able to evaluate the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to evaluate the importance of documentation in professional activities. The student is able to evaluate the differences between the types of documents used in the social services and his / her own skills in writing them. The student is able to analyze and develop his / her own professional documentation.

Ethical competence and responsibility:
The student is able to evaluate the role of documentation in professional work as part of the legal protection of the client and the employee. The student is able to promote and support client involvement as part of documentation work practices.

Qualifications

NULL

Objective

Learning objectives:

The student
- is familiar with the legislation, rights and obligations of documentation
- understands documentation as a work practice in the social services field
- knows how to document and use documentation tools and databases
- can identify and develop their own professional documentation method

Content

Contents:
- Legislation and ethics of documentation and record-keeping
- Different types of documents
- Documentation as a tool and indicator of client work
- The client’s role and contribution in documentation

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers the legal basis of documentation and its interfaces with the professional knowledge base.

Professional activities:
The student understands documentation as part of professional activities. The student remembers the different types of documents used in the social services.

Ethical competence and responsibility:
The student understands the role of documentation in professional work. The student remembers the client's involvement in documentation related to work practices.

Satisfactory (2)

Professional knowledge base and concepts:
The student understands the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student understands the importance of documentation as part of professional activities. The student understands the differences and characteristics between different document types in documentation.

Ethical competence and responsibility:
The student understands the role of documentation in professional work as part of the legal protection of the client and the employee. The student understands the client's involvement as part of the documentation.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows and is able to apply the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to apply documentation as part of professional activities. The student is able to apply different types of documents used in the social services in his / her own professional writing.

Ethical competence and responsibility:
The student is able to apply documentation in professional work as part of the client's and employee's legal security. The student understands the importance of inclusion and its support as part of documentation work practices.

Good (4)

Professional knowledge base and concepts:
The student knows and is able to analyze the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to analyze the importance of documentation in professional activities. The student is able to analyze the differences between the different types of documents used in the social services and is able to apply his / her knowledge in his / her own professional writing.

Ethical competence and responsibility:
The student is able to analyze the role of documentation in professional work as part of the legal protection of the client and the employee. The student is able to support client involvement as part of documentation work practices.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows and is able to evaluate the legislation governing documentation and the related professional knowledge base.

Professional activities:
The student is able to evaluate the importance of documentation in professional activities. The student is able to evaluate the differences between the types of documents used in the social services and his / her own skills in writing them. The student is able to analyze and develop his / her own professional documentation.

Ethical competence and responsibility:
The student is able to evaluate the role of documentation in professional work as part of the legal protection of the client and the employee. The student is able to promote and support client involvement as part of documentation work practices.

Qualifications

NULL

Objective

Learning objectives:

The student
- can identify and assess the special needs of a disabled child or young person
- knows the importance of first information and early rehabilitation and the principles of counselling and guidance work
- can use and apply child-oriented and family-oriented forms of work

Content

Contents:
- Recognition of the need for special support and service needs assessment
- First information and early rehabilitation
- Counselling and guidance work, child-oriented and family-oriented work methods

- supporting the growth of a disabled child / adolescent and identifying needs for support
- family support; forms of psychosocial support
- importance of peer support / opportunities offered by the third sector
- the importance of legislation

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student does not know the importance or principles of initial knowledge and early rehabilitation in guidance and counseling work. The student is not able to evaluate activities with the help of research and practical information.

Professional activities:
The student does not recognize the needs or operating conditions of customers from different starting points. The student is not able to look at his or her own attitude or actions in relation to different clients.

Ethical competence and responsibility:
The student is not aware of the realization of the justice and inviolability of the dignity of persons with special needs in their activities. He does not act responsibly or improve people's inclusion, agency and sovereignty.

Satisfactory (1)

Professional knowledge base and concepts:
The student knows very little about the importance of initial knowledge and early rehabilitation and the principles in guidance and counseling work. The student evaluates the activity poorly with the help of research and practical information.

Professional activities:
The student mainly fails to identify the needs and operating conditions of customers from different starting points. The student is able to look at his / her own attitude and actions in relation to different clients to a small extent.

Ethical competence and responsibility:
In some respects, the student is aware of the realization of the justice and inviolability of the dignity of persons with special needs. He acts responsibly to some extent and improves people's inclusion, agency and self-determination.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows the importance of initial knowledge and early rehabilitation, as well as the principles in guidance and counseling work. The student partially evaluates the activity with the help of research and practical information.

Professional activities:
The student mainly recognizes the needs and operating conditions of customers from different starting points. To a certain extent, the student is able to look at his or her own attitude and actions in relation to different customers.

Ethical competence and responsibility:
In his / her activities, the student is aware of the realization of the justice and inviolability of the dignity of persons with special needs. He acts mainly responsibly and by improving people's involvement, agency and self-determination.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows and understands the importance of initial knowledge and early rehabilitation, and mainly the principles in guidance and counseling work. The student evaluates and justifies the activity in part with the help of research and practical information.

Professional activities:
The student mainly recognizes the needs and operating conditions of customers from different starting points. The student is able to look at his or her own attitude and actions in relation to different customers.

Ethical competence and responsibility:
In his / her activities, the student is aware of the realization of the justice and inviolability of the dignity of persons with special needs. He acts responsibly and improves people's inclusion, agency and self-determination.

Good (4)

Professional knowledge base and concepts:
The student knows and understands well the importance of initial knowledge and early rehabilitation, as well as mainly the principles in guidance and counseling work. The student evaluates and justifies the activity with the help of research and practical information.

