Study Guide

Objective

· you are familiar with the service and social security systems that support well-being and social security
· you know how to apply the legislation concerning services and benefits in your work
· you are able to work as a social service professional in multi-professional teams and networks, and promote your clients’ safety networks

Content

· the most important client groups and service systems of social work with adults
· the legislation that guides social work with adults
· the social security of the client groups
· multi-professional and multi-sectoral collaboration
· the quality and impact assessment and development of social services

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

· you are able to anticipate future trends of welfare services, analyse local welfare challenges and participate in the production and development of services
· you are able to analyse structures and processes that create inequality and disadvantage at regional, national and international levels
· you know how to apply theoretical work orientations in social work with adults

Content

´· work orientations in social work
· the definition and fields of social counselling and social work
· differences in health and well-being
· the challenges of organising welfare services

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

· you are able to anticipate future trends of welfare services, analyse local welfare challenges and participate in the production and development of services
· you are able to analyse structures and processes that create inequality and disadvantage at regional, national and international levels
· you know how to apply theoretical work orientations in social work with adults

Content

´· work orientations in social work
· the definition and fields of social counselling and social work
· differences in health and well-being
· the challenges of organising welfare services

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

· you are able to apply and evaluate different theoretical work orientations to client work
· you are able to use different working methods and tools in social work with adults
· you are able to describe your own work orientation that guides your systematic and goal-oriented work with clients

Content

· creation of students’ own work orientation
· service counselling and social counselling
· dialogue in client work
· the methods of rehabilitative social work

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

· you are able to apply and evaluate different theoretical work orientations to client work
· you are able to use different working methods and tools in social work with adults
· you are able to describe your own work orientation that guides your systematic and goal-oriented work with clients

Content

· creation of students’ own work orientation
· service counselling and social counselling
· dialogue in client work
· the methods of rehabilitative social work

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are familiar with the values and professional ethics guiding social services, and you are able to follow them in interactive situations
• you are familiar with the basic concepts of professional interaction
• you know how to plan and evaluate your interaction in different situations
• you are familiar with different views of human beings and understand the significance of these views and values in client work
• you are familiar with key legislation concerning client work in social services

Content

• professional interaction and dialogue
• the concept of ethics and professional ethics
• Act on the Status and Rights of Social Welfare Clients
• the Social Welfare Act

Materials

VEYSALALLA

Evaluation scale

H-5

Objective

• you are familiar with the values and professional ethics guiding social services, and you are able to follow them in interactive situations
• you are familiar with the basic concepts of professional interaction
• you know how to plan and evaluate your interaction in different situations
• you are familiar with different views of human beings and understand the significance of these views and values in client work
• you are familiar with key legislation concerning client work in social services

Content

• professional interaction and dialogue
• the concept of ethics and professional ethics
• Act on the Status and Rights of Social Welfare Clients
• the Social Welfare Act

Evaluation scale

H-5

Objective

• you are familiar with the values and professional ethics guiding social services, and you are able to follow them in interactive situations
• you are familiar with the basic concepts of professional interaction
• you know how to plan and evaluate your interaction in different situations
• you are familiar with different views of human beings and understand the significance of these views and values in client work
• you are familiar with key legislation concerning client work in social services

Content

• professional interaction and dialogue
• the concept of ethics and professional ethics
• Act on the Status and Rights of Social Welfare Clients
• the Social Welfare Act

Student workload

5 ects = 135 hrs student work

group interview ja report
ethical simulations
exam

Content scheduling

Teaching on Wednesdays during weeks 44 - 51 in Salo IOT Campus

ITSlearning space opens on 23.10. (week 43) for introductory task.
week 44: 30.10.at 9.30 - 14.30 Orientation to course, assignments, values in social and educational work (ET)
week 45: 6.11. at 9.30 - 14.30 Professional interaction and communication, PM
week 46: 13.11. at 9.30 - 15.30 Work methods in client work (PM)
week 47: 20.11.at 9.30 - 15.30 Legislation in Finland and ethics (ET)
week 48:27.11. Independent work, no lectures
week 49: 4.12 at 9.30 14.30 Interview assignments (ET)
.week 50: 11.12. at 9.30 - 15.30 Simulations and group exam (PM)

Further information

Its learning space of the course

Evaluation scale

H-5

Assessment methods and criteria

All the assignments have to completed in order to get the course accepted ( 1).
Further criteria (0 - 5) explained in detail below.

Assessment criteria, fail (0)

- the student does not recognize the basic values ??of the social sector and professional ethical principles
- he does not participate actively and responsibly in the interaction in the group
- he does not know how to distinguish professional interaction from other types of interaction
- he does not know how to apply theoretical knowledge to practical activities.

Assessment criteria, satisfactory (1-2)

- the student knows the basic values ??and professional ethical principles of the social sector
- she/ he has shortcomings in responsibility and activity when participating in the group
- she/ he knows how to distinguish professional interaction from other types of interaction
- she/ he has challenges applying theoretical knowledge to practical activities.

Assessment criteria, good (3-4)

-the student knows the values ??and professional ethical principles of the social sector, as well as the legislation that defines them.
- she/ he works responsibly and actively in the group
- she/ he understands the special features of professional interaction and knows how to analyze them
-she/ he knows how to apply theoretical knowledge to practical activities.

Assessment criteria, excellent (5)

-the student knows the values ??and professional ethical principles of the social sector, as well as the legislation that defines them.
- he works very actively and responsibly, taking other participants into account, in the Sote-Plask group
- he understands the special features of professional interaction and can analyze them commendably
- he knows how to apply theoretical knowledge in a versatile manner to practical activities

Objective

• you can describe the current challenges related to the health and well-being of the population and the factors behind them
• you can describe indicators of the health and well-being of the population and the importance of information in identifying the need for and provision of services
• you can describe the overall structure of social and health services and the legislation concerning social and health services
• you can describe the overall structure of the social security system with a particular focus on supporting work ability and functional capacity and rehabilitation
• you know how to retrieve information and guide people in different life situations to seek social and health services
• you recognise the importance of information security in social services
• you recognise the importance of multi-professionalism from the perspective of service needs

Content

• the health and well-being of the population: current challenges and factors behind them, promoting health and functional capacity, preventing illnesses and accidents, register and statistical data
• social and health services: the social and health care system and its development, funding, responsibilities and supervision, and client/patient rights
• social and health services: rehabilitation and rehabilitation services, income security
• information security in social and health services
• client counselling: finding information about social and health services and benefits, applying the information to the service counselling for clients in different life situations, multi-professional support for clients

Evaluation scale

Hyväksytty/Hylätty

Objective

• you can describe the current challenges related to the health and well-being of the population and the factors behind them
• you can describe indicators of the health and well-being of the population and the importance of information in identifying the need for and provision of services
• you can describe the overall structure of social and health services and the legislation concerning social and health services
• you can describe the overall structure of the social security system with a particular focus on supporting work ability and functional capacity and rehabilitation
• you know how to retrieve information and guide people in different life situations to seek social and health services
• you recognise the importance of information security in social services
• you recognise the importance of multi-professionalism from the perspective of service needs

Content

• the health and well-being of the population: current challenges and factors behind them, promoting health and functional capacity, preventing illnesses and accidents, register and statistical data
• social and health services: the social and health care system and its development, funding, responsibilities and supervision, and client/patient rights
• social and health services: rehabilitation and rehabilitation services, income security
• information security in social and health services
• client counselling: finding information about social and health services and benefits, applying the information to the service counselling for clients in different life situations, multi-professional support for clients

Materials

Links to literature is in itslearning.

Exam schedules

Evaluation of the course is approved / failed based on the tasks

Student workload

5 credit = 135 hours work

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

All the tasks has to be answered. When you receive the right answer, comment and reflect your own answer. Return all the tasks not later than 22.12.2024.

