Study Guide

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

Objective

Learning objectives:

The student
- can identify social, cultural and environmental factors affecting mental health
- can identify the most common mental health disorders and the associated treatment services
- knows the principles of crisis work and can counsel clients in crisis situations
- can refer clients to mental health rehabilitation services

Content

Contents:

- Building good mental health
- Finns' mental health
- Main mental disorders and their treatment
- Service system and key legislation
- Crisis work and mental health rehabilitation

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student does not know the factors of positive mental health strengthening and is not able to explain mental health disorders and related treatment and rehabilitation services.

Professional activities:
The student does not know how to act professionally and does not know or recognize the forms of mental health work to promote clients' ability to function.

Ethical competence:
The student does not act professionally or in accordance with the ethical principles of the profession.

Satisfactory (1)

Professional knowledge base and concepts:
The student is able to list the factors of positive mental health strengthening and knows their connection to the crisis work and rehabilitation. The student knows some of the factors that support the strengthening of positive mental health and is partially familiar with mental health disorders and related care and rehabilitation services and is able to refer clients to them.

Professional activities:
The student is able to list the basics of his / her professional activity and identify his / her professional competence in different situations and contexts. The student knows some forms of mental health work and identifies their use to promote clients’ functional capacity in mental health client work and rehabilitation processes.

Ethical competence and responsibility:
The student recognizes the importance of justice and the inviolability of human dignity. He is familiar with some of the principles of human inclusion, agency, and self-determination. The student knows responsibility for his / her activities and is able to list work practices that increase safety. The student acts professionally and in accordance with the ethical principles of the profession.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows some of the factors that strengthen positive mental health and knows their connection to the crisis work and rehabilitation. The student is able to support the strengthening of positive mental health to some extent and is familiar with most mental health disorders and related care and rehabilitation services and is able to refer clients to them.

Professional activities:
The student knows the basics of his / her professional activity and is able to apply his / her professional competence in different situations and contexts. The student knows the main features of some forms of mental health work to promote clients' ability to function in mental health client work and rehabilitation processes.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. He is familiar with the principles of human inclusion, agency and sovereignty. The student takes responsibility for his / her actions and takes into account work practices that increase safety. The student acts in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows the key factors in the strengthening of positive mental health and their connection to the crisis work and rehabilitation. The student is able to support the strengthening of positive mental health and is familiar with the most common mental health disorders and related care and rehabilitation services and is able to refer clients to them.

Professional activities:
The student is able to evaluate the basics of his / her professional activity and is able to apply his / her professional competence in different situations and contexts. The student is able to plan some forms of mental health work to promote clients' ability to function.

Ethical competence and responsibility:
Through his / her activities, the student supports the realization of justice and the inviolability of human dignity. Student supports people's inclusion, agency and self-determination. Student acts responsibly and creates work practices that increase safety. He/she justifies his/her actions in accordance with the values ​​and ethical principles of the profession.

Good (4)

Professional knowledge base and concepts:
The student is well able to support the strengthening of positive mental health and apply their skills in the field of crisis work and rehabilitation. The student knows extensively the importance of social, cultural and environmental factors in the construction and disruption of mental health.

Professional activities:
The student is able to evaluate well the basics of his / her professional activity and is able to justify his / her professional competence in different situations and contexts.
The student is able to plan various forms of mental health work in a versatile way in order to promote the clients' ability to function.

Ethical competence and responsibility:
Through his activities, the student supports the realization of justice and the inviolability of human dignity. He provides a wide range of support for people's inclusion, empowerment and self-determination. The student acts responsibly and creates work practices that increase safety. He justifies his actions in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to support the strengthening of positive mental health in a variety of ways and apply his or her skills in the field of crisis work and rehabilitation. The student comprehensively knows the importance of social, cultural and environmental factors in the construction and disruption of mental health.

Professional activities:
The student is able to evaluate the basics of his / her professional activity in a commendable way and is able to justify his / her professional competence in different situations and contexts. The student is able to plan various forms of mental health work in a versatile way in order to promote the clients' ability to function.