Professional activities:
The student identifies the needs and operating conditions of customers from very different starting points. The student examines his or her own attitude and actions in relation to different customers.

Ethical competence and responsibility:
The student recognizes and is aware of the realization of the justice and inviolability of the dignity of persons with special needs in their activities. He acts responsibly and improves people's inclusion, agency and self-determination.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows and understands the importance of initial knowledge and early rehabilitation as well as the principles in guidance and counseling work excellently. He analyzes and justifies the activities in a variety of ways with the help of research and practical information.

Professional activities:
The student is able to identify and assess the special needs of a child and young person with special needs or disabilities. The student recognizes and is able to expertly apply child- and family-oriented forms of work.

Ethical competence and responsibility:
The student is aware of and confirms the realization of the justice and inviolability of the dignity of persons with special needs in their activities. He acts responsibly and improves people's inclusion, agency and self-determination.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows management theories
- knows some principles and practices of management and human resources management
- is familiar with the principles of good governance

Content

Contents:

- The most common management theories
- Legislation governing good governance and management work

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:

The student does not know management theories.

Professional activities:
The student does not know the areas included in management and does not know the contents and principles of human resource management.

Ethical competence and responsibility:
The student does not recognize or know the importance of the principles of good administration and decision-making in client work. The student is not able to follow the ethical principles of the social field in client work.

Satisfactory (1)

Professional knowledge base and concepts:
The student is able to name at least one management theory in social service organizations.

Professional activities:
The student is able to identify some aspects of management. The student is able to identify the key contents and principles of human resource management in some respects.

Ethical competence and responsibility:
The student knows the ethical principles of the social field, which are followed in customer work situations and identifies activities in accordance with good administration in customer work situations.

Satisfactory (2)

Professional knowledge base and concepts:
The student is able to name some management theories and ways in social service organizations.

Professional activities:
The student knows the aspects of management and knows the main content and principles of human resource management.

Ethical competence and responsibility
The student knows the importance of social ethical principles and good governance practices in customer work. The student is able to act in accordance with the ethical principles of good administration and social work in customer work situations.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to evaluate and compare different management theories and their implementation in social service organizations.

Professional activities
The student is able to propose and produce new perspectives on the management practices and aspects of management in working life organizations. The student is able to evaluate and develop the implementation of human resource management.

Ethical competence and responsibility:
The student is able to evaluate the implementation of ethical principles in the social field and legal principles related to making administrative decisions in practical work situations. The student is able to build a customer relationship in accordance with good governance and ethical principles, and to make informed decisions in matters related to administration.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows the key regulations structuring school social work and the objectives of the work
- can support a child or young person and their family in issues connected to school attendance and the school community through social services methods
- can operate in multi-actor cooperation in a school context

Content

Contents:
- Structuring the work: legislation, supporting learning and school attendance, individual pupil welfare, study welfare plan
- Fields of the work: the school as a domain of children’s and youth communities, multi-professional work in a school, cooperation with families, work of a school social worker at different school levels
- Work methods: assessment of a student’s need for support, application of individual and group instruction in a school environment, multi-party networking

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts and uses them superficially in connection to phenomena and situations. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify some of the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They can apply and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in school social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts and uses them superficially in connection to phenomena and situations. They can explain structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They understand and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in school social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They can explain some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts and applies them to various phenomena and situations. They know most of the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can use legislation and national and international guidelines in service design, decision-making and activities. They recognise needs to develop and reform school social work and its practices.

Ethical competence and responsibility:
Through their actions, the student supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. They act in accordance with the values and ethical principles of the profession, which they also seek to justify.

Good (4)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts and analyze and applies them to various phenomena and situations. They know the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify and assess what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can apply legislation and national and international guidelines in service design, decision-making and activities. They recognise and assess needs to develop and reform school social work and its practices.

Ethical competence and responsibility:
Through their actions, the student analyzes and supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Assessment criteria, excellent (5)

Excellent (5):

Professional knowledge base and concepts:
The student knows the knowledge base and concepts and applies them in an expert way to various phenomena and situations. They know the structures and processes of the service system and the legislation that governs them. The student can analyse and justify activities in a versatile way using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them appropriately in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work in an expert way. They can apply legislation and national and international guidelines in service design, decision-making and activities in a justified way. The student develops and reshapes social services work and its practices.

Ethical competence and responsibility:
Through their actions, the student promotes the realisation of fairness and inviolability of human dignity. They act in ways that increase participation, agency and self-determination. They act responsibly and create work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows the key regulations structuring school social work and the objectives of the work
- can support a child or young person and their family in issues connected to school attendance and the school community through social services methods
- can operate in multi-actor cooperation in a school context

Content

Contents:
- Structuring the work: legislation, supporting learning and school attendance, individual pupil welfare, study welfare plan
- Fields of the work: the school as a domain of children’s and youth communities, multi-professional work in a school, cooperation with families, work of a school social worker at different school levels
- Work methods: assessment of a student’s need for support, application of individual and group instruction in a school environment, multi-party networking

Teaching methods

-

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts and uses them superficially in connection to phenomena and situations. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify some of the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They can apply and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in school social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts and uses them superficially in connection to phenomena and situations. They can explain structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They understand and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in school social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They can explain some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts and applies them to various phenomena and situations. They know most of the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can use legislation and national and international guidelines in service design, decision-making and activities. They recognise needs to develop and reform school social work and its practices.

Ethical competence and responsibility:
Through their actions, the student supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. They act in accordance with the values and ethical principles of the profession, which they also seek to justify.