Objective

• you can describe the current challenges related to the health and well-being of the population and the factors behind them
• you can describe indicators of the health and well-being of the population and the importance of information in identifying the need for and provision of services
• you can describe the overall structure of social and health services and the legislation concerning social and health services
• you can describe the overall structure of the social security system with a particular focus on supporting work ability and functional capacity and rehabilitation
• you know how to retrieve information and guide people in different life situations to seek social and health services
• you recognise the importance of information security in social services
• you recognise the importance of multi-professionalism from the perspective of service needs

Content

• the health and well-being of the population: current challenges and factors behind them, promoting health and functional capacity, preventing illnesses and accidents, register and statistical data
• social and health services: the social and health care system and its development, funding, responsibilities and supervision, and client/patient rights
• social and health services: rehabilitation and rehabilitation services, income security
• information security in social and health services
• client counselling: finding information about social and health services and benefits, applying the information to the service counselling for clients in different life situations, multi-professional support for clients

Evaluation scale

Hyväksytty/Hylätty

Objective

• you can describe the current challenges related to the health and well-being of the population and the factors behind them
• you can describe indicators of the health and well-being of the population and the importance of information in identifying the need for and provision of services
• you can describe the overall structure of social and health services and the legislation concerning social and health services
• you can describe the overall structure of the social security system with a particular focus on supporting work ability and functional capacity and rehabilitation
• you know how to retrieve information and guide people in different life situations to seek social and health services
• you recognise the importance of information security in social services
• you recognise the importance of multi-professionalism from the perspective of service needs

Content

• the health and well-being of the population: current challenges and factors behind them, promoting health and functional capacity, preventing illnesses and accidents, register and statistical data
• social and health services: the social and health care system and its development, funding, responsibilities and supervision, and client/patient rights
• social and health services: rehabilitation and rehabilitation services, income security
• information security in social and health services
• client counselling: finding information about social and health services and benefits, applying the information to the service counselling for clients in different life situations, multi-professional support for clients

Materials

Links to literature is on itslearning.

Teaching methods

Independent work on itslearning.

Exam schedules

Evaluation of the course is approved / failed based on the tasks

International connections

Independent work on itslearning.

Student workload

5 credit = 125 hours work

Content scheduling

Teacher in reponsible: Susanna Virta

Student is working independently starting with the theme 1 and then themes in order. The instructions for the tasks will open on the 3rd of February 2025 at 8 am. The latest date for returning tasks is 19th May 2025 at 23.59 pm. If the learning assignments require completion, the completed assignments must be returned no later than June 3, 2025, after which the completed assignments will be evaluated.

Further information

Student is entitled to study this course when she/he has signed in Peppi by 3rd February.

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

All the tasks have to be completed. When you receive the correct answer, comment and reflect your own answer. Return all the tasks either by 17th March, 14th April or 19th May. Teachers will evaluate tasks and register the grades in Peppi two weeks after deadlines.

Objective

• you familiarise yourself, under guidance, with the work of social services professionals and client work methods
• you recognise the meaning of different life phases and know how to support clients in their everyday lives
• you understand the different phases of the client process and know how to counsel clients in a goal-oriented and ethical way
• you gain experience of working in multi-professional teams
• you know the basic task of your training position
• you are able to follow the principles of social sustainability and evaluate their fulfilment
• you are able to apply theoretical social and education service knowledge to client work and your own actions

Content

• a practical training period in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
• dialogical interaction with and counselling client
• setting your own learning objectives, working on your training assignments and reflecting on your learning
• familiarising yourself with the operating environment of the training unit and placing it within the service system
• reflecting on whether the principles of professional ethics are fulfilled

Evaluation scale

H-5

Qualifications

The internships are completed in order: When you have completed Project internship in client work, you can start Client work internship.

Objective

• you familiarise yourself, under guidance, with the work of social services professionals and client work methods
• you recognise the meaning of different life phases and know how to support clients in their everyday lives
• you understand the different phases of the client process and know how to counsel clients in a goal-oriented and ethical way
• you gain experience of working in multi-professional teams
• you know the basic task of your training position
• you are able to follow the principles of social sustainability and evaluate their fulfilment
• you are able to apply theoretical social and education service knowledge to client work and your own actions

Content

• a practical training period in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
• dialogical interaction with and counselling client
• setting your own learning objectives, working on your training assignments and reflecting on your learning
• familiarising yourself with the operating environment of the training unit and placing it within the service system
• reflecting on whether the principles of professional ethics are fulfilled

Teaching methods

Individual learning
Group discussions

International connections

Individual learning
Group discussions

Student workload

Assignments and reporting 1 ETCS
Learning in training place (workhours) 9 ETCS

Assessment criteria, approved/failed

Approved report
- Student shows understanding of operating environment and is able to place it in service system
- Student is able to present client group and their needs based on theory and practice. Applied work methods in the workplace are presented.
- Student is able to plan and instruct a client group
- Student is able to reflect ethical dimensions of client work

Content scheduling

Teachers:
Kaija Penttala
Olli Toivonen

Training period: Weeks 45-51

NOTE! Itslearning Basecamp for PSOSS23EN is use for Client work training

10.9. 14.30-16.00 Training info
- Training plans (returned to its 4 weeks before the training begins) and other documents (criminal record extract)
- Practical training instructions and assignments. Reporting.
- Sun Harkka

27.11. 14.15-15.45 Mid training meeting

18.12. 08.30-10.00 Training feedback and reflection

Note! BOSS 2 meetings are on the same dates

Further information

This course runs in Basecamp (itslearning)

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Practical training report Approved/Fail
Work hours confirmed in Sun Harkka
Evaluations in Sun Harkka Approved

Qualifications

The internships are completed in order: When you have completed Project internship in client work, you can start Client work internship.

Objective

• you familiarise yourself, under guidance, with the work of social services professionals and client work methods
• you recognise the meaning of different life phases and know how to support clients in their everyday lives
• you understand the different phases of the client process and know how to counsel clients in a goal-oriented and ethical way
• you gain experience of working in multi-professional teams
• you know the basic task of your training position
• you are able to follow the principles of social sustainability and evaluate their fulfilment
• you are able to apply theoretical social and education service knowledge to client work and your own actions

Content

• a practical training period in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
• dialogical interaction with and counselling client
• setting your own learning objectives, working on your training assignments and reflecting on your learning
• familiarising yourself with the operating environment of the training unit and placing it within the service system
• reflecting on whether the principles of professional ethics are fulfilled

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The internships are completed in order: When you have completed Project internship in client work, you can start Client work internship.

Objective

• you familiarise yourself, under guidance, with the work of social services professionals and client work methods
• you recognise the meaning of different life phases and know how to support clients in their everyday lives
• you understand the different phases of the client process and know how to counsel clients in a goal-oriented and ethical way
• you gain experience of working in multi-professional teams
• you know the basic task of your training position
• you are able to follow the principles of social sustainability and evaluate their fulfilment
• you are able to apply theoretical social and education service knowledge to client work and your own actions

Content

• a practical training period in a social and health service, education, youth work or immigrant work unit, for example (in the public, private or third sector)
• dialogical interaction with and counselling clients
• setting your own learning objectives, working on your training assignments and reflecting on your learning
• familiarising yourself with the operating environment of the training unit and placing it within the service system
• reflecting on whether the principles of professional ethics are fulfilled

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The internships are completed in order: When you have completed Project internship in customer work, you can start Customer work internship.

