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 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 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
- deepens their self-knowledge and creativity
- can use art methods in self-expression and in groups
- is encouraged to try art methods in social services work

Content

Contents:
- The construction of self-knowledge through the individual, communal and cultural environment
- Select art methods that activate and support participation in the social services field
- Practising directing a small-scale art project

Evaluation scale

Approved/Rejected

Assessment criteria, approved/failed

Pass:

Professional knowledge base and concepts:

The student masters the possibilities of art-based activities and the cultural environment to strengthen the building of individual and community self-knowledge. The student is familiar with various art-based functional and inclusive methods that can be utilized in the social field and early childhood education. The student is able to deepen his or her own self-knowledge through art-based activities and use interesting ways to apply art-based activities as part of client work.

Professional activities:

The student is well acquainted with the design of art-based work (eg a workshop) and deals with the chosen topic in an interesting way. The implementation and supervision of art-based work (eg workshop) is successful.

Ethical competence and responsibility:

The student is able to reflect on the suitability of art-based work and the success of realized art-based work in client work. He / she is able to act in an ethically sustainable and customer-appreciating and appropriate manner.


Fail:

Professional knowledge base and concepts:

The student is not able to describe the possibilities of art-based activities and cultural environment to strengthen the building of individual and community self-knowledge. The student is not familiar with art-based functional and inclusive methods that can be utilized in the social field or early childhood education. The student does not expand his or her own self-knowledge through art-based activities and does not experience an interest in using art-based activities as part of client work.

Professional activities:

The student has not focused on planning art-based work (e.g. workshop). The topic cannot be cropped and the work is inconsistent. The implementation of art-based work is unexpected and the guidance is only momentary. Art-based work does not arouse interest in the participants.

Ethical competence and responsibility:

The student is not able to describe the suitability of art-based work and the success of realized art-based work in client work. He does not act in an ethically sustainable and customer-appreciative and appropriate manner.

Qualifications

NULL

Objective

Learning objectives:

The student
- deepens their self-knowledge and creativity
- can use art methods in self-expression and in groups
- is encouraged to try art methods in social services work

Content

Contents:
- The construction of self-knowledge through the individual, communal and cultural environment
- Select art methods that activate and support participation in the social services field
- Practising directing a small-scale art project

Evaluation scale

Approved/Rejected

Assessment criteria, approved/failed

Pass:

Professional knowledge base and concepts:

The student masters the possibilities of art-based activities and the cultural environment to strengthen the building of individual and community self-knowledge. The student is familiar with various art-based functional and inclusive methods that can be utilized in the social field and early childhood education. The student is able to deepen his or her own self-knowledge through art-based activities and use interesting ways to apply art-based activities as part of client work.

Professional activities:

The student is well acquainted with the design of art-based work (eg a workshop) and deals with the chosen topic in an interesting way. The implementation and supervision of art-based work (eg workshop) is successful.

Ethical competence and responsibility:

The student is able to reflect on the suitability of art-based work and the success of realized art-based work in client work. He / she is able to act in an ethically sustainable and customer-appreciating and appropriate manner.


Fail:

Professional knowledge base and concepts:

The student is not able to describe the possibilities of art-based activities and cultural environment to strengthen the building of individual and community self-knowledge. The student is not familiar with art-based functional and inclusive methods that can be utilized in the social field or early childhood education. The student does not expand his or her own self-knowledge through art-based activities and does not experience an interest in using art-based activities as part of client work.

Professional activities:

The student has not focused on planning art-based work (e.g. workshop). The topic cannot be cropped and the work is inconsistent. The implementation of art-based work is unexpected and the guidance is only momentary. Art-based work does not arouse interest in the participants.

Ethical competence and responsibility:

The student is not able to describe the suitability of art-based work and the success of realized art-based work in client work. He does not act in an ethically sustainable and customer-appreciative and appropriate manner.