Good (4)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts and analyze and applies them to various phenomena and situations. They know the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify and assess what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can apply legislation and national and international guidelines in service design, decision-making and activities. They recognise and assess needs to develop and reform school social work and its practices.

Ethical competence and responsibility:
Through their actions, the student analyzes and supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Assessment criteria, excellent (5)

Excellent (5):

Professional knowledge base and concepts:
The student knows the knowledge base and concepts and applies them in an expert way to various phenomena and situations. They know the structures and processes of the service system and the legislation that governs them. The student can analyse and justify activities in a versatile way using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them appropriately in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work in an expert way. They can apply legislation and national and international guidelines in service design, decision-making and activities in a justified way. The student develops and reshapes social services work and its practices.

Ethical competence and responsibility:
Through their actions, the student promotes the realisation of fairness and inviolability of human dignity. They act in ways that increase participation, agency and self-determination. They act responsibly and create work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows the key regulations structuring school social work and the objectives of the work
- can support a child or young person and their family in issues connected to school attendance and the school community through social services methods
- can operate in multi-actor cooperation in a school context

Content

Contents:
- Structuring the work: legislation, supporting learning and school attendance, individual pupil welfare, study welfare plan
- Fields of the work: the school as a domain of children’s and youth communities, multi-professional work in a school, cooperation with families, work of a school social worker at different school levels
- Work methods: assessment of a student’s need for support, application of individual and group instruction in a school environment, multi-party networking

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts and uses them superficially in connection to phenomena and situations. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify some of the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They can apply and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in school social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts and uses them superficially in connection to phenomena and situations. They can explain structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They understand and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in school social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They can explain some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts and applies them to various phenomena and situations. They know most of the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can use legislation and national and international guidelines in service design, decision-making and activities. They recognise needs to develop and reform school social work and its practices.

Ethical competence and responsibility:
Through their actions, the student supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. They act in accordance with the values and ethical principles of the profession, which they also seek to justify.

Good (4)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts and analyze and applies them to various phenomena and situations. They know the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify and assess what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can apply legislation and national and international guidelines in service design, decision-making and activities. They recognise and assess needs to develop and reform school social work and its practices.

Ethical competence and responsibility:
Through their actions, the student analyzes and supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Assessment criteria, excellent (5)

Excellent (5):

Professional knowledge base and concepts:
The student knows the knowledge base and concepts and applies them in an expert way to various phenomena and situations. They know the structures and processes of the service system and the legislation that governs them. The student can analyse and justify activities in a versatile way using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them appropriately in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work in an expert way. They can apply legislation and national and international guidelines in service design, decision-making and activities in a justified way. The student develops and reshapes social services work and its practices.

Ethical competence and responsibility:
Through their actions, the student promotes the realisation of fairness and inviolability of human dignity. They act in ways that increase participation, agency and self-determination. They act responsibly and create work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows the main contents and principles of rehabilitation
- know the rehabilitation service system and rehabilitation legislation
- is able to plan the service guidance and rehabilitation process

Content

Contents:
- Rehabilitation as a concept, areas of rehabilitation, rehabilitation service system
- Forms of rehabilitation, rehabilitation as a process, rehabilitation legislation
- Rehabilitation and service guidance
- Rehabilitation and service plan

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts and uses them superficially in connection to phenomena and situations. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify some of the support and services clients need and has basic guidance and support skills. The student names and can use a few professional methods of individual, group and community work. They recognise and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in rehabilitation and its day-to-day practices.

Ethical competence and responsibility:
The student recognizes the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts. They can report structures and processes of the service system and the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They understand and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can interpret development needs in rehabilitation and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They can explain the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts and applies them to various phenomena and situations. They know most of the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can use legislation and national and international guidelines in service design, decision-making and activities. They recognise needs to develop and reform rehabilitation and its practices.

Ethical competence and responsibility:
Through their actions, the student supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. The student acts in accordance with the values and ethical principles of the profession, which he also seeks to justify.

Good (4)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts and analyze and applies them to various phenomena and situations. They know the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify and assess what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can apply legislation and national and international guidelines in service design, decision-making and activities. They recognise and assess needs to develop and reform rehabilitation and its practices.

Ethical competence and responsibility:
Through their actions, the student assesses and supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Assessment criteria, excellent (5)

Excellent (5):

Professional knowledge base and concepts:
The student knows the knowledge base and concepts and applies them in an expert way to various phenomena and situations. They know the structures and processes of the service system and the legislation that governs them. The student can analyse and justify activities in a versatile way using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them appropriately in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work in an expert way. They can apply legislation and national and international guidelines in service design, decision-making and activities in a justified way. The student develops and reshapes rehabilittion work and its practices.

Ethical competence and responsibility:
Through their actions, the student promotes the realisation of fairness and inviolability of human dignity. They act in ways that increase participation, agency and self-determination. They act responsibly and create work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows forms and background theories of family work
- can apply key child-oriented and family-oriented work methods

Content

Contents:
- Theoretical starting points of family work
- Different forms of family work
- Methods of working with children and families

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers the individual and social factors behind family work. The student understands the importance of family work in social work.

Professional activities:
The student identifies the main working methods used in family work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student remembers the importance of supporting the involvement, agency and self-determination of children and parents in family work.

Satisfactory (2)

Professional knowledge base and concepts:
The student understands the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student understands the importance of family work in social work. The student is able to utilize theoretical knowledge in family work.