Objective

• you obtain knowledge of the everyday lives and challenges of the social service client groups
• you know how to apply the principles of sustainability in your work
• you master the basics of professional interaction in the work of social service professionals and know how to meet clients
• you are able to work in teams and participate in project planning and implementation responsibly
• you know how to act in the event of accidents, seizures and smaller accidents at home or outside work

Content

• the principles of client work in social services
• professional interaction and counselling in client work
• theories on and counselling of groups
• the principles, structure and phases of project work
• implementing a project
• basic first aid skills

Evaluation scale

Hyväksytty/Hylätty

Objective

• you recognise individual and environmental factors that affect people’s growth, development and education
• you can describe the developmental tasks of different life phases
• you are familiar with theories on education, development and learning

Content

• the biological, psychological and social development of human beings
• the developmental tasks and challenges of different life phases: childhood, youth, adulthood and old age
• the psychosocial basis of education and supporting individuals’ growth and socialisation process
• early interaction and parent-infant bonding
• the ethical dimension of education

Evaluation scale

H-5

Objective

• you recognise individual and environmental factors that affect people’s growth, development and education
• you can describe the developmental tasks of different life phases
• you are familiar with theories on education, development and learning

Content

• the biological, psychological and social development of human beings
• the developmental tasks and challenges of different life phases: childhood, youth, adulthood and old age
• the psychosocial basis of education and supporting individuals’ growth and socialisation process
• early interaction and parent-infant bonding
• the ethical dimension of education

Evaluation scale

H-5

Objective

• you recognise individual and environmental factors that affect people’s growth, development and education
• you can describe the developmental tasks of different life phases
• you are familiar with theories on education, development and learning

Content

• the biological, psychological and social development of human beings
• the developmental tasks and challenges of different life phases: childhood, youth, adulthood and old age
• the psychosocial basis of education and supporting individuals’ growth and socialisation process
• early interaction and parent-infant bonding
• the ethical dimension of education

Materials

Exam material:
Lectures +
Lifespan development: a psychological perspective. 2019. Lally, M. & Valentine-French, S., Second edition. E-book available at http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf

Chapter 1: Introduction to Lifespan Development, p. 9-24
Chapter 4: Early Childhood, p. 115-163
Chapter 6: Adolescence, p. 215-245
Chapter 8: Middle Adulthood, p. 307-370
Chapter 9: Late adulthood, p. 371-438

Exam schedules

Course exam 10.12.2024 at 10.15 - 12:00.
Re-examinations will be held in January 2025.

Content scheduling

Tuesdays Weeks 44-50

Week 44
Tue 29.10.2024
10.30 -11.15 Course info and introduction to lifespan development (KP)
12.00 -15.30 Holistic development: biosocial, cognitive and psychosocial processes. (KP)

Week 45
Tue 5.11.2024
10.30 - 14.15 Childhood (KP)
14.15 - 15.45 Group work (teachers present)

Week 46
Tue 12.11.2024
9.30 - 11.00 Group work
12.00 - 15.00 Adolescence (NA)

Week 47
Tue 19.11.2024
9.15 - 12.00 Adulthood (NA)
13.00 - 14.30 Group work (teachers present)

Week 48
Tue 26.11.2024
9.15 - 12.00 Late Adulthood (NA)
13.00 - 14:30 Group work

Week 49
Independent work

Week 50
10.12.2024
10.15 - 12.00 Course exam (KP)
13.00 - 15.30 Group presentations on study assignment (KP & NA)

Kindly be advised that attendance at all group meetings is mandatory. While one absence due to illness or other valid reasons is permissible, in such instances, the student is required to coordinate with either the group or the teacher to arrange additional tasks to make up for the missed session.

Evaluation scale

H-5

Assessment criteria, fail (0)

Student has not gained understanding on individual and environmental factors that affect people’s growth, development and education, developmental tasks of different life phases or theories on education, development and learning.

Assessment criteria, satisfactory (1-2)

Student has some understanding on individual and environmental factors that affect people’s growth, development and education.
Student has some understanding on developmental tasks of different life phases. Student is able to find some connections between different life phases, development tasks and the abilities to tackle these development challenges.
Student has some understanding on theories on education, development and learning.

Assessment criteria, good (3-4)

Student has understanding on individual and environmental factors that affect people’s growth, development and education.
Student has understanding on developmental tasks of different life phases. Student is able to find connections between different life phases, development tasks and the abilities to tackle these development challenges.
Student has understanding on theories on education, development and learning and is able to find connections between these aspects.

Assessment criteria, excellent (5)

Student has deep understanding on individual and environmental factors that affect people’s growth, development and education.
Student has deeper understanding on developmental tasks of different life phases. Student is able to find connections between different life phases, development tasks and the abilities to tackle these development challenges.
Student has deep understanding on theories on education, development and learning and is able to find connections between these aspects.

Objective

• you recognise individual and environmental factors that affect people’s growth, development and education
• you can describe the developmental tasks of different life phases
• you are familiar with theories on education, development and learning

Content

• the biological, psychological and social development of human beings
• the developmental tasks and challenges of different life phases: childhood, youth, adulthood and old age
• the psychosocial basis of education and supporting individuals’ growth and socialisation process
• early interaction and parent-infant bonding
• the ethical dimension of education

Evaluation scale

H-5

Objective

• you recognise individual and environmental factors that affect people’s growth, development and education
• you can describe the developmental tasks of different life phases
• you are familiar with theories on education, development and learning

Content

• the biological, psychological and social development of human beings
• the developmental tasks and challenges of different life phases: childhood, youth, adulthood and old age
• the psychosocial basis of education and supporting individuals’ growth and socialisation process
• early interaction and parent-infant bonding
• the ethical dimension of education

Evaluation scale

H-5

Objective

The aim of the course is to activate and develop the students’ field-relevant English language and communication skills. The students will gain professional skills in various spoken and written communicative situations encountered in working life and society. In addition, they will learn to utilize tools and techniques to further develop their skills in authentic, field-specific contexts. More specifically, students will focus on developing their language and communication skills in.
Upon completing the course, the students should have acquired skills to communicate at level B2 according to European Framework of Reference for Languages, which states that at B2-level students should be able to produce clear, coherent and well-structured texts, present detailed descriptions related to one’s field of interest, express and exchange opinions using fluent language, follow complex arguments, and read longer articles and reports.

Content

- writing professional, field-specific texts
- presenting and discussing field-specific topics in a professional manner
- reading field-specific texts and utilizing the information in professional contexts
- learning and using key terminology of their field
- becoming professional, autonomous language users in working life

Evaluation scale

H-5

Objective

The aim of the course is to activate and develop the students’ field-relevant English language and communication skills. The students will gain professional skills in various spoken and written communicative situations encountered in working life and society. In addition, they will learn to utilize tools and techniques to further develop their skills in authentic, field-specific contexts. More specifically, students will focus on developing their language and communication skills in.
Upon completing the course, the students should have acquired skills to communicate at level B2 according to European Framework of Reference for Languages, which states that at B2-level students should be able to produce clear, coherent and well-structured texts, present detailed descriptions related to one’s field of interest, express and exchange opinions using fluent language, follow complex arguments, and read longer articles and reports.

Content

- writing professional, field-specific texts
- presenting and discussing field-specific topics in a professional manner
- reading field-specific texts and utilizing the information in professional contexts
- learning and using key terminology of their field
- becoming professional, autonomous language users in working life

Evaluation scale

H-5

Objective

The aim of the course is to activate and develop the students’ field-relevant English language and communication skills. The students will gain professional skills in various spoken and written communicative situations encountered in working life and society. In addition, they will learn to utilize tools and techniques to further develop their skills in authentic, field-specific contexts. More specifically, students will focus on developing their language and communication skills in.
Upon completing the course, the students should have acquired skills to communicate at level B2 according to European Framework of Reference for Languages, which states that at B2-level students should be able to produce clear, coherent and well-structured texts, present detailed descriptions related to one’s field of interest, express and exchange opinions using fluent language, follow complex arguments, and read longer articles and reports.

Content

- writing professional, field-specific texts
- presenting and discussing field-specific topics in a professional manner
- reading field-specific texts and utilizing the information in professional contexts
- learning and using key terminology of their field
- becoming professional, autonomous language users in working life

Materials

Course.material will be available in the learning environment. No material costs for the students.

Teaching methods

Contact teaching, Online learning, Independent work, group work, source-critical information retrieval, peer assessment, self-assessment and reflection

Exam schedules

No final exam, the course assessment is based on the graded assignments implemented partly independently, partly on campus. All course assignments need to be passed to get the final course grade (0-5).
The date for the written skills test retake will be informed at the start of the course.

International connections

Enhancing skills in the following areas: work-oriented communication, digital learning, team work, reflection, self-assessment, sustainable development (theme incorporated within the course material).