Qualifications

NULL

Objective

Learning objectives:

The student
- understands the perspectives of behavioural field of sciences at different stages of a person’s life
- can analyse the diversity of values and views of human beings
- knows the development stages of humans and can identify common and individual factors of an individual’s overall growth and development

Content

Contents:

- Key concepts, approaches and theories of pedagogics, social psychology, psychology and developmental psychology from the perspective of client work in social services
- Life cycle thinking: the holistic development of man at different stages of his life cycle.
- Personality and me at the heart of growth and development.
- Human conceptions and frameworks of psychology.
- Basic concepts of education: growth and growth process, upbringing / support of growth process, upbringing styles, importance of growth environment, learning.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student is able to name some key basic concepts and approaches in Behavioral Sciences. The description of the activities of people and communities, as well as the human life cycle, is scarce.

Professional activities:
The student has a poor knowledge of the service system and concepts and lacks connection to social work.

Ethical competence and responsibility:
The student is not able to assess his / her own behavioral science competence and does not act in a way that values ​​and is appropriate for the client.

Satisfactory (1)

Professional knowledge base and concepts:
The student is able to define some of the key basic concepts and approaches of the Behavioral Sciences and to describe the different stages of the human life cycle based on the researched knowledge.

Professional activities:
The student is familiar with the service system and concept, but the connection to social work is scarce.

Ethical competence and responsibility:
The student is able to describe some of his / her behavioral science competence and act in a way that values ​​and is appropriate for the client.

Satisfactory (2):

Professional knowledge base and concepts:
The student is able to define the basic basic concepts and approaches of the Behavioral Sciences and describe the different stages of the human life cycle based on the researched knowledge.

Professional activities:
The student is able to explain the behavior of individuals and communities in different life stages and situations. The student is familiar with the service system and works appropriately in professional work.

Ethical competence and responsibility:
The student is able to describe his / her own behavioral science competence and act in an ethically sustainable, customer-appreciating and appropriate way.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student is well versed in the approaches and concepts of Behavioral Sciences and is familiar with the service system that utilizes their knowledge base. The student is able to interpret behavioral causes and stages of the life cycle and apply behavioral research. The student is able to reflect on his / her own behavioral science competence.

Professional activities:
The student is able to study the causes related to the behavior of individuals and communities in different life stages and situations, and to utilize behavioral research in the interpretation of phenomena.

Ethical competence and responsibility:
The student is able to evaluate his / her own behavioral science competence well and act in an ethically sustainable, customer-appreciating and appropriate way

Good (4)

Professional knowledge base and concepts:
The student is well versed in the approaches and concepts of Behavioral Sciences and is well acquainted with the service system that utilizes their knowledge base. The student is able to interpret the causes and stages of the life cycle related to the behavior of individuals and communities and to utilize behavioral research. The student is able to reflect well on his / her own behavioral science competence.

Professional activities:
The student is able to interpret the causes related to the behavior of individuals and communities and the connections between phenomena in different life stages and situations, and to utilize behavioral research in the interpretation of phenomena and the application of forms of action.

Ethical competence and responsibility:
The student is able to evaluate, describe and develop his / her own behavioral science competence and act in an ethically sustainable and customer-appreciative, appropriate way.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student has excellent mastery of the approaches and concepts of Behavioral Sciences and is familiar with the service system that utilizes their knowledge base. The student is able to interpret the causes and stages of the life cycle related to the behavior of individuals and communities and to utilize behavioral research. The student is able to develop and expand his / her own behavioral science competence.

Professional activities:
The student is able to interpret the causes related to the behavior of individuals and communities in different life stages and situations, to monitor and utilize behavioral research in a variety of ways, to study prevailing practices and to reflect on one's own activities in the light of relevant research information.

Ethical competence and responsibility:
The student is able to reflect on his / her behavioral science competence, act in an ethically sustainable and customer-appreciating and appropriate way, and with a professionally developing approach.