Professional activities:
The student knows the main working methods of family work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student understands the importance of supporting the involvement, agency and self-determination of children and parents in family work. The student is able to act in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student is able to apply the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student understands the importance of family work in social work. The student is able to apply theoretical knowledge in family work.

Professional activities:
The student is able to apply the main work methods used in family work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student is able to apply his / her knowledge to support the involvement, agency and self-determination of children and parents in family work. The student is able to act in accordance with the values ​​and ethical principles of the profession.

Good (4)

Professional knowledge base and concepts:
The student is able to analyze the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student is able to analyze the importance of family work in social work. The student is able to evaluate the frame of reference for family work in accordance with the Social Welfare Act and the Child Welfare Act.

Professional activities:
The student is able to analyze the main work methods of child and family work and their application in family work.

Ethical competence and responsibility:
Through his activities, the student strengthens the realization of justice and the inviolability of human dignity. The student is able to analyze the involvement, agency and self-determination of children and parents in family work. The student is able to analyze his / her own activities in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to assess the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student is able to evaluate and analyze the importance of family work in social work. The student is able to create a frame of reference based on theoretical information on family work in accordance with the Social Welfare Act and the Child Welfare Act.

Professional activities:
The student is able to evaluate the main working methods of child and family work and their application in family work.

Ethical competence and responsibility:
Through his activities, the student strengthens the realization of justice and the inviolability of human dignity. The student is able to evaluate the involvement, agency and self-determination of children and parents in family work. The student is able to evaluate his / her own activities in accordance with the values and ethical principles of the profession.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows forms and background theories of family work
- can apply key child-oriented and family-oriented work methods

Content

Contents:
- Theoretical starting points of family work
- Different forms of family work
- Methods of working with children and families

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers the individual and social factors behind family work. The student understands the importance of family work in social work.

Professional activities:
The student identifies the main working methods used in family work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student remembers the importance of supporting the involvement, agency and self-determination of children and parents in family work.

Satisfactory (2)

Professional knowledge base and concepts:
The student understands the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student understands the importance of family work in social work. The student is able to utilize theoretical knowledge in family work.

Professional activities:
The student knows the main working methods of family work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student understands the importance of supporting the involvement, agency and self-determination of children and parents in family work. The student is able to act in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student is able to apply the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student understands the importance of family work in social work. The student is able to apply theoretical knowledge in family work.

Professional activities:
The student is able to apply the main work methods used in family work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student is able to apply his / her knowledge to support the involvement, agency and self-determination of children and parents in family work. The student is able to act in accordance with the values ​​and ethical principles of the profession.

Good (4)

Professional knowledge base and concepts:
The student is able to analyze the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student is able to analyze the importance of family work in social work. The student is able to evaluate the frame of reference for family work in accordance with the Social Welfare Act and the Child Welfare Act.

Professional activities:
The student is able to analyze the main work methods of child and family work and their application in family work.

Ethical competence and responsibility:
Through his activities, the student strengthens the realization of justice and the inviolability of human dignity. The student is able to analyze the involvement, agency and self-determination of children and parents in family work. The student is able to analyze his / her own activities in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to assess the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student is able to evaluate and analyze the importance of family work in social work. The student is able to create a frame of reference based on theoretical information on family work in accordance with the Social Welfare Act and the Child Welfare Act.

Professional activities:
The student is able to evaluate the main working methods of child and family work and their application in family work.

Ethical competence and responsibility:
Through his activities, the student strengthens the realization of justice and the inviolability of human dignity. The student is able to evaluate the involvement, agency and self-determination of children and parents in family work. The student is able to evaluate his / her own activities in accordance with the values and ethical principles of the profession.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows forms and background theories of family work
- can apply key child-oriented and family-oriented work methods

Content

Contents:
- Theoretical starting points of family work
- Different forms of family work
- Methods of working with children and families

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers the individual and social factors behind family work. The student understands the importance of family work in social work.

Professional activities:
The student identifies the main working methods used in family work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student remembers the importance of supporting the involvement, agency and self-determination of children and parents in family work.

Satisfactory (2)

Professional knowledge base and concepts:
The student understands the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student understands the importance of family work in social work. The student is able to utilize theoretical knowledge in family work.

Professional activities:
The student knows the main working methods of family work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student understands the importance of supporting the involvement, agency and self-determination of children and parents in family work. The student is able to act in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student is able to apply the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student understands the importance of family work in social work. The student is able to apply theoretical knowledge in family work.

Professional activities:
The student is able to apply the main work methods used in family work.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. The student is able to apply his / her knowledge to support the involvement, agency and self-determination of children and parents in family work. The student is able to act in accordance with the values ​​and ethical principles of the profession.

Good (4)

Professional knowledge base and concepts:
The student is able to analyze the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student is able to analyze the importance of family work in social work. The student is able to evaluate the frame of reference for family work in accordance with the Social Welfare Act and the Child Welfare Act.

Professional activities:
The student is able to analyze the main work methods of child and family work and their application in family work.

Ethical competence and responsibility:
Through his activities, the student strengthens the realization of justice and the inviolability of human dignity. The student is able to analyze the involvement, agency and self-determination of children and parents in family work. The student is able to analyze his / her own activities in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to assess the individual and social factors behind the need for family work in accordance with the Social Welfare Act and the Child Welfare Act. The student is able to evaluate and analyze the importance of family work in social work. The student is able to create a frame of reference based on theoretical information on family work in accordance with the Social Welfare Act and the Child Welfare Act.

Professional activities:
The student is able to evaluate the main working methods of child and family work and their application in family work.