Completion alternatives

-

Student workload

- Lessons and homework. 26h
- Preparation and presentation of an oral presentation 15 h
- Written skills test and preparation for it 10h
- Learning assignments in itslearning 30 h

Workload 3 ECTS = approx. 81 hours of student work

Content scheduling

The course introduction lesson is held in Zoom. The link will be provided later to the enrolled course participants. Most of the lessons are held on campus. The detailed lesson programme will be available in itslearning course space.at the start of the course.

Course content:

• Personal learning goals and needs, language level, studies and professional profile
• Communication needed in professional situations
• Professional vocabulary
• Field-related topics; texts and discussion (early childhood education and social welfare)
• Reading, understanding and reflecting on field-related articles
• Spoken presentation
• Self-reflection

Further information

Itslearning messaging is used for course specific communication. For urgent messages, please contact via email. Additional support and guidance can be arranged as online meetings if necessary.

Evaluation scale

H-5

Assessment methods and criteria

The entire course is assessed on a scale of 0-5 based on task-based evaluation. The following learning activities are completed and evaluated as indicated below. The weight of assignment-specific assessments in the final course grade is presented as percentages in parentheses.

Assessed on a scale of 0-5 (the average of the task evaluations below contributes to 80% of the overall grade):
- Group presentation on a field-specific topic (individual assessment)
- Learning report, which includes reporting on the oral and written comprehension of the topic-specific material
- Written skills test on campus on 18.11.

Assessed as Pass/ Fail (20% of the overall grade):
- Personal language profile and individual learning objectives
- Professional vocabulary assignment in groups
- Final reflection
- Active participation

Additionally, there are some non-assessed homework assignments to support learning.
Feedback and assessment: teacher's feedback, peer feedback, self-assessment. All course work must be completed and passed.

Assessment criteria, fail (0)

The student does not complete the course or the course assignments have not been completed in accordance with the instructions (e.g. using artificial intelligence contrary to the instructions). Course assignments have not been submitted or the course completion is incomplete.

Assessment criteria, satisfactory (1-2)

The student's production is inconsistent and sometimes hard to follow. However, the student knows the basic, most central vocabulary of their field, and can use it in their speech and writing. There are mistakes in the student's production related to structure and vocabulary, which influence the understandability. The message is conveyed in both spoken and written production despite the mistakes. The student does not participate very actively to the teaching. However, all the required assignments are submitted.

Assessment criteria, good (3-4)

The student's language use is appropriate, logical, clear and mostly fluent. Their speech and writing is easy to follow. The student knows professional vocabulary and can use it to their advantage in writing. Mistakes might occur from time to time in both speech and writing, but they do not affect the understandability. The student has followed instructions in their productions and their performance is professional. The student also participates actively to teaching and interactional situations. The required assignments are submitted and done well.

Assessment criteria, excellent (5)

The student's language use is versatile, skilled, appropriate and incisive in both written and spoken productions. Their speech and writing is pleasant to follow. Their knowledge of the professional vocabulary is excellent and they can routinely use it to their advantage in their productions. The student is a skilled participant in interactional situations and is excited to participate in them. Both their spoken and written productions consist of diverse structures. The student has been an active participant on the course and their productions show an excellent readiness to use language.

Evaluation scale

Hyväksytty/Hylätty

Evaluation scale

Hyväksytty/Hylätty

Objective

The student is able to act in a purposeful way in communicating and interacting in working life situations. He/she is able to take into consideration the receiver, the situation and the demands of the field and to communicate in an analytical, understandable and convincing manner.
The student is able and willing to develop his/her skills in the Finnish language and communication as part of his/her professional competence.

Content

Students know how to
-interpret the professional texts in their own field as part of information literacy skills and use their skills in new, different situations (for instance, text analysis and summary)
-write factual, consistent and understandable texts (for instance, small scale studies, reports, essays, professional presentations using source material) and to give references to sources according to given instructions (the basics of research communication)
-use up-to-date tools as support for their own linguistic ability in proof-reading (central contents in correcting language and text)
-act in a professional way in the verbal communication situations in working life, and to prepare for diverse speaking situations in a purposeful way (i.e. with the help of situation analysis and analysis plan)
-express themselves clearly using visual aids and by using language appropriate to the situation
-assess their own communication skills (the language and structure of spoken and written language, factors affecting readability and understandability, the effectiveness of the message)and to give and receive constructive criticism

Teaching methods

individual and group work

Exam schedules

There is no exam in this course. Assessment is based on assignments.

Student workload

3 credits = 80 hrs student work

learning assignments:
- presenting yourself in Finnish - video assignment (individual)
- Finnish culture - group presentation
- learning the culture - essay (individual)

Content scheduling

Course meetings in SALO IOT Campus and independent work days on Mondays during weeks 36 - 43

Timetable

2.9. at 9.30 - 14.30
9.9. at 9.30 - 14.30
16.9. at 9.30 - 14.30
23.9. independent learning, no classes on campus
30.9. independent learning, no classes on campus
7.10. at 9.30 - 14.30 presentations
14.10. independent learning, no classes on campus
21.10. at 9.30 - 15.30 presentations

DL for essays is 29.11.

Content:
- introduction to Finnish culture
-comparing the cultures
-cultural learning process
-introduction to Finnish language
-easy Finnish and everyday phrases

Further information

Course info can be found in ITS learning space of the course.

Evaluation scale

H-5

Assessment methods and criteria

- Video self-presentation: accepted - fail
- essay: accepted - fail
- group project:0 - 5

Assessment criteria, fail (0)

The student has performed poorly in the course. One or more assignments have been rejected or left undone. The student has not participated in the group project at all or very little.

Assessment criteria, satisfactory (1-2)

The student has completed all the required assignments, but they barely correspond to the target level of the course. The student has participated in meetings and the group project only a little.

Assessment criteria, good (3-4)

The student has actively participated actively in the course's face-to-face teaching and completed the tasks well, achieving the goals. The student has actively participated in group work.

Assessment criteria, excellent (5)

The student has participated very actively in face-to-face meetings and group work . He / She has completed the the assignments commendably and creatively.

Objective

• you understand aspects of citizens’ well-being and social problems
• you are familiar with societal and global challenges to well-being
• you are able to examine sustainability from different perspectives (ecological, economic, social and cultural)
• you are familiar with the history, functioning and tasks of welfare society and the welfare state

Content

• changes in welfare society and the welfare state
• welfare theories, measuring well-being, perceived well-being, quality of life
• social problems, social deprivation and marginalisation

Evaluation scale

H-5

Objective

• you understand aspects of citizens’ well-being and social problems
• you are familiar with societal and global challenges to well-being
• you are able to examine sustainability from different perspectives (ecological, economic, social and cultural)
• you are familiar with the history, functioning and tasks of welfare society and the welfare state

Content

• changes in welfare society and the welfare state
• welfare theories, measuring well-being, perceived well-being, quality of life
• social problems, social deprivation and marginalisation

Evaluation scale

H-5

Objective

• you understand aspects of citizens’ well-being and social problems
• you are familiar with societal and global challenges to well-being
• you are able to examine sustainability from different perspectives (ecological, economic, social and cultural)
• you are familiar with the history, functioning and tasks of welfare society and the welfare state

Content

• changes in welfare society and the welfare state
• welfare theories, measuring well-being, perceived well-being, quality of life
• social problems, social deprivation and marginalisation

Materials

Course materials:
Pesonen, P. and Riihinen, O., 2002. Dynamic Finland: The Political System and the Welfare State. Helsinki: Finnish Literature Society.
Chapters:
2 Pathways to Modern Finland pages 20-54
3 Finnish Nationalism pages 55-65
5 Civil Society pages 86-111
13 Law and Order and Public Control pages 201- 210
14 Materialization of Values and Goals pages 211-245

The teaching material given by the teachers.

Exam schedules

Course exam 22.10.2024 09:00 - 10:30
Course re-take exam Tue 29.10.2024 15:00 - 16:30
Course retake exam

Student workload

Lectures 1 op
Group work 2 op
Exam 2 op
Pesonen, P. and Riihinen, O., 2002. Dynamic Finland: The Political System and the Welfare State. Helsinki: Finnish Literature Society.
Chapters:
2 Pathways to Modern Finland pages 20-54
3 Finnish Nationalism pages 55-65
5 Civil Society pages 86-111
13 Law and Order and Public Control pages 201- 210
14 Materialization of Values and Goals pages 211-245

The teaching material given by the teachers.