Qualifications

NULL

Objective

Learning objectives:

The student
- understands the perspectives of behavioural field of sciences at different stages of a person’s life
- can analyse the diversity of values and views of human beings
- knows the development stages of humans and can identify common and individual factors of an individual’s overall growth and development

Content

Contents:

- Key concepts, approaches and theories of pedagogics, social psychology, psychology and developmental psychology from the perspective of client work in social services
- Life cycle thinking: the holistic development of man at different stages of his life cycle.
- Personality and me at the heart of growth and development.
- Human conceptions and frameworks of psychology.
- Basic concepts of education: growth and growth process, upbringing / support of growth process, upbringing styles, importance of growth environment, learning.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student is able to name some key basic concepts and approaches in Behavioral Sciences. The description of the activities of people and communities, as well as the human life cycle, is scarce.

Professional activities:
The student has a poor knowledge of the service system and concepts and lacks connection to social work.

Ethical competence and responsibility:
The student is not able to assess his / her own behavioral science competence and does not act in a way that values ​​and is appropriate for the client.

Satisfactory (1)

Professional knowledge base and concepts:
The student is able to define some of the key basic concepts and approaches of the Behavioral Sciences and to describe the different stages of the human life cycle based on the researched knowledge.

Professional activities:
The student is familiar with the service system and concept, but the connection to social work is scarce.

Ethical competence and responsibility:
The student is able to describe some of his / her behavioral science competence and act in a way that values ​​and is appropriate for the client.

Satisfactory (2):

Professional knowledge base and concepts:
The student is able to define the basic basic concepts and approaches of the Behavioral Sciences and describe the different stages of the human life cycle based on the researched knowledge.

Professional activities:
The student is able to explain the behavior of individuals and communities in different life stages and situations. The student is familiar with the service system and works appropriately in professional work.

Ethical competence and responsibility:
The student is able to describe his / her own behavioral science competence and act in an ethically sustainable, customer-appreciating and appropriate way.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student is well versed in the approaches and concepts of Behavioral Sciences and is familiar with the service system that utilizes their knowledge base. The student is able to interpret behavioral causes and stages of the life cycle and apply behavioral research. The student is able to reflect on his / her own behavioral science competence.

Professional activities:
The student is able to study the causes related to the behavior of individuals and communities in different life stages and situations, and to utilize behavioral research in the interpretation of phenomena.

Ethical competence and responsibility:
The student is able to evaluate his / her own behavioral science competence well and act in an ethically sustainable, customer-appreciating and appropriate way

Good (4)

Professional knowledge base and concepts:
The student is well versed in the approaches and concepts of Behavioral Sciences and is well acquainted with the service system that utilizes their knowledge base. The student is able to interpret the causes and stages of the life cycle related to the behavior of individuals and communities and to utilize behavioral research. The student is able to reflect well on his / her own behavioral science competence.

Professional activities:
The student is able to interpret the causes related to the behavior of individuals and communities and the connections between phenomena in different life stages and situations, and to utilize behavioral research in the interpretation of phenomena and the application of forms of action.

Ethical competence and responsibility:
The student is able to evaluate, describe and develop his / her own behavioral science competence and act in an ethically sustainable and customer-appreciative, appropriate way.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student has excellent mastery of the approaches and concepts of Behavioral Sciences and is familiar with the service system that utilizes their knowledge base. The student is able to interpret the causes and stages of the life cycle related to the behavior of individuals and communities and to utilize behavioral research. The student is able to develop and expand his / her own behavioral science competence.

Professional activities:
The student is able to interpret the causes related to the behavior of individuals and communities in different life stages and situations, to monitor and utilize behavioral research in a variety of ways, to study prevailing practices and to reflect on one's own activities in the light of relevant research information.

Ethical competence and responsibility:
The student is able to reflect on his / her behavioral science competence, act in an ethically sustainable and customer-appreciating and appropriate way, and with a professionally developing approach.