Ethical competence and responsibility:
Through his/her activities, the student strengthens the realization of justice and the inviolability of human dignity. The student works to improve people’s inclusion, agency and self-determination. He/she acts responsibly and creates work practices that increase safety. The student justifies his / her activities in accordance with the values ​​and ethical principles of the profession.

Qualifications

NULL

Objective

The student
- can separate preconceptions, values and attitudes towards their own and a different culture
- can identify dimensions that explain key similarities and differences between cultures
- can describe Finland’s immigration policy and its connections to international politics
- can describe the service system supporting integration and analyse factors that support and hinder the integration process
- can find solutions to support the integration and occupational capacity of immigrants and promote tolerance

Content

Social work in multicultural environments.

Contents:
- intercultural communication and interaction
- key cultural similarities and differences
- refugees, migrants, immigrants, returnees, etc.
- the basics of intercultural guidance and counseling
- religions and worldviews
- immigrants' life situation: processes of change, crises
- refugee and immigration legislation and alien policy
- acculturation process and integration
- inclusion-survival-influence
- immigrants as part of Finnish society; as a customer in various services, social security

Main topics covered in contact teaching
1. Intercultural communication and interaction
2. Basic concepts, background to immigration.
3. Integration and support of immigrants; especially nature-based methods.
4. Living conditions of immigrants in Finland.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student's competence in terms of the concept of multicultural work, the service system and the norms that guide it is deficient. The student is not able to describe phenomena related to migration, immigration policy and culture. The student does not recognize or know how to define his or her own cultural competence.

Professional activities:
The student is not able to give examples of a culturally sensitive work approach or justify the choices of his / her own professional activity. The student is not able to name forms of work to promote integration and clients' ability to function in integration processes and client work.

Ethical competence and responsibility:
The student is not able to describe or apply operating models that promote non-discrimination, equality and good population relations in client work. The student's competence is mechanical and external or it does not comply with the principles of professional ethics and responsibility.

Satisfactory (1)

Professional knowledge base and concepts:
The student is familiar with the concept of multicultural work, the service system and the norms that guide it. The student is able to name some phenomena related to migration, immigration policy and culture and outlines some of his / her own cultural competence.

Professional activities:
The student is able to give examples of a culturally sensitive approach and justify the choices of his / her own professional activity. The student is familiar with some forms of work to promote integration and client functioning in integration processes and client work.

Ethical competence and responsibility:
The student is able to name some operating models that promote non-discrimination, equality and good population relations in client work, but the description of the application to one's own activities is scarce. The student is able to identify some of the effects of changes and act professionally in client work.

Satisfactory (2)

Professional knowledge base and concepts:
The student masters the key concepts of multicultural work and is familiar with the service system and the norms that guide it. The student is able to explain phenomena related to migration, immigration policy and culture and describe his / her own cultural competence.

Professional activities:
The student describes his / her professional activities in a culturally sensitive way and justifies his / her professional activities. The student is able to utilize the forms of two-way integration and the promotion of customers' functional capacity in integration processes and customer work.

Ethical competence and responsibility:
The student is able to name operating models that promote non-discrimination, equality and good population relations in customer work. The student is able to explain the effects of changes and act responsibly and professionally in customer work.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student masters well the concept of multicultural work, knows the service system and the norms that guide it. The student is able to evaluate phenomena related to migration, immigration policy and culture and to study his / her own cultural competence.

Professional activities:
The student analyzes his / her professional activities in a culturally sensitive way and justifies his / her professional activities well. The student is able to apply diverse forms of work to promote two-way integration and clients' ability to function in integration processes and client work.

Ethical competence and responsibility:
The student is able to use operating models that promote non-discrimination, equality and good population relations in customer work. The student is able to analyze the effects of changes well and to act responsibly and professionally appropriately.

Good (4)

Professional knowledge base and concepts:
The student masters well the concept, service system and guiding norms of multicultural work. The student is able to interpret the causes and phenomena related to global migration, immigration policy and culture, and to monitor and utilize related research. The student is able to reflect well on his or her own cultural competence.