Content scheduling

On Tuesdays, Weeks 37-43

Kaija Penttala (responsible teacher)
Heidi Ristseppä

Week 37
Tue 10.9.2024
9:15 - 10:00 Introduction to the course and the group assignment instructions (KP)
10:00 - 14.30 Theories of the welfare state. Well-being theories. (KP)

Week 38
Tue 17.9.2024
8.15-10.30 Group work (Heidi´s group on zoom: 8.15-10.30 group 1: 8.15-9.15, group 2: 9.30-10.30)
10.30 - 14:00 Measuring well-being, well-being research (KP)
14-15.30 Group work, teachers involved Kaija´s groups on campus


Week 39
Tue 24.9.2024
9.00-11.30 Sustainability, daily life and well-being (HR)
12:30 - 14:00 Marginalization and inequality (HR)
14:00-16.00 Group work, teachers involved, Heidi´s groups on campus, Kaija´s groups on zoom

Week 40
Tue 1.10.2024
12:00 - 13:30 Independent group work

Week 41
Tue 8.10.2024 Independent studying

Week 42
Tue 15.10.2024
12-13.30 Independent group work

Week 43
Tue 22.10.2024
09:00 - 10:30 Course exam (HR)
12:00 - 15:00 Group presentations (HR & KP)

Week 44
Tue 29.10.2023
15:00 - 16:30 Course re-take exam (KP)

Changes are possible.

Please note: Participation in all group meetings is compulsory.

Course materials:
Pesonen, P. and Riihinen, O., 2002. Dynamic Finland: The Political System and the Welfare State. Helsinki: Finnish Literature Society.
Chapters:
2 Pathways to Modern Finland pages 20-54
3 Finnish Nationalism pages 55-65
5 Civil Society pages 86-111
13 Law and Order and Public Control pages 201- 210
14 Materialization of Values and Goals pages 211-245

The teaching material given by the teachers.

Evaluation scale

H-5

Assessment methods and criteria

Individual exam, graded 1-5
Group task (pass/fail)
Group collaboration (pass/fail)"

Assessment criteria, fail (0)

The student's competence does not meet the assessment criteria.

Assessment criteria, satisfactory (1-2)

-You understand the dimensions of citizens' well-being and social issues.
-You are aware of societal and global challenges threatening well-being.
-You are capable of examining sustainable development from various perspectives (ecological, economic, social, and cultural).
-You are familiar with the history, functioning, and tasks of the welfare society and welfare state.

Assessment criteria, good (3-4)

-You comprehend the dimensions of citizens' well-being and social issues comprehensively.
-You are familiar with societal and global challenges threatening well-being and can describe and explain their manifestations.
-You are adept at examining sustainable development from various comprehensive perspectives (ecological, economic, social, and cultural).
-You are acquainted with the history, operations, and tasks of the welfare society and welfare state, as well as their practical manifestations.

Assessment criteria, excellent (5)

-You understand the dimensions of citizens' well-being and social problems, and you can apply and explain them in practice.
-You are aware of societal and global challenges threatening well-being, and you can comprehensively describe and apply their significance in practical contexts.
-You have a broad understanding of sustainable development from various perspectives (ecological, economic, social, and cultural).
-You have a broad understanding of the history, operations, and tasks of the welfare society and welfare state both theoretically and practically, and you can apply this knowledge.

Objective

• you understand aspects of citizens’ well-being and social problems
• you are familiar with societal and global challenges to well-being
• you are able to examine sustainability from different perspectives (ecological, economic, social and cultural)
• you are familiar with the history, functioning and tasks of welfare society and the welfare state

Content

• changes in welfare society and the welfare state
• welfare theories, measuring well-being, perceived well-being, quality of life
• social problems, social deprivation and marginalisation

Evaluation scale

H-5

Objective

• you understand aspects of citizens’ well-being and social problems
• you are familiar with societal and global challenges to well-being
• you are able to examine sustainability from different perspectives (ecological, economic, social and cultural)
• you are familiar with the history, functioning and tasks of welfare society and the welfare state

Content

• changes in welfare society and the welfare state
• welfare theories, measuring well-being, perceived well-being, quality of life
• social problems, social deprivation and marginalisation

Evaluation scale

H-5

Objective

• information technology: you know how to use information technology required in your UAS studies and working life
• information search: you have knowledge of key domestic and international information sources, and you develop independent information search skills
• research orientation: you are familiar with the basics of research activities and know how to use research data related to your field

Content

• information technology: introduction to information and communication technologies, usernames and passwords, internet, email, files and online learning environments, word processing and spreadsheets
• information search: introduction to Turku University of Applied Sciences’ library and information services
• research orientation: research and development areas in social services, theoretical framework, reporting, research interview, use of references

Materials

Information skills -course: Library's Information and Research Guides, https://libguides.turkuamk.fi/informationandresearchguides

Exam material:

Bhattacherjee, A. (2012) Social Science Research: Principles, Methods, and Practices.
Online: https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=1002&context=oa_textbooks.

Chapters 1-8 and 16

Teaching methods

- Participation in online and onsite teaching
- Study assignments
- Exam

Exam schedules

Exam
First retake exam
Second retake exam

International connections

- Online and onsite teaching
- Group work
- Individual work

Student workload

- Individual study assignments
- Exam

Content scheduling

Thu 5.9.24 on 9.30 - 12.30 / AL
Thu 12.9.24 on 9.30 - 12.30 / AL, HA
Thu 26.9.24 on 9.30 - 12.30 / AL, HA
Thu 3.10.24 on 9.30 - 12.30 / TS
Thu on 24.10. 24 on 9.30 - 12.30 / TS
Thu 31.10.24 on 9.00 - 11.00 / TS
Fri 8.11.24 on 13.00 - 15.00 Exam / AL, TS

Evaluation scale

H-5

Assessment methods and criteria

Basics of Research 2 cr:
- Study Assignment: pass / fail
- Exam: 1-5, 0 = failed, 5 = excellent

The final grade of the course is based on the exam grade.

Information Technology 2 cr:
- Assessment: approved / failed
- Criteria for approval: all exercises must be completed succesfully.

Info skills online course 1 cr:
- Assessment: passed / failed

Assessment criteria, fail (0)

- information technology: you are not able to use information technology required in your UAS studies and working life in basic level or use some required tools
- information search: you have not acquired the basic knowledge of key domestic and international information sources, and you have not developed information search skills
- research orientation: you are not familiar with some basic themes of research activities and are not able to use research data related to your field

Assessment criteria, satisfactory (1-2)

- information technology: you know how to use information technology required in your UAS studies and working life in basic level and use some required tools
- information search: you have basic knowledge of key domestic and international information sources, and you have developed some information search skills
- research orientation: you are familiar with some basic themes of research activities and know in basic level how to use research data related to your field

Assessment criteria, good (3-4)

- information technology: you know how to use information technology required in your UAS studies and working life
- information search: you have knowledge of key domestic and international information sources, and you develop independent information search skills
- research orientation: you are familiar with the basics of research activities and know how to use research data related to your field

Assessment criteria, excellent (5)

- information technology: you know how to use information technology required in your UAS studies and working life, you are able to work fluently with required software
- information search: you have deep knowledge of key domestic and international information sources, and you have developed independent information search skills
- research orientation: you are familiar with the basics of research activities in deeper level and know how to use research data related to your field. You have deeper understanding on research process and activities on your field. You are able to interpret and analyse research reports.