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
- 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
- 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
- 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
- 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
- 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
- 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
- can describe the professional operating environment of the field
- can specify the principles of professional activities
- can act in a professional interaction relationship
- can identify and assess their own professional capabilities in client work
- can act in accordance with the ethical principles of the social service sector

Preceding studies:
First-year studies must be completed before the practical training.

Content

Tieto puuttuu

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Tieto puuttuu

Assessment criteria, approved/failed

Pass:
During their training, the student actively participated in client work and familiarised themselves with the operating practices. The student can describe their current professional capabilities in client work. The student’s activities in the practical training complied with the ethical principles of the social services field, and the student 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.

Objective

Learning objectives:

The student
- can describe the professional operating environment of the field
- can specify the principles of professional activities
- can act in a professional interaction relationship
- can identify and assess their own professional capabilities in client work
- can act in accordance with the ethical principles of the social service sector

Preceding studies:
First-year studies must be completed before the practical training.

Content

Tieto puuttuu

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Tieto puuttuu

Assessment criteria, approved/failed

Pass:
During their training, the student actively participated in client work and familiarised themselves with the operating practices. The student can describe their current professional capabilities in client work. The student’s activities in the practical training complied with the ethical principles of the social services field, and the student 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.

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 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
- can identify local, national and international guidelines, agreements and programmes connected to disability policy
- can analyse and assess current disability research and development work
- has the skills to enhance the work and services for the disabled in cooperation with disabled persons and various actors

Content

Contents:
- Disability research, ideologies and programmes of disability policy
- Forms of advocacy work
- Regional, national and international development work

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

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

Satisfactory (1)

Professional knowledge base and concepts:
The student identifies some disability policy guidelines, agreements, and programs. The student identifies the needs of disability work and services.

Professional activities:
The student is able to work with people with disabilities and various actors. The student identifies disability work practices.

Ethical competence and responsibility:
The student has little knowledge of the need for client involvement, agency and self-determination. The student has a weak recognition of professional values ​​and ethical principles.

Satisfactory (2)

Professional knowledge base and concepts:
Students will identify local, national, and international disability policy guidelines, agreements, and programs. The student identifies the need to develop disability work and services.

Professional activities:
The student has limited ability to develop disability work and services with people with disabilities and various actors. The student knows disability research and its practices.

Ethical competence and responsibility:
The student knows the need for client involvement, agency and self-determination. The student knows the values ​​and ethical principles of the profession.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student is familiar with local, national, and international disability policy guidelines, agreements, and programs used in a variety of situations. The student justifies the development of disability work and services with the help of information on disability research and development work.

Professional activities:
The student has the ability to develop disability work and services with people with disabilities and various actors. The student is able to evaluate disability research and its practices.

Ethical competence and responsibility:
The student supports clients' involvement, agency and self-determination. The student acts in accordance with the values ​​and ethical principles of the profession

Good (4)

Professional knowledge base and concepts:
The student is familiar with local, national, and international disability policy guidelines, agreements, and programs that apply them to a variety of phenomena and situations. The student analyzes and justifies the development of disability work - and services with the help of information on disability research and development work.

Professional activities:
The student has the ability to develop disability work and services in cooperation with people with disabilities and various actors. The student is able to evaluate disability research and its practices well.

Ethical competence and responsibility:
The student supports clients' involvement, agency and self-determination. The student acts responsibly and in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows local, national, and international disability policy guidelines, agreements, and programs that are expertly applied to a variety of phenomena and situations. The student analyzes and justifies the services and development of disability work in a variety of ways with the help of information on disability research and development work.

Professional activities:
The student has excellent abilities to develop disability work and services in cooperation with people with disabilities and various actors. The student is able to analyze and evaluate disability research and its practices.

Ethical competence and responsibility:
The student strengthens clients' involvement, agency and self-determination. He acts responsibly and justifies his actions in accordance with the values and ethical principles of the profession.