Professional activities:
The student plans his / her professional activities in a culturally sensitive way and justifies his / her professional activities in different situations and contexts. The student is able to utilize and compare diverse forms of work to promote two-way integration and clients' ability to function in integration processes and client work.

Ethical competence and responsibility:
The student uses justified policies that promote non-discrimination, equality and good population relations in client work and communities. The student is able to interpret the effects of changes well, act in an ethically sustainable way and professionally appropriate.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student has a excellent command of the concept, service system and guiding norms of multicultural work. The student is able to interpret the causes related to global migration, immigration policy and culture, and to utilize research related to multiculturalism in the study and interpretation of phenomena. The student is able to develop and expand his or her own cultural competence.

Professional activities:
The student plans his / her professional activities in a culturally sensitive way, and applies his / her professional skills appropriately in different situations and contexts. The student is able to plan diverse forms of work to promote two-way integration and clients' ability to function in integration processes and client work.

Ethical competence and responsibility:
The student makes versatile use of operating models that promote non-discrimination, equality and good population relations in client work and communities. The student is able to evaluate the effects of changes extensively, act in an ethically sustainable way and with a professionally developing approach.

Qualifications

NULL

Objective

Learning objectives:

The student
- understands the code behind social rights: national and international basic and human rights conventions, EU law
- understands the significance of social legislation as a code that governs professional activities
- understands the significance of the social security system in the social welfare system

Content

Contents:
- Social law
- Social legislation (Social Welfare Act, Personal Data Act, Act on the Openness of Government Activities, Act on the Status and Rights of Social Welfare Clients)
- Social security (social insurance and assistance)

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers information related to social rights, social legislation and social security from the perspective of the individual and society. The student remembers the norms behind social rights.

Professional activities:
The student remembers content related to social legislation and social security.

Ethical competence and responsibility:
The student remembers the basics of the inviolability of human dignity and the realization of justice. He remembers professional practices based on social welfare and legislation. The student outlines the basics of professional values ​​and ethical principles.

Satisfactory (2)
Professional knowledge base and concepts:
The student understands information related to social rights, social legislation and social security from the perspective of the individual and society. The student understands the norms behind social rights.

Professional activities:
The student understands social legislation and social security in the whole of social care.

Ethical competence and responsibility:
The student understands the realization of the inviolability of human dignity and justice. He understands professional practices based on social welfare and legislation. The student remembers the basics of professional values ​​and ethical principles.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student is able to apply information related to social rights, social legislation and social security from the point of view of the individual and society. The student is able to apply the norms underlying social rights.

Professional activities:
The student is able to apply social legislation and social security in the whole of social care.

Ethical competence and responsibility:
The student has a good understanding of the principles of inviolability of human dignity and justice. He / she is able to apply professional practices based on social welfare and legislation. The student is able to apply his / her activities in accordance with the values ​​and ethical principles of the profession.

Good (4)

Professional knowledge base and concepts:
The student is able to analyze the importance of social rights, social legislation and social security for the individual and society. The student is able to analyze the norms underlying social rights.

Professional activities:
The student is able to analyze the importance of social legislation and the social security system in the whole of social care.

Ethical competence and responsibility:
The student is able to analyze the realization of the inviolability of human dignity and justice. He is familiar with professional practices based on social welfare and legislation. The student is able to analyze his / her activities in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to apply and evaluate the importance of social rights, social legislation and social security for the individual and society. The student is able to evaluate the norms behind social rights.

Professional activities:
The student is able to evaluate the importance of social legislation and the social security system in the whole of social care.

Ethical competence and responsibility:
The student is able to evaluate the realization of the inviolability of human dignity and justice. He / she is able to evaluate professional practices based on social welfare and legislation. The student is able to evaluate his / her 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

H-5

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

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

Objective

The student
- can separate preconceptions, values and attitudes towards their own and a different culture
- can identify dimensions that explain key similarities and differences between cultures
- can describe Finland’s immigration policy and its connections to international politics
- can describe the service system supporting integration and analyse factors that support and hinder the integration process
- can find solutions to support the integration and occupational capacity of immigrants and promote tolerance

Content

Social work in multicultural environments.