Ethical competence and responsibility:
Through his activities, the student strengthens the realization of justice and the inviolability of human dignity. The student is able to evaluate the involvement, agency and self-determination of children and parents in family work. The student is able to evaluate his / her own activities in accordance with the values and ethical principles of the profession.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows the special nature of Finnish substitute care
- knows the position of the child and parents/guardians in substitute care
- understands professional work in substitute care in child welfare and the different roles of the actors
- knows the restrictive measures and the associated legislation

Content

Contents:
- Finnish substitute care and its special characteristics
- Position of the child in substitute care
- Position of the parents/guardians in substitute care
- Substitute care as an experience
- Substitute care as a professional activity
- Restrictive measures used in substitute care
- Supervision of substitute care
- After-care

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

The student has not participated in the teaching or achieved the objectives of the course.

Satisfactory (1)

Professional knowledge base and concepts
The student is poorly acquainted with the special features and starting points of Finnish child welfare substitute care and the features of the position of the child and guardians. The student is poorly acquainted with the measures restricting foster care and the related legislation.

Professional activities
The student is poorly acquainted with the professional work of substitute care and the different roles of actors.

Ethical competence and responsibility
The student has a poor knowledge of the home or principles of foster care.

Satisfactory (2)

Professional knowledge base and concepts
The student knows the special features and starting points of Finnish child welfare substitute care as well as the features of the position of the child and guardians. The student is familiar with some of the restrictions on foster care and related legislation.

Professional activities
The student is familiar with the professional work of substitute care and the different roles of actors.

Ethical competence and responsibility
The student is familiar with the principles or principles of substitute care.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts
The student identifies the special features and starting points of foster care in Finnish child protection, as well as the features of the position of the child and guardians. The student identifies restrictions on substitute care and related legislation.

Professional activities
The student understands the professional work of child welfare substitute care and the different roles of actors.

Ethical competence and responsibility
The student identifies the starting points and perspectives of substitute care.

Good (4)

Professional knowledge base and concepts
The student knows well the specifics and starting points of foster care in Finnish child welfare, as well as the features of the position of the child and guardians. The student knows the restrictions on substitute care and the related legislation.

Professional activities
The student demonstrates a good understanding of the professional work of child welfare substitute care and the different roles of actors.

Ethical competence and responsibility
The student is able to look at the starting points and perspectives of substitute care.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student demonstrates that he or she knows the specifics and starting points of Finnish child welfare substitute care as well as the characteristics of the position of the child and guardians excellently. The student demonstrates knowledge of substitute care restriction measures and related legislation.

Professional activities:
The student demonstrates an excellent understanding of the professional work of child welfare substitute care and the different roles of actors.

Ethical competence and responsibility:
The student is able to critically highlight the starting points and perspectives of substitute care.

Qualifications

NULL

Objective

Learning objectives:

The student
- can analyse the starting points of child welfare from a local, national and international perspective
- is familiar with the key contents of the Child Welfare Act and the child welfare service system
- can identify factors behind the need for child welfare and access child welfare service needs

Content

Contents:
- ideological background of child protection
- background factors for child welfare support / need
- investigating the need for child welfare services
- support measures in open care
- placement as a support measure in open care
- emergency placement
- taking a child into care

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)
The student has not participated in the teaching or achieved the objectives of the course.

Satisfactory (1)

Professional knowledge base and concepts
The student has a poor knowledge of the theoretical knowledge base of child welfare work and key legislation, the service system from the perspective of the child, family and society.

Professional activities
The student knows the support needs of the child and the family and has poor basic skills in guidance and support. The student has a poor knowledge of professional child-centered and family-specific work methods.

Ethical competence and responsibility
The student has little knowledge of the justice and integrity of the child and family. He / she has a weak ability to act, taking into account the involvement, agency and self-determination of the child and family.

Satisfactory (2)

Professional knowledge base and concepts
The student knows the theoretical knowledge base of child welfare work and knows the key legislation and service system from the perspective of the child, family and society.

Professional activities
The student knows some of the support needs of the child and family and knows the basic skills of guidance and support in a limited way. The student is familiar with professional child-centered and family-specific work methods.

Ethical competence and responsibility
The student knows briefly the importance of the justice and integrity of the child and family. He / she is able to act with partial consideration of the child's and family's involvement, agency and self-determination.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts
The student knows the theoretical knowledge base of child welfare work and knows the key legislation and service system from the perspective of the child, family and society.

Professional activities
The student knows the support needs of the child and the family and is able to guide them taking into account the main contents of child protection and the structures of the service system. The student is familiar with professional child-centered and family-specific work methods.

Ethical competence and responsibility
The student knows the importance of the justice and integrity of the child and family. He acts responsibly, taking into account the involvement, agency and sovereignty of the child and the family. The student justifies his / her activities in accordance with the values ​​and ethical principles of the profession.

Good (4)

Professional knowledge base and concepts
The student is able to examine the theoretical knowledge base of child welfare work and knows the key legislation and service system from the perspective of the child, family and society.

Professional activities
The student identifies the support needs of the child and the family and is able to guide them taking into account the key contents of child protection and the structures of the service system. The student knows and is able to apply professional child-centered and family-specific work methods.

Ethical competence and responsibility
The student recognizes the importance of the justice and integrity of the child and family. He acts responsibly, taking into account the involvement, agency and autonomy of the child and family. The student justifies his / her activities in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts
The student is able to apply the theoretical knowledge base of child welfare work and evaluate key legislation and the service system from the perspective of the child, family and society.