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 purposes, objectives and forms of operation of Finnish early childhood education
- knows and recognises the starting points of a child’s growth and development and the support a child needs for development and learning
- can describe the service systems for supporting development and learning
- can support children and families while taking the principles of cooperation with the parents into account

Content

Contents:
- Early education system and the governing legislation
- Early education environments and operating culture
- Cooperation with parents
- Multi-professional cooperation
- Supporting children’s development and learning

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student does not know or recognize the starting points of the child's growth and development or the needs for development and learning support. The student does not understand the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student does not understand the child's age-appropriate developmental and learning support needs. The student does not know the importance of interprofessional and cooperation with parents. The student does not recognize different early childhood education environments or the operating culture of early childhood education.

Ethical competence and responsibility:
The student is unaware of the professional importance of inclusion and fairness. The student does not understand work practices that increase safety. He is unaware of the professional ethical values ​​that should be followed with children, families and professionals.

Satisfactory (1)

Professional knowledge base and concepts:
The student knows and superficially knows the starting points of a child's growth and development, as well as the needs for development and learning support. The student has a very weak understanding of the principles and significance of cooperation with parents and multi-professional work.

Professional activities:
The student has a very poor understanding of the child's age-appropriate developmental and learning support needs. The student knows little about the importance of interprofessional as well as cooperation with parents. The student weakly recognizes different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is poorly aware of the professional importance of inclusion and fairness. The student has little understanding of work practices that increase safety. He is poorly aware of professional ethical values ​​when working with children, families and professionals.


Satisfactory (2)

Professional knowledge base and concepts:
The student knows and identifies some of the starting points for a child’s growth and development and the needs for development and learning support. The student understands to some extent some principles and meanings of cooperation with parents and multidisciplinary work.

Professional activities:
The student understands some of the child’s age-appropriate developmental and learning support needs. The student knows the meanings of interprofessional and cooperation with parents. The student recognizes to some extent different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is aware to some extent of the professional meanings of inclusion and fairness. The student understands some work practices that increase safety. He understands some professional ethical values ​​when working with children, families and professionals.

Assessment criteria, good (3)

Good (3):

Professional knowledge base and concepts:
The student knows and identifies the key starting points for a child's growth and development, as well as the needs for development and learning support. The student has a fairly broad understanding of the principles and meanings of co-operation with parents and multi-professional work.

Professional activities:
The student has a fairly good understanding of the child's age-appropriate developmental and learning support needs. The student mainly knows the importance of interprofessional and co-operation with parents. The student identifies different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety well. The student is aware of the professional ethical values ​​that must be observed with children, families and professionals.

Good (4)

Professional knowledge base and concepts:
The student knows and recognizes the starting points of the child's growth and development, as well as the needs for development and learning support. The student understands the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student has a good understanding of the child's age-appropriate developmental and learning support needs. The student knows the importance of multi-professional and co-operation with parents on a wide scale. The student recognizes very different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is well aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety in a variety of ways. The student is aware of the professional ethical values ​​that must be observed with children, families and professionals.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows and recognizes the starting points of the child's growth and development, as well as the needs for development and learning support, excellently. The student understands very well the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student understands very well the child's age-appropriate developmental and learning support needs. The student knows the importance of interprofessional and co-operation with parents very extensively. The student recognizes different early childhood education environments and the operating culture of early childhood education excellently.

Ethical competence and responsibility:
The student is very aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety in a very versatile way. The student is well aware of the professional ethical values ​​that must be observed with children, families and professionals.