Contents:
- intercultural communication and interaction
- key cultural similarities and differences
- refugees, migrants, immigrants, returnees, etc.
- the basics of intercultural guidance and counseling
- religions and worldviews
- immigrants' life situation: processes of change, crises
- refugee and immigration legislation and alien policy
- acculturation process and integration
- inclusion-survival-influence
- immigrants as part of Finnish society; as a customer in various services, social security

Main topics covered in contact teaching
1. Intercultural communication and interaction
2. Basic concepts, background to immigration.
3. Integration and support of immigrants; especially nature-based methods.
4. Living conditions of immigrants in Finland.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student's competence in terms of the concept of multicultural work, the service system and the norms that guide it is deficient. The student is not able to describe phenomena related to migration, immigration policy and culture. The student does not recognize or know how to define his or her own cultural competence.

Professional activities:
The student is not able to give examples of a culturally sensitive work approach or justify the choices of his / her own professional activity. The student is not able to name forms of work to promote integration and clients' ability to function in integration processes and client work.

Ethical competence and responsibility:
The student is not able to describe or apply operating models that promote non-discrimination, equality and good population relations in client work. The student's competence is mechanical and external or it does not comply with the principles of professional ethics and responsibility.

Satisfactory (1)

Professional knowledge base and concepts:
The student is familiar with the concept of multicultural work, the service system and the norms that guide it. The student is able to name some phenomena related to migration, immigration policy and culture and outlines some of his / her own cultural competence.

Professional activities:
The student is able to give examples of a culturally sensitive approach and justify the choices of his / her own professional activity. The student is familiar with some forms of work to promote integration and client functioning in integration processes and client work.

Ethical competence and responsibility:
The student is able to name some operating models that promote non-discrimination, equality and good population relations in client work, but the description of the application to one's own activities is scarce. The student is able to identify some of the effects of changes and act professionally in client work.

Satisfactory (2)

Professional knowledge base and concepts:
The student masters the key concepts of multicultural work and is familiar with the service system and the norms that guide it. The student is able to explain phenomena related to migration, immigration policy and culture and describe his / her own cultural competence.

Professional activities:
The student describes his / her professional activities in a culturally sensitive way and justifies his / her professional activities. The student is able to utilize the forms of two-way integration and the promotion of customers' functional capacity in integration processes and customer work.

Ethical competence and responsibility:
The student is able to name operating models that promote non-discrimination, equality and good population relations in customer work. The student is able to explain the effects of changes and act responsibly and professionally in customer work.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student masters well the concept of multicultural work, knows the service system and the norms that guide it. The student is able to evaluate phenomena related to migration, immigration policy and culture and to study his / her own cultural competence.

Professional activities:
The student analyzes his / her professional activities in a culturally sensitive way and justifies his / her professional activities well. The student is able to apply diverse forms of work to promote two-way integration and clients' ability to function in integration processes and client work.

Ethical competence and responsibility:
The student is able to use operating models that promote non-discrimination, equality and good population relations in customer work. The student is able to analyze the effects of changes well and to act responsibly and professionally appropriately.

Good (4)

Professional knowledge base and concepts:
The student masters well the concept, service system and guiding norms of multicultural work. The student is able to interpret the causes and phenomena related to global migration, immigration policy and culture, and to monitor and utilize related research. The student is able to reflect well on his or her own cultural competence.

Professional activities:
The student plans his / her professional activities in a culturally sensitive way and justifies his / her professional activities in different situations and contexts. The student is able to utilize and compare diverse forms of work to promote two-way integration and clients' ability to function in integration processes and client work.

Ethical competence and responsibility:
The student uses justified policies that promote non-discrimination, equality and good population relations in client work and communities. The student is able to interpret the effects of changes well, act in an ethically sustainable way and professionally appropriate.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student has a excellent command of the concept, service system and guiding norms of multicultural work. The student is able to interpret the causes related to global migration, immigration policy and culture, and to utilize research related to multiculturalism in the study and interpretation of phenomena. The student is able to develop and expand his or her own cultural competence.