Objective

• you are familiar with central concepts in research, development and innovation
• you are able to solve problems innovatively and carry out networked operations in the development of social and related services
• you know how to develop the methods, work practices and service processes of client work in collaboration with other operators
• you are able to design, implement and evaluate development projects and apply research and development methods to the development of work practices
• you are able to comply with research and development ethics principles and guidelines
• you are able to evaluate the reliability and benefits of research and development

Content

´• the research and development process
• quantitative and qualitative research, research data collection and analysis methods
• development methods, materials and data
• literature review

Evaluation scale

H-5

Objective

• you are familiar with central concepts in research, development and innovation
• you are able to solve problems innovatively and carry out networked operations in the development of social and related services
• you know how to develop the methods, work practices and service processes of client work in collaboration with other operators
• you are able to design, implement and evaluate development projects and apply research and development methods to the development of work practices
• you are able to comply with research and development ethics principles and guidelines
• you are able to evaluate the reliability and benefits of research and development

Content

´• the research and development process
• quantitative and qualitative research, research data collection and analysis methods
• development methods, materials and data
• literature review

Evaluation scale

H-5

Objective

• you know how to promote the agency, social inclusion and right to autonomy of children, young people who are becoming independent, adults and elderly people with intellectual and developmental disabilities
• you are able to work in a multi-professional team that looks after the interests of a client with intellectual and developmental disabilities and their family
• you are familiar with the legislation and other norms that guide intellectual and developmental disability support work
• you have knowledge of the special services and support measures granted based on an intellectual and developmental disability, and you are able to guide your clients and families in their use

Content

• the reasons of intellectual and developmental disabilities and the most common disorders and conditions that cause them
• ethical issues in intellectual and developmental disability support work
• positive recognition
• supported decision making
• autonomy and the specific situations in which it can be restricted under legislation

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are familiar with the legislation that governs schools, as well as with the principles of pupil and student welfare
• you identify phases and challenges related to children’s and young people’s learning
• you know how to guide pupils to different services and offer low-threshold support in a school environment
• you know your role as a Bachelor of Social Services in the multi-professional teams in schools

Content

• pupil and student welfare
• the legislation that governs schools
• school social workers’ role and tasks in comprehensive and upper secondary schools
• learning difficulties and supporting pupils or students with learning difficulties
• school bullying as a phenomenon

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you can identify a person in crisis and their need for help
• you are familiar with the basics of short-term crisis intervention models
• you know how to act supportively with a seriously traumatised person as part of a multi-professional team

Content

• short-term crisis interventions and their implementation
• the support process for seriously traumatised people
• the symptoms of post-traumatic stress disorder and helping people who suffer from

Evaluation scale

H-5

Objective

• you are able to identify societal, ecological and cultural factors behind international migration and refugeeship
• you are able to reflect on your own values, attitudes and prejudices
• you are able to collaborate with people from different cultures
• you know how to promote the equal treatment of people and act against racism and discrimination
• you know how to support the integration and agency of immigrants and immigrant families and groups
• you understand gender diversity and the importance of gender sensitivity in your work

Content

• the concept of culture, its levels and dimensions
• cultural competence and multicultural counselling competence
• global responsibility and human rights
• Finnish immigration policies, the asylum process and the service system that supports integration
• legislation concerning immigration, discrimination and equality

Evaluation scale

H-5

Objective

• you are able to identify societal, ecological and cultural factors behind international migration and refugeeship
• you are able to reflect on your own values, attitudes and prejudices
• you are able to collaborate with people from different cultures
• you know how to promote the equal treatment of people and act against racism and discrimination
• you know how to support the integration and agency of immigrants and immigrant families and groups
• you understand gender diversity and the importance of gender sensitivity in your work

Content

• the concept of culture, its levels and dimensions
• cultural competence and multicultural counselling competence
• global responsibility and human rights
• Finnish immigration policies, the asylum process and the service system that supports integration
• legislation concerning immigration, discrimination and equality

Evaluation scale

H-5

Objective

• you are able to identify societal, ecological and cultural factors behind international migration and refugeeship
• you are able to reflect on your own values, attitudes and prejudices
• you are able to collaborate with people from different cultures
• you know how to promote the equal treatment of people and act against racism and discrimination
• you know how to support the integration and agency of immigrants and immigrant families and groups
• you understand gender diversity and the importance of gender sensitivity in your work

Content

• the concept of culture, its levels and dimensions
• cultural competence and multicultural counselling competence
• global responsibility and human rights
• Finnish immigration policies, the asylum process and the service system that supports integration
• legislation concerning immigration, discrimination and equality

Evaluation scale

H-5

Objective

• you are able to identify societal, ecological and cultural factors behind international migration and refugeeship
• you are able to reflect on your own values, attitudes and prejudices
• you are able to collaborate with people from different cultures
• you know how to promote the equal treatment of people and act against racism and discrimination
• you know how to support the integration and agency of immigrants and immigrant families and groups
• you understand gender diversity and the importance of gender sensitivity in your work

Content

• the concept of culture, its levels and dimensions
• cultural competence and multicultural counselling competence
• global responsibility and human rights
• Finnish immigration policies, the asylum process and the service system that supports integration
• legislation concerning immigration, discrimination and equality

Content scheduling

January 16, 9.30 AM - 3 PM
Start of the module and assignments. Basic concepts of immigration. (LN)

January 23, 9.30 AM - 3 PM
Guidelines for immigration policy, asylum process, and support services for integration. (LN)

January 30, 9 AM - 2 PM
Cultural competence and multicultural guidance skills. (SV)

February 6, 9 AM - 2 PM
Gender diversity and gender-sensitive approach. (SV)

February 13, 9.30 AM - 11 .30 AM
Exam

To successfully complete the course module, 100% attendance in classes is required, of which 50% must be attended in person and 50% can be compensated with an alternative assignment. For any absence from classes, the student must write a reflective essay on the topic of the missed class in essay form.

Pre-assignments and assignments to compensate for absences must be submitted two weeks after the last in-person class of the module. After this deadline, compensatory assignments will not be accepted. Absences can be compensated by attending the corresponding classes in the autumn 2025 implementation.

Evaluation scale

H-5

Objective

• you are able to identify societal, ecological and cultural factors behind international migration and refugeeship
• you are able to reflect on your own values, attitudes and prejudices
• you are able to collaborate with people from different cultures
• you know how to promote the equal treatment of people and act against racism and discrimination
• you know how to support the integration and agency of immigrants and immigrant families and groups
• you understand gender diversity and the importance of gender sensitivity in your work

Content

• the concept of culture, its levels and dimensions
• cultural competence and multicultural counselling competence
• global responsibility and human rights
• Finnish immigration policies, the asylum process and the service system that supports integration
• legislation concerning immigration, discrimination and equality

Evaluation scale

H-5

Objective

· you develop your expertise in social and education services
· you internalise the values that guide social and education services, as well as the principles of professional ethics and sustainability
· you master service counselling and apply a preventive and solution-oriented approach to your work
· you know how to use various client work methods in individual and group counselling
· you are able to plan, implement, document and evaluate the phases of a goal-oriented client process in a client-oriented manner
· you are able work as a social and education service expert in multi-professional teams and networks

Content

· working as a social service professional at a workplace you have chosen based on your personal study plan
· observing, counselling and supporting clients, paying attention to social inclusion
· working as a member of a work team and community
· setting your own learning objectives, working on your training assignments and reflecting on your learning
· developing the operating culture of the training place in collaboration with the other employees

Evaluation scale

H-5

Qualifications

The internships are completed in order: When you have completed Internship in demanding client work / immediate management, you can start Internship in expanded competence.

Objective

· you develop your expertise in social and education services
· you internalise the values that guide social and education services, as well as the principles of professional ethics and sustainability
· you master service counselling and apply a preventive and solution-oriented approach to your work
· you know how to use various client work methods in individual and group counselling
· you are able to plan, implement, document and evaluate the phases of a goal-oriented client process in a client-oriented manner
· you are able work as a social and education service expert in multi-professional teams and networks

Content

· working as a social service professional at a workplace you have chosen based on your personal study plan
· observing, counselling and supporting clients, paying attention to social inclusion
· working as a member of a work team and community
· setting your own learning objectives, working on your training assignments and reflecting on your learning
· developing the operating culture of the training place in collaboration with the other employees

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The internships are completed in order: When you have completed Internship in demanding client work / immediate management, you can start Internship in expanded competence.