Professional activities
The student is able to assess the support needs of the child and the family and is able to guide them appropriately in the service system, taking into account the main contents of child protection and the structures of the service system. The student knows and is able to expertly apply professional child-centered and family-specific work methods.

Ethical competence and responsibility
Through his activities, the student strengthens the realization of the justice and inviolability of the dignity of the child and family. She acts responsibly, improving the inclusion, agency and autonomy of the child and family. The student justifies his / her activities in accordance with the values and ethical principles of the profession.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows management theories
- knows some principles and practices of management and human resources management
- is familiar with the principles of good governance

Content

Contents:

- The most common management theories
- Legislation governing good governance and management work

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:

The student does not know management theories.

Professional activities:
The student does not know the areas included in management and does not know the contents and principles of human resource management.

Ethical competence and responsibility:
The student does not recognize or know the importance of the principles of good administration and decision-making in client work. The student is not able to follow the ethical principles of the social field in client work.

Satisfactory (1)

Professional knowledge base and concepts:
The student is able to name at least one management theory in social service organizations.

Professional activities:
The student is able to identify some aspects of management. The student is able to identify the key contents and principles of human resource management in some respects.

Ethical competence and responsibility:
The student knows the ethical principles of the social field, which are followed in customer work situations and identifies activities in accordance with good administration in customer work situations.

Satisfactory (2)

Professional knowledge base and concepts:
The student is able to name some management theories and ways in social service organizations.

Professional activities:
The student knows the aspects of management and knows the main content and principles of human resource management.

Ethical competence and responsibility
The student knows the importance of social ethical principles and good governance practices in customer work. The student is able to act in accordance with the ethical principles of good administration and social work in customer work situations.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to evaluate and compare different management theories and their implementation in social service organizations.

Professional activities
The student is able to propose and produce new perspectives on the management practices and aspects of management in working life organizations. The student is able to evaluate and develop the implementation of human resource management.

Ethical competence and responsibility:
The student is able to evaluate the implementation of ethical principles in the social field and legal principles related to making administrative decisions in practical work situations. The student is able to build a customer relationship in accordance with good governance and ethical principles, and to make informed decisions in matters related to administration.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows management theories
- knows some principles and practices of management and human resources management
- is familiar with the principles of good governance

Content

Contents:

- The most common management theories
- Legislation governing good governance and management work

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:

The student does not know management theories.

Professional activities:
The student does not know the areas included in management and does not know the contents and principles of human resource management.

Ethical competence and responsibility:
The student does not recognize or know the importance of the principles of good administration and decision-making in client work. The student is not able to follow the ethical principles of the social field in client work.

Satisfactory (1)

Professional knowledge base and concepts:
The student is able to name at least one management theory in social service organizations.

Professional activities:
The student is able to identify some aspects of management. The student is able to identify the key contents and principles of human resource management in some respects.

Ethical competence and responsibility:
The student knows the ethical principles of the social field, which are followed in customer work situations and identifies activities in accordance with good administration in customer work situations.

Satisfactory (2)

Professional knowledge base and concepts:
The student is able to name some management theories and ways in social service organizations.

Professional activities:
The student knows the aspects of management and knows the main content and principles of human resource management.

Ethical competence and responsibility
The student knows the importance of social ethical principles and good governance practices in customer work. The student is able to act in accordance with the ethical principles of good administration and social work in customer work situations.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to evaluate and compare different management theories and their implementation in social service organizations.

Professional activities
The student is able to propose and produce new perspectives on the management practices and aspects of management in working life organizations. The student is able to evaluate and develop the implementation of human resource management.

Ethical competence and responsibility:
The student is able to evaluate the implementation of ethical principles in the social field and legal principles related to making administrative decisions in practical work situations. The student is able to build a customer relationship in accordance with good governance and ethical principles, and to make informed decisions in matters related to administration.

Qualifications

NULL

Objective

Learning objectives:
The student
- understands social problems as questions of fairness and human dignity
- can identify and analyse factors that cause inequality, deprivation and social problems
- can apply acquired learning in the assessment of the social situations of clients

Content

Contents:
- Social problems as a human rights issue
- Structural and process changes behind social problems
- Social problems and their significance for the individual and society
- Identifying the student’s own and the prevailing attitudes and values
- Forms of and opportunities for advocacy work in the social services field

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers social problems. The student remembers social changes.

Professional activities:
The student remembers social forms of influence and opportunities in the social field. The student remembers the factors that cause social problems.

Ethical competence and responsibility:
The student understands the principles of inviolability of human dignity and justice. The student remembers the values ​​and ethical principles of the profession.

Satisfactory (2)

Professional knowledge base and concepts:
The student understands social problems as a human rights issue. The student understands the effects of social change on the background of social problems.

Professional activities:
The student understands the social forms and possibilities of influencing in the social field. The student understands the importance of social problems in assessing customer situations.

Ethical competence and responsibility:
The student is able to understand the realization of the inviolability of human dignity and justice. The student understands the importance of professional values ​​and ethical principles in his / her work.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student understands social problems as a human rights issue. The student is able to apply his / her knowledge of the structural and process changes underlying social problems.

Professional activities:
The student is able to apply social forms of influence and opportunities in the social field. The student is able to apply their knowledge of social problems in assessing customer situations.

Ethical competence and responsibility:
The student is able to apply their knowledge from the perspective of inviolability and justice of human dignity. The student acts in accordance with the values ​​and ethical principles of the profession. The student understands the impact of one's own values ​​and attitudes on social problems and individual and social meanings.