Professional activities:
The student plans his / her professional activities in a culturally sensitive way, and applies his / her professional skills appropriately in different situations and contexts. The student is able to plan diverse forms of work to promote two-way integration and clients' ability to function in integration processes and client work.

Ethical competence and responsibility:
The student makes versatile use of operating models that promote non-discrimination, equality and good population relations in client work and communities. The student is able to evaluate the effects of changes extensively, act in an ethically sustainable way and with a professionally developing approach.

Qualifications

NULL

Objective

Learning objectives:

The student
- understands the code behind social rights: national and international basic and human rights conventions, EU law
- understands the significance of social legislation as a code that governs professional activities
- understands the significance of the social security system in the social welfare system

Content

Contents:
- Social law
- Social legislation (Social Welfare Act, Personal Data Act, Act on the Openness of Government Activities, Act on the Status and Rights of Social Welfare Clients)
- Social security (social insurance and assistance)

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Satisfactory (1)

Professional knowledge base and concepts:
The student remembers information related to social rights, social legislation and social security from the perspective of the individual and society. The student remembers the norms behind social rights.

Professional activities:
The student remembers content related to social legislation and social security.

Ethical competence and responsibility:
The student remembers the basics of the inviolability of human dignity and the realization of justice. He remembers professional practices based on social welfare and legislation. The student outlines the basics of professional values ​​and ethical principles.

Satisfactory (2)
Professional knowledge base and concepts:
The student understands information related to social rights, social legislation and social security from the perspective of the individual and society. The student understands the norms behind social rights.

Professional activities:
The student understands social legislation and social security in the whole of social care.

Ethical competence and responsibility:
The student understands the realization of the inviolability of human dignity and justice. He understands professional practices based on social welfare and legislation. The student remembers the basics of professional values ​​and ethical principles.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student is able to apply information related to social rights, social legislation and social security from the point of view of the individual and society. The student is able to apply the norms underlying social rights.

Professional activities:
The student is able to apply social legislation and social security in the whole of social care.

Ethical competence and responsibility:
The student has a good understanding of the principles of inviolability of human dignity and justice. He / she is able to apply professional practices based on social welfare and legislation. The student is able to apply his / her activities in accordance with the values ​​and ethical principles of the profession.

Good (4)

Professional knowledge base and concepts:
The student is able to analyze the importance of social rights, social legislation and social security for the individual and society. The student is able to analyze the norms underlying social rights.

Professional activities:
The student is able to analyze the importance of social legislation and the social security system in the whole of social care.

Ethical competence and responsibility:
The student is able to analyze the realization of the inviolability of human dignity and justice. He is familiar with professional practices based on social welfare and legislation. The student is able to analyze his / her activities in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to apply and evaluate the importance of social rights, social legislation and social security for the individual and society. The student is able to evaluate the norms behind social rights.

Professional activities:
The student is able to evaluate the importance of social legislation and the social security system in the whole of social care.

Ethical competence and responsibility:
The student is able to evaluate the realization of the inviolability of human dignity and justice. He / she is able to evaluate professional practices based on social welfare and legislation. The student is able to evaluate his / her 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

H-5

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
- can identify social, cultural and environmental factors affecting mental health
- can identify the most common mental health disorders and the associated treatment services
- knows the principles of crisis work and can counsel clients in crisis situations
- can refer clients to mental health rehabilitation services

Content

Contents:

- Building good mental health
- Finns' mental health
- Main mental disorders and their treatment
- Service system and key legislation
- Crisis work and mental health rehabilitation

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Fail (0)

Professional knowledge base and concepts:
The student does not know the factors of positive mental health strengthening and is not able to explain mental health disorders and related treatment and rehabilitation services.

Professional activities:
The student does not know how to act professionally and does not know or recognize the forms of mental health work to promote clients' ability to function.

Ethical competence:
The student does not act professionally or in accordance with the ethical principles of the profession.