Objective

· you develop your expertise in social and education services
· you internalise the values that guide social and education services, as well as the principles of professional ethics and sustainability
· you master service counselling and apply a preventive and solution-oriented approach to your work
· you know how to use various client work methods in individual and group counselling
· you are able to plan, implement, document and evaluate the phases of a goal-oriented client process in a client-oriented manner
· you are able work as a social and education service expert in multi-professional teams and networks

Content

· working as a social service professional at a workplace you have chosen based on your personal study plan
· observing, counselling and supporting clients, paying attention to social inclusion
· working as a member of a work team and community
· setting your own learning objectives, working on your training assignments and reflecting on your learning
· developing the operating culture of the training place in collaboration with the other employees

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The internships are completed in order: When you have completed Internship in demanding client work / immediate management, you can start Internship in expanded competence.

Objective

• you establish your approach to work that supports children and their families
• you know your role in multi-professional work with children and families
• you understand the importance of documentation in child protection
• you know how to promote your well-being at work

Content

• positive recognition
• supportive education and care
• restriction decisions in child protection
• documentation of client work
• vicarious traumatisation and work fatigue

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you establish your approach to work that supports children and their families
• you know your role in multi-professional work with children and families
• you understand the importance of documentation in child protection
• you know how to promote your well-being at work

Content

• positive recognition
• supportive education and care
• restriction decisions in child protection
• documentation of client work
• vicarious traumatisation and work fatigue

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you understand the basic concepts of inclusive early childhood education
• you understand the characteristics of children’s development and their variation
• you know how to support children in social and psychological problems
• you understand the importance of early support for the overall well-being of children and know how to plan support measure with the day care team and guardians

Content

• supporting children’s psychosocial development
• creating a learning environment that supports children’s development (psychological, physical and social)
• challenging educational situations and tutoring interaction
• emotional education and children’s peer relationships
• collaboration with parents and other experts

Materials

Lecture materials
Scientific articles in English

Materials in Finnish, optional:
- Heiskanen, N. 2022. Pienet tuetut askeleet.
- Siiskonen, T., Aro, T., Ahonen, T. & Ketonen, R. (toim.). 2003. Joko se puhuu? Kielenkehityksen vaikeudet varhaislapsuudessa.
- Aro, T. & Laakso, M-L. (toim.). 2011. Taaperosta taitavaksi toimijaksi - Itsesäätelytaitojen kehitys ja tukeminen.
- Lundàn, A. & Suoninen, E. 2006. Haasteellisen lapsen kohtaaminen. Kasvatus 37 (5), 453 - 462

Teaching methods

Individual work, pair work, group work
Literature-based, lecture-based and learning assignment-based work

Student workload

Contact teaching and interview assignment 3 ECTS
Learning assignment 2 ECTS

Content scheduling

Teachers:
Tiina Suni
Noora Ahvenjärvi

Teaching on Mondays, weeks 36-40.
Teaching in English at Salo campus.

Mon 2.9.2024 9:30 - 13:30 (Tiina & Noora)
Course info and study assignments
Inclusion and early support in Early Childhood Education and Care (ECEC)
Planning support measures in ECEC

Mon 9.9.2024 9:30 - 13:30 (Tiina)
Cooperation with the guardians in support measures
Cross-sectoral cooperation

Mon 16.9.2024 9:30 - 13:30 (Tiina)
Supporting children’s emotional skills and social development

Mon 23.9.2024 9:30-14:30 (Noora)
Supporting language and linguistic abilities
Exercises on supportive measures

Mon 30.9.2024 9:30 - 13:30 (Tiina & Noora)
Presentations on interview assignment
Course wrap-up and reflection

Presence in contact teaching is obligatory. In all cases of absence, a compensative assignment must be completed (instructions in Itslearning). Max. amount absence is 50 % of the contact teaching.

Evaluation scale

H-5

Assessment methods and criteria

Learning assignment (F-5)
- first submission 7.10.2024
- second submission 21.10.2024

Interview assignment is evaluated on scale approved / failed.
All the assignments must be completed to pass the course.

Assessment criteria, fail (0)

Student does not achieve the criteria of level 1.
Student has not participated in contact teaching according to the requirements.
Student has not completed all the learning assignments of the course.

Assessment criteria, satisfactory (1-2)

• you understand the basic concept of inclusive early childhood education
• you understand some of the characteristics of children’s development
• you have some understanding on how to support children in social and psychological problems
• you understand in some level the importance of early support
• you know at some extend how to plan support measure with the day care team and guardians

Assessment criteria, good (3-4)

• you understand well the basic concept of inclusive early childhood education
• you understand the characteristics of children’s development and their variation
• you have proper understanding on how to support children in social and psychological problems
• you understand the importance of early support for the overall well-being of children
• you know how to plan support measure with the day care team and guardians

Assessment criteria, excellent (5)

• you understand deeply the concept of inclusive early childhood education
• you understand all the characteristics of children’s development and their variation
• you have deep understanding on how to support children in social and psychological problems and you can apply this knowledge in practice
• you understand in deep level the importance of early support for the overall well-being of children
• you know how to plan support measure with the day care team and guardians and are able to plan, implement and evaluate the actions from the perspective of your professional role

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

The modules in early childhood education must be completed in order: first the basic studies (Module 1) and then the advanced studies (Module 2). Exceptions can be made if it is justified from the perspective of the student’s personal study plan (HOPS) and the student has at least one year of work experience in early childhood education tasks in Finland or previous higher education studies in early childhood education that have been accredited in their studies at Turku University of Applied Sciences.

Objective

• you understand the basic concepts of inclusive early childhood education
• you understand the characteristics of children’s development and their variation
• you know how to support children in social and psychological problems
• you understand the importance of early support for the overall well-being of children and know how to plan support measure with the day care team and guardians

Content

• supporting children’s psychosocial development
• creating a learning environment that supports children’s development (psychological, physical and social)
• challenging educational situations and tutoring interaction
• emotional education and children’s peer relationships
• collaboration with parents and other experts

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

The modules in early childhood education must be completed in order: first the basic studies (Module 1) and then the advanced studies (Module 2). Exceptions can be made if it is justified from the perspective of the student’s personal study plan (HOPS) and the student has at least one year of work experience in early childhood education tasks in Finland or previous higher education studies in early childhood education that have been accredited in their studies at Turku University of Applied Sciences.

Objective

• you understand the basic concepts of inclusive early childhood education
• you understand the characteristics of children’s development and their variation
• you know how to support children in social and psychological problems
• you understand the importance of early support for the overall well-being of children and know how to plan support measure with the day care team and guardians

Content

• supporting children’s psychosocial development
• creating a learning environment that supports children’s development (psychological, physical and social)
• challenging educational situations and tutoring interaction
• emotional education and children’s peer relationships
• collaboration with parents and other experts

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

The modules in early childhood education must be completed in order: first the basic studies (Module 1) and then the advanced studies (Module 2). Exceptions can be made if it is justified from the perspective of the student’s personal study plan (HOPS) and the student has at least one year of work experience in early childhood education tasks in Finland or previous higher education studies in early childhood education that have been accredited in their studies at Turku University of Applied Sciences.