Qualifications

NULL

Objective

Learning objectives:

The student
- is familiar with the purposes, objectives and forms of operation of Finnish early childhood education
- knows and recognises the starting points of a child’s growth and development and the support a child needs for development and learning
- can describe the service systems for supporting development and learning
- can support children and families while taking the principles of cooperation with the parents into account

Content

Contents:
- Early education system and the governing legislation
- Early education environments and operating culture
- Cooperation with parents
- Multi-professional cooperation
- Supporting children’s development and learning

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student does not know or recognize the starting points of the child's growth and development or the needs for development and learning support. The student does not understand the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student does not understand the child's age-appropriate developmental and learning support needs. The student does not know the importance of interprofessional and cooperation with parents. The student does not recognize different early childhood education environments or the operating culture of early childhood education.

Ethical competence and responsibility:
The student is unaware of the professional importance of inclusion and fairness. The student does not understand work practices that increase safety. He is unaware of the professional ethical values ​​that should be followed with children, families and professionals.

Satisfactory (1)

Professional knowledge base and concepts:
The student knows and superficially knows the starting points of a child's growth and development, as well as the needs for development and learning support. The student has a very weak understanding of the principles and significance of cooperation with parents and multi-professional work.

Professional activities:
The student has a very poor understanding of the child's age-appropriate developmental and learning support needs. The student knows little about the importance of interprofessional as well as cooperation with parents. The student weakly recognizes different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is poorly aware of the professional importance of inclusion and fairness. The student has little understanding of work practices that increase safety. He is poorly aware of professional ethical values ​​when working with children, families and professionals.


Satisfactory (2)

Professional knowledge base and concepts:
The student knows and identifies some of the starting points for a child’s growth and development and the needs for development and learning support. The student understands to some extent some principles and meanings of cooperation with parents and multidisciplinary work.

Professional activities:
The student understands some of the child’s age-appropriate developmental and learning support needs. The student knows the meanings of interprofessional and cooperation with parents. The student recognizes to some extent different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is aware to some extent of the professional meanings of inclusion and fairness. The student understands some work practices that increase safety. He understands some professional ethical values ​​when working with children, families and professionals.

Assessment criteria, good (3)

Good (3):

Professional knowledge base and concepts:
The student knows and identifies the key starting points for a child's growth and development, as well as the needs for development and learning support. The student has a fairly broad understanding of the principles and meanings of co-operation with parents and multi-professional work.

Professional activities:
The student has a fairly good understanding of the child's age-appropriate developmental and learning support needs. The student mainly knows the importance of interprofessional and co-operation with parents. The student identifies different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety well. The student is aware of the professional ethical values ​​that must be observed with children, families and professionals.

Good (4)

Professional knowledge base and concepts:
The student knows and recognizes the starting points of the child's growth and development, as well as the needs for development and learning support. The student understands the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student has a good understanding of the child's age-appropriate developmental and learning support needs. The student knows the importance of multi-professional and co-operation with parents on a wide scale. The student recognizes very different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is well aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety in a variety of ways. The student is aware of the professional ethical values ​​that must be observed with children, families and professionals.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows and recognizes the starting points of the child's growth and development, as well as the needs for development and learning support, excellently. The student understands very well the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student understands very well the child's age-appropriate developmental and learning support needs. The student knows the importance of interprofessional and co-operation with parents very extensively. The student recognizes different early childhood education environments and the operating culture of early childhood education excellently.

Ethical competence and responsibility:
The student is very aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety in a very versatile way. The student is well aware of the professional ethical values ​​that must be observed with children, families and professionals.

Qualifications

NULL

Objective

Learning objectives:

The student
- is familiar with the purposes, objectives and forms of operation of Finnish early childhood education
- knows and recognises the starting points of a child’s growth and development and the support a child needs for development and learning
- can describe the service systems for supporting development and learning
- can support children and families while taking the principles of cooperation with the parents into account

Content

Contents:
- Early education system and the governing legislation
- Early education environments and operating culture
- Cooperation with parents
- Multi-professional cooperation
- Supporting children’s development and learning

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student does not know or recognize the starting points of the child's growth and development or the needs for development and learning support. The student does not understand the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student does not understand the child's age-appropriate developmental and learning support needs. The student does not know the importance of interprofessional and cooperation with parents. The student does not recognize different early childhood education environments or the operating culture of early childhood education.