Satisfactory (1)

Professional knowledge base and concepts:
The student is able to list the factors of positive mental health strengthening and knows their connection to the crisis work and rehabilitation. The student knows some of the factors that support the strengthening of positive mental health and is partially familiar with mental health disorders and related care and rehabilitation services and is able to refer clients to them.

Professional activities:
The student is able to list the basics of his / her professional activity and identify his / her professional competence in different situations and contexts. The student knows some forms of mental health work and identifies their use to promote clients’ functional capacity in mental health client work and rehabilitation processes.

Ethical competence and responsibility:
The student recognizes the importance of justice and the inviolability of human dignity. He is familiar with some of the principles of human inclusion, agency, and self-determination. The student knows responsibility for his / her activities and is able to list work practices that increase safety. The student acts professionally and in accordance with the ethical principles of the profession.

Satisfactory (2)

Professional knowledge base and concepts:
The student knows some of the factors that strengthen positive mental health and knows their connection to the crisis work and rehabilitation. The student is able to support the strengthening of positive mental health to some extent and is familiar with most mental health disorders and related care and rehabilitation services and is able to refer clients to them.

Professional activities:
The student knows the basics of his / her professional activity and is able to apply his / her professional competence in different situations and contexts. The student knows the main features of some forms of mental health work to promote clients' ability to function in mental health client work and rehabilitation processes.

Ethical competence and responsibility:
The student understands the importance of justice and the inviolability of human dignity. He is familiar with the principles of human inclusion, agency and sovereignty. The student takes responsibility for his / her actions and takes into account work practices that increase safety. The student acts in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, good (3)

Good (3)

Professional knowledge base and concepts:
The student knows the key factors in the strengthening of positive mental health and their connection to the crisis work and rehabilitation. The student is able to support the strengthening of positive mental health and is familiar with the most common mental health disorders and related care and rehabilitation services and is able to refer clients to them.

Professional activities:
The student is able to evaluate the basics of his / her professional activity and is able to apply his / her professional competence in different situations and contexts. The student is able to plan some forms of mental health work to promote clients' ability to function.

Ethical competence and responsibility:
Through his / her activities, the student supports the realization of justice and the inviolability of human dignity. Student supports people's inclusion, agency and self-determination. Student acts responsibly and creates work practices that increase safety. He/she justifies his/her actions in accordance with the values ​​and ethical principles of the profession.

Good (4)

Professional knowledge base and concepts:
The student is well able to support the strengthening of positive mental health and apply their skills in the field of crisis work and rehabilitation. The student knows extensively the importance of social, cultural and environmental factors in the construction and disruption of mental health.

Professional activities:
The student is able to evaluate well the basics of his / her professional activity and is able to justify his / her professional competence in different situations and contexts.
The student is able to plan various forms of mental health work in a versatile way in order to promote the clients' ability to function.

Ethical competence and responsibility:
Through his activities, the student supports the realization of justice and the inviolability of human dignity. He provides a wide range of support for people's inclusion, empowerment and self-determination. The student acts responsibly and creates work practices that increase safety. He justifies his actions in accordance with the values ​​and ethical principles of the profession.

Assessment criteria, excellent (5)

Excellent (5)

Professional knowledge base and concepts:
The student is able to support the strengthening of positive mental health in a variety of ways and apply his or her skills in the field of crisis work and rehabilitation. The student comprehensively knows the importance of social, cultural and environmental factors in the construction and disruption of mental health.

Professional activities:
The student is able to evaluate the basics of his / her professional activity in a commendable way and is able to justify his / her professional competence in different situations and contexts. The student is able to plan various forms of mental health work in a versatile way in order to promote the clients' ability to function.

Ethical competence and responsibility:
Through his/her activities, the student strengthens the realization of justice and the inviolability of human dignity. The student works to improve people’s inclusion, agency and self-determination. He/she acts responsibly and creates work practices that increase safety. The student justifies his / her activities in accordance with the values ​​and ethical principles of the profession.

Qualifications

NULL