Good (4)

Professional knowledge base and concepts:
The student is able to analyze social problems as a human rights issue. The student is able to analyze the structural and process changes underlying social problems.

Professional activities:
The student is able to analyze social forms of influence and opportunities in the social field. The student is able to analyze the factors causing social problems in assessing customer situations.

Ethical competence and responsibility:
The student is able to evaluate the realization of the inviolability of human dignity and justice. The student is able to evaluate his / her activities in accordance with the values ​​and ethical principles of the profession. The student is able to analyze the impact of one's own values ​​and attitudes on social problems and individual and social meanings.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to evaluate social problems as a human rights issue. The student is able to evaluate the effects of structural and process changes underlying social problems.

Professional activities:
The student is able to evaluate social forms of influence and opportunities in the social field. The student is able to analyze the factors causing social problems in a versatile way when assessing the situations of clients.

Ethical competence and responsibility:
The student is able to evaluate the realization of the inviolability of human dignity and justice. The student is able to evaluate his / her activities in accordance with the values and ethical principles of the profession. The student is able to reflectively analyze the impact of one's own values and attitudes on social problems and individual and social meanings.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows some of the individual and societal factors behind youth social work
- can explain phenomena and special issues connected to youth social work
- knows and can use the key work methods of youth social work (preventive work, early support, rehabilitative social work, community work, structural work)
- can apply the legislation concerning youth social work and obtains current research information

Content

Contents:
- Individual, communal and societal factors that promote and inhibit the participation of young people
- Concepts, objectives and key work methods of youth social work and social youth work
- Legislation governing youth social work

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts of youth social work and uses them superficially in connection to phenomena and situations. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify some of the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They can apply and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in youth social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts of youth social work. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They understand and can apply and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in youth social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts of youth social work and applies them to various phenomena and situations. They know most of the structures and processes of the service system and the legislation that governs them. The student can justify activities using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can use legislation and national guidelines in service design. They recognise needs to develop and reform youth social work and its practices.

Ethical competence and responsibility:
Through their actions, the student supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. They justify their activities in accordance with the values and ethical principles of the professional field.

Good (4)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts of youth social work and analyze and applies them to various phenomena and situations. They know and are able to assess the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify and assess what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can apply legislation and national guidelines in service design. They recognise and assess needs to develop and reform youth social work and its practices.

Ethical competence and responsibility:
Through their actions, the student assesses and supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. They justify their activities in accordance with the values and ethical principles of the professional field.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows excellently the knowledge base and concepts of youth social work and analyze and applies them in an expert way to various phenomena and situations. They know excellently the structures and processes of the service system and the legislation that governs them. The student can analyse and justify activities in a versatile way using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them appropriately in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work in an expert way. They can apply legislation and national guidelines in service design in a justified way. The student develops and reshapes youth social work and its practices.

Ethical competence and responsibility:
Through their actions, the student promotes the realisation of fairness and inviolability of human dignity. They act in ways that increase participation, agency and self-determination. They act responsibly and create work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows some of the individual and societal factors behind youth social work
- can explain phenomena and special issues connected to youth social work
- knows and can use the key work methods of youth social work (preventive work, early support, rehabilitative social work, community work, structural work)
- can apply the legislation concerning youth social work and obtains current research information

Content

Contents:
- Individual, communal and societal factors that promote and inhibit the participation of young people
- Concepts, objectives and key work methods of youth social work and social youth work
- Legislation governing youth social work

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts of youth social work and uses them superficially in connection to phenomena and situations. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify some of the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They can apply and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in youth social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts of youth social work. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They understand and can apply and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in youth social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts of youth social work and applies them to various phenomena and situations. They know most of the structures and processes of the service system and the legislation that governs them. The student can justify activities using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can use legislation and national guidelines in service design. They recognise needs to develop and reform youth social work and its practices.

Ethical competence and responsibility:
Through their actions, the student supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. They justify their activities in accordance with the values and ethical principles of the professional field.

Good (4)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts of youth social work and analyze and applies them to various phenomena and situations. They know and are able to assess the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify and assess what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can apply legislation and national guidelines in service design. They recognise and assess needs to develop and reform youth social work and its practices.

Ethical competence and responsibility:
Through their actions, the student assesses and supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. They justify their activities in accordance with the values and ethical principles of the professional field.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows excellently the knowledge base and concepts of youth social work and analyze and applies them in an expert way to various phenomena and situations. They know excellently the structures and processes of the service system and the legislation that governs them. The student can analyse and justify activities in a versatile way using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them appropriately in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work in an expert way. They can apply legislation and national guidelines in service design in a justified way. The student develops and reshapes youth social work and its practices.

Ethical competence and responsibility:
Through their actions, the student promotes the realisation of fairness and inviolability of human dignity. They act in ways that increase participation, agency and self-determination. They act responsibly and create work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Qualifications

NULL

Objective

Learning objectives:

The student
- knows some of the individual and societal factors behind youth social work
- can explain phenomena and special issues connected to youth social work
- knows and can use the key work methods of youth social work (preventive work, early support, rehabilitative social work, community work, structural work)
- can apply the legislation concerning youth social work and obtains current research information

Content

Contents:
- Individual, communal and societal factors that promote and inhibit the participation of young people
- Concepts, objectives and key work methods of youth social work and social youth work
- Legislation governing youth social work

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts of youth social work and uses them superficially in connection to phenomena and situations. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify some of the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They can apply and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in youth social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows some of the theoretical foundation and concepts of youth social work. They can identify some structures and processes of the service system and some of the legislation that governs them. The student mainly describes activities through practical knowledge.