Ethical competence and responsibility:
The student is unaware of the professional importance of inclusion and fairness. The student does not understand work practices that increase safety. He is unaware of the professional ethical values ​​that should be followed with children, families and professionals.

Satisfactory (1)

Professional knowledge base and concepts:
The student knows and superficially knows the starting points of a child's growth and development, as well as the needs for development and learning support. The student has a very weak understanding of the principles and significance of cooperation with parents and multi-professional work.

Professional activities:
The student has a very poor understanding of the child's age-appropriate developmental and learning support needs. The student knows little about the importance of interprofessional as well as cooperation with parents. The student weakly recognizes different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is poorly aware of the professional importance of inclusion and fairness. The student has little understanding of work practices that increase safety. He is poorly aware of professional ethical values ​​when working with children, families and professionals.


Satisfactory (2)

Professional knowledge base and concepts:
The student knows and identifies some of the starting points for a child’s growth and development and the needs for development and learning support. The student understands to some extent some principles and meanings of cooperation with parents and multidisciplinary work.

Professional activities:
The student understands some of the child’s age-appropriate developmental and learning support needs. The student knows the meanings of interprofessional and cooperation with parents. The student recognizes to some extent different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is aware to some extent of the professional meanings of inclusion and fairness. The student understands some work practices that increase safety. He understands some professional ethical values ​​when working with children, families and professionals.

Assessment criteria, good (3)

Good (3):

Professional knowledge base and concepts:
The student knows and identifies the key starting points for a child's growth and development, as well as the needs for development and learning support. The student has a fairly broad understanding of the principles and meanings of co-operation with parents and multi-professional work.

Professional activities:
The student has a fairly good understanding of the child's age-appropriate developmental and learning support needs. The student mainly knows the importance of interprofessional and co-operation with parents. The student identifies different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety well. The student is aware of the professional ethical values ​​that must be observed with children, families and professionals.

Good (4)

Professional knowledge base and concepts:
The student knows and recognizes the starting points of the child's growth and development, as well as the needs for development and learning support. The student understands the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student has a good understanding of the child's age-appropriate developmental and learning support needs. The student knows the importance of multi-professional and co-operation with parents on a wide scale. The student recognizes very different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is well aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety in a variety of ways. The student is aware of the professional ethical values ​​that must be observed with children, families and professionals.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows and recognizes the starting points of the child's growth and development, as well as the needs for development and learning support, excellently. The student understands very well the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student understands very well the child's age-appropriate developmental and learning support needs. The student knows the importance of interprofessional and co-operation with parents very extensively. The student recognizes different early childhood education environments and the operating culture of early childhood education excellently.

Ethical competence and responsibility:
The student is very aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety in a very versatile way. The student is well aware of the professional ethical values ​​that must be observed with children, families and professionals.

Qualifications

NULL

Objective

Learning objectives:

The student
- is familiar with the purposes, objectives and forms of operation of Finnish early childhood education
- knows and recognises the starting points of a child’s growth and development and the support a child needs for development and learning
- can describe the service systems for supporting development and learning
- can support children and families while taking the principles of cooperation with the parents into account

Content

Contents:
- Early education system and the governing legislation
- Early education environments and operating culture
- Cooperation with parents
- Multi-professional cooperation
- Supporting children’s development and learning

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student does not know or recognize the starting points of the child's growth and development or the needs for development and learning support. The student does not understand the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student does not understand the child's age-appropriate developmental and learning support needs. The student does not know the importance of interprofessional and cooperation with parents. The student does not recognize different early childhood education environments or the operating culture of early childhood education.

Ethical competence and responsibility:
The student is unaware of the professional importance of inclusion and fairness. The student does not understand work practices that increase safety. He is unaware of the professional ethical values ​​that should be followed with children, families and professionals.