Professional activities:
The student can identify the support and services clients need and has basic guidance and support skills. The student knows and can use a few professional methods of individual, group and community work. They understand and can apply and take into account legislation and national and international guidelines in service design, decision-making and activities. The student can identify development needs in youth social work and its day-to-day practices.

Ethical competence and responsibility:
The student understands the significance of fairness and inviolability of human dignity. They know some of the principles connected to participation, agency and self-determination. The student takes responsibility for their actions and takes work practices that increase security into account. The student acts according to the values and ethical principles of the professional field.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts of youth social work and applies them to various phenomena and situations. They know most of the structures and processes of the service system and the legislation that governs them. The student can justify activities using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can use legislation and national guidelines in service design. They recognise needs to develop and reform youth social work and its practices.

Ethical competence and responsibility:
Through their actions, the student supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. They justify their activities in accordance with the values and ethical principles of the professional field.

Good (4)

Professional knowledge base and concepts:
The student knows the key theoretical foundation and concepts of youth social work and analyze and applies them to various phenomena and situations. They know and are able to assess the structures and processes of the service system and the legislation that governs them. The student can assess and justify activities using research information and practical knowledge.

Professional activities:
The student can identify and assess what support and services clients need and can instruct and support them in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work. They can apply legislation and national guidelines in service design. They recognise and assess needs to develop and reform youth social work and its practices.

Ethical competence and responsibility:
Through their actions, the student assesses and supports the realisation of fairness and inviolability of human dignity. They support people’s participation, agency and self-determination. The student acts responsibly and creates work practices that increase security. They justify their activities in accordance with the values and ethical principles of the professional field.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows excellently the knowledge base and concepts of youth social work and analyze and applies them in an expert way to various phenomena and situations. They know excellently the structures and processes of the service system and the legislation that governs them. The student can analyse and justify activities in a versatile way using research information and practical knowledge.

Professional activities:
The student can identify what support and services clients need and can instruct and support them appropriately in complex or unexpected work situations. The student knows and can apply professional methods of individual, group and community work in an expert way. They can apply legislation and national guidelines in service design in a justified way. The student develops and reshapes youth social work and its practices.

Ethical competence and responsibility:
Through their actions, the student promotes the realisation of fairness and inviolability of human dignity. They act in ways that increase participation, agency and self-determination. They act responsibly and create work practices that increase security. The student justifies their activities in accordance with the values and ethical principles of the professional field.

Qualifications

NULL

Objective

Learning objectives:

The student
- can support and promote a person’s participation and self-determination in a situation where they need support and guidance
- knows work methods that support participation and self-determination
- can apply and develop appropriate participatory work methods and models

Content

Contents:
- Participation and self-determination
- Restriction of self-determination and use of restrictive measures
- Personal budgeting and supported decision-making
- Various participatory work methods and models of individual and group guidance

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student does not know the concepts of inclusion and sovereignty. The student does not know working methods that support inclusion or self-determination.

Professional activities:
The student is not able to support people's inclusion and self-determination in situations where they need support and guidance. The student does not recognize participatory work methods or methods.

Ethical competence and responsibility:
The student is not able to describe the values ​​and ethical principles of the profession. He is not aware of the client's status, rights or involvement in his activities.

Satisfactory (1)

Professional knowledge base and concepts:
The student has a poor knowledge of the concepts of inclusion and self-determination. The student has little knowledge of working methods that support inclusion and self-determination.

Professional activities:
The student is able to support people's inclusion and self-determination to some extent in situations where they need support and guidance. The student will identify some participatory work methods and methods.

Ethical competence and responsibility:
To some extent, the student is able to describe the values ​​and ethical principles of the profession. He is aware of the client's position, rights and involvement in his activities.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows the concepts of inclusion and self-determination to some extent. The student is partially familiar with working methods that support inclusion and self-determination.

Professional activities:
The student is able to support and to some extent promote people's inclusion and self-determination in situations where they need support and guidance. The student identifies participatory work methods and methods.

Ethical competence and responsibility:
To some extent, the student is able to describe the values ​​and ethical principles of the profession. He understands the role, rights and involvement of the client in his activities.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows the concepts of inclusion and sovereignty well. The student mainly knows working methods that support inclusion and self-determination.

Professional activities:
The student is able to support and to some extent promote people's inclusion and self-determination in situations where they need support and guidance. The student is able to apply appropriate participatory work methods and methods.

Ethical competence and responsibility:
The student is able to describe the values ​​and ethical principles of the profession quite well. He understands and considers the client's position, rights and involvement in his activities.

Good (4)

Professional knowledge base and concepts:
The student knows the concepts of inclusion and self-determination well. The student knows working methods that support inclusion and self-determination.

Professional activities:
The student is able to support and promote people's inclusion and self-determination in situations where they need support and guidance. The student is able to apply appropriate participatory work methods and methods.

Ethical competence and responsibility:
The student is able to describe the values ​​and ethical principles of the profession well. He understands and considers the client's position, rights and involvement in his activities.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows the concepts of inclusion and self-determination very well. The student knows working methods that support inclusion and self-determination.

Professional activities:
The student is able to support and promote people's inclusion and self-determination in a variety of situations where they need support and guidance. The student is able to apply appropriate participatory work methods and methods.

Ethical competence and responsibility:
The student is able to describe the values and ethical principles of the profession at an excellent level. He understands and considers the client's position, rights and involvement in his activities.

Qualifications

NULL