Satisfactory (1)

Professional knowledge base and concepts:
The student knows and superficially knows the starting points of a child's growth and development, as well as the needs for development and learning support. The student has a very weak understanding of the principles and significance of cooperation with parents and multi-professional work.

Professional activities:
The student has a very poor understanding of the child's age-appropriate developmental and learning support needs. The student knows little about the importance of interprofessional as well as cooperation with parents. The student weakly recognizes different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is poorly aware of the professional importance of inclusion and fairness. The student has little understanding of work practices that increase safety. He is poorly aware of professional ethical values ​​when working with children, families and professionals.


Satisfactory (2)

Professional knowledge base and concepts:
The student knows and identifies some of the starting points for a child’s growth and development and the needs for development and learning support. The student understands to some extent some principles and meanings of cooperation with parents and multidisciplinary work.

Professional activities:
The student understands some of the child’s age-appropriate developmental and learning support needs. The student knows the meanings of interprofessional and cooperation with parents. The student recognizes to some extent different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is aware to some extent of the professional meanings of inclusion and fairness. The student understands some work practices that increase safety. He understands some professional ethical values ​​when working with children, families and professionals.

Assessment criteria, good (3)

Good (3):

Professional knowledge base and concepts:
The student knows and identifies the key starting points for a child's growth and development, as well as the needs for development and learning support. The student has a fairly broad understanding of the principles and meanings of co-operation with parents and multi-professional work.

Professional activities:
The student has a fairly good understanding of the child's age-appropriate developmental and learning support needs. The student mainly knows the importance of interprofessional and co-operation with parents. The student identifies different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety well. The student is aware of the professional ethical values ​​that must be observed with children, families and professionals.

Good (4)

Professional knowledge base and concepts:
The student knows and recognizes the starting points of the child's growth and development, as well as the needs for development and learning support. The student understands the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student has a good understanding of the child's age-appropriate developmental and learning support needs. The student knows the importance of multi-professional and co-operation with parents on a wide scale. The student recognizes very different early childhood education environments and the operating culture of early childhood education.

Ethical competence and responsibility:
The student is well aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety in a variety of ways. The student is aware of the professional ethical values ​​that must be observed with children, families and professionals.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student knows and recognizes the starting points of the child's growth and development, as well as the needs for development and learning support, excellently. The student understands very well the principles and significance of cooperation with parents and multidisciplinary work.

Professional activities:
The student understands very well the child's age-appropriate developmental and learning support needs. The student knows the importance of interprofessional and co-operation with parents very extensively. The student recognizes different early childhood education environments and the operating culture of early childhood education excellently.

Ethical competence and responsibility:
The student is very aware of the professional importance of inclusion and fairness. The student understands and examines work practices that increase safety in a very versatile way. The student is well aware of the professional ethical values ​​that must be observed with children, families and professionals.

Qualifications

NULL

Objective

First aid 1 (Finnish Red Cross guidelines)
Learning objectives:

The student possesses the most important emergency first aid skills, can recognise a patient’s need for immediate first aid, is able to act and provide first aid in case of accidents and the most common seizures in various treatment and operating environments and has mastered basic resuscitation and defibrillation.

Contents:
Accidents and their frequency, how to act at the scene, injury mechanisms, typical injuries, emergency first aid, unconsciousness, lifelessness (CPR-D), bleeding and shock, burns and freezing injuries, electrocution, first aid treatment of fractures and joint injuries, the most common seizures and poisonings and their first aid treatment.

Pharmacotherapy for social services:
- Legislation governing pharmacotherapy
- Responsibility issues and safety in pharmaceuticals
- Basic concepts, forms and modes of administration of medicinal products
- Medication steps in the body
- Adverse drug reactions and drug interactions
- Medication-specific issues - Medication-specific characteristics of the elderly

Content

Tieto puuttuu

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Tieto puuttuu

Qualifications

NULL