Objective

• you are able to identify the special needs of children in foster care
• you learn ways to work with traumatised children
• you understand the therapeutic benefits of everyday routines in the life of children in foster care
• you know how to work with children using different working methods

Content

• the well-being of children in foster care, children’s needs, parent-infant bonding disorders and traumas
• therapeutic foster care
• neuropsychiatric challenges

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you are able to identify the special needs of children in foster care
• you learn ways to work with traumatised children
• you understand the therapeutic benefits of everyday routines in the life of children in foster care
• you know how to work with children using different working methods

Content

• the well-being of children in foster care, children’s needs, parent-infant bonding disorders and traumas
• therapeutic foster care
• neuropsychiatric challenges

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you understand the concept of and different work orientations related to family work
• you know how to support a child’s or young person’s parents
• you are able to apply a systemic approach to work in child protection
• you know how to use different working methods and tools to support your work

Content

• assessment of family situations
• supporting and providing peer support group activities for the parents of children in foster care
• family work in community and foster care
• the Let’s talk about children discussion
• mentalisation theory

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Evaluation scale

Hyväksytty/Hylätty

Evaluation scale

Hyväksytty/Hylätty

Objective

• you are familiar with various operating environments and methods of nature- and environment-based activities
• you are familiar with nature-based counselling and client work, and the principles of respecting the environment that guide them
• you understand the meaning of nature in supporting well-being, and you are aware of your own relationship with nature
• you know how to plan, implement and assess nature- and environment-based activities in a client-based and goal-oriented way

Content

• the health and welfare effects of nature
• the operating environments of nature- and environment-based activities
• different nature- and environment-based activities, mindfulness skills in relation to nature
• activities in a natural environment, experiences and adventures in various environments
• taking care of nature as a therapeutic activity

Materials

All materials in itslearning

Teaching methods

Individual study
Small group work
Lectures (in english)
Learning assignments (instructions and retunr both in english and finnish)

International connections

Activity based learning

Student workload

Lectures and independent work 2 ECTS
Assignments 3 ECTS

Assessment criteria, approved/failed

Criteria for approved accomplishment of the course:
- participation in teaching
- completing and passing the study assignments
- achieving the following competence objectives in sufficient level:
• you are familiar with operating environments and methods of nature- and environment-based activities
• you are familiar with nature-based counselling and client work, and the principles of respecting the environment that guide them
• you understand the meaning of nature in supporting well-being
• you are aware of your own relationship with nature
• you know how to plan, implement and assess nature- and environment-based activities in a client-based and goal-oriented way

Criteria for failed grade:
- participation in teaching is missing or
- study assignments are failed or
- student does not achieve the above mentioned competence objectives in sufficient level

Content scheduling

Responsible teacher / Vastuuopettaja: Olli Toivonen

This course is in english. assignment instructions and return can be made in english or finnish

Course schedule (see also in Peppi):

Mon 26.8.2024 15:00 - 18:00 Course start: independent work on pre-assignment.
Mon 2.9.2024 15:00 - 18:00 Course info, discussion on pre-assignment and lecture on nature-based activities and nature well-being (Olli Toivonen, Noora Ahvenjärvi)
Mon 9.9.2024 15:00 - 18:00 Different environments and methods & adventure activities (OT)
Mon 16.9.2024 15:00 - 18:00 Nature materials (OT, NA)
Mon 23.9.2024 15.00-18.00 Independent/group work on study assignments
Mon 30.9.2024 15:00 - 18:00 Study assignment implementation: nature-oriented activities in small groups (location: Ispoinen) (OT, NA)
Mon 7.10.2024 15.00-18.00 Independent/group work: excursion to nature-based animal-assisted activities and report on the visit
Mon 14.10.2024 15:00 - 18:00 Independent work: excursion to nature-based animal-assisted activities and report on the visit
Mon 21.10.2024 15:00 - 18:00 Nature well-being in practice (short hike in nature) (NA)
Mon 28.10.2024 15:00 - 18:00 City adventure (OT, NA)

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Evaluation of the course: approved / failed

100% participation in teaching (one absence can be compensated with assignments)

Assignments: All study assignments must be submitted and approved according to the course timetable. All study assignments are evaluated on scale approved / failed. Approved accomplishment: all the required perspectives are included in the assignment and the length of the assignment meets the minimum length mentioned in the assignment.

Assignments of the course (can change before start of the course):
1) pre-assignment
2) reflective learning diary
3) nature-based activity plan & implementation of the plan for small group
4) excursion visit to animal-assisted activities and report on the visit
5) nature- or environment-based activity plan targeted at a certain customer group

Objective

• you are able to work in multi-professional teams, work communities and operating environments
• you have first-line management skills
• you are familiar with labour legislation concerning management
• you are able to evaluate your management skills from the perspective of different client groups and well-being at work
• you understand workplace communication as a whole and its relation to first-line management, and you can strategically plan communications

Content

• contemporary management and organisational theories
• first-line management of welfare services and its characteristics
• legislation concerning first-line management
• work community management in practice
• work community skills that promote the well-being of the community
• workplace communications as a whole and its different areas, communication culture, management communications and communication strategies

Evaluation scale

H-5

Objective

• you are able to work in multi-professional teams, work communities and operating environments
• you have first-line management skills
• you are familiar with labour legislation concerning management
• you are able to evaluate your management skills from the perspective of different client groups and well-being at work
• you understand workplace communication as a whole and its relation to first-line management, and you can strategically plan communications

Content

• contemporary management and organisational theories
• first-line management of welfare services and its characteristics
• legislation concerning first-line management
• work community management in practice
• work community skills that promote the well-being of the community
• workplace communications as a whole and its different areas, communication culture, management communications and communication strategies

Evaluation scale

H-5

Objective

• you are able to work in multi-professional teams, work communities and operating environments
• you have first-line management skills
• you are familiar with labour legislation concerning management
• you are able to evaluate your management skills from the perspective of different client groups and well-being at work
• you understand workplace communication as a whole and its relation to first-line management, and you can strategically plan communications

Content

• contemporary management and organisational theories
• first-line management of welfare services and its characteristics
• legislation concerning first-line management
• work community management in practice
• work community skills that promote the well-being of the community
• workplace communications as a whole and its different areas, communication culture, management communications and communication strategies

Evaluation scale

H-5

Objective

• you are able to work in multi-professional teams, work communities and operating environments
• you have first-line management skills
• you are familiar with labour legislation concerning management
• you are able to evaluate your management skills from the perspective of different client groups and well-being at work
• you understand workplace communication as a whole and its relation to first-line management, and you can strategically plan communications

Content

• contemporary management and organisational theories
• first-line management of welfare services and its characteristics
• legislation concerning first-line management
• work community management in practice
• work community skills that promote the well-being of the community
• workplace communications as a whole and its different areas, communication culture, management communications and communication strategies

Materials

Information about learning materials available in ITS learning space of the course.

Exam schedules

The course is completed with assignments. There is no exam.

Student workload

5 ects = 135 hours student work

Teaching hours in campus 36 hours AND independent work (assignments)

Assignments
1) Work community skills (individual work): assessment accepted / fail
2) Labor legislation (pair work):assessment accepted / fail
3) Work community report (group work 2 ects): assessment 0 - 5

Content scheduling

In autumn semester during weeks 36 - 44 in SALO IOT Campus

NOTE! The course starts on 4.9. in Salo campus.

Orientation: objectives,course timetable, contents and assignments
4.9.at 9.30 - 14.00 Orientation: objectives,course timetable, contents and assignments; organization and culture, organizational skills and roles (PM)
18.9. at 9.30 - 14.30 Organizational communication (PM)
19.9. at 12.00 - 15.30 Basics of management (ML)
23.9. at 9.30 - 14.00 Legislation and responsibilities (ML)
2.10. Independent work, no lectures
9.10. at 9.30 - 11.30 Legislation assignments (ML) + independent work at 12.00-14.30
16.10. Independent work, no lectures
24.10.at 9.30 - 14.30 Presentations (ML, PM)
30.10. independent work, no lectures
Deadline for reports is 1.11.2024

Further information

ITSlearning space of the course

Evaluation scale

H-5

Assessment methods and criteria

Lectures, group work and independent work ( 2 ects)
Attendance is mandatory at the start of the study course and during the assignment breakdown classes.

Assignments (3 ects)
1) Work community skills assignment (individual assignment), assessment: accepted / fail
2) Labor legislation assignment (pair assignment), assessment: accepted / fail
3) Work community report (group assignment 2 credits), assessment: 0 - 5

Assessment criteria, fail (0)

Student
- does not know the basics of first-line management and work community
- does not understand the importance of work community skills
- is not familiar with the labor legislation governing first-line management
- has not worked actively as a member of a small group
- has not taken part in the task breakdown classes
- has not returned all assignments or the assignments are significantly incomplete


One or more of the above criteria is fulfilled.

Assessment criteria, satisfactory (1-2)

Student
- has insufficient knowledge of the basics of first-line management and the work community
- understands only to a limited extent the meaning of work community skills
- has only superficially familiarized himself with the labor legislation governing first-line management
- has participated in small group work, but there is room for improvement in terms of activity and responsibility
- has not actively participated in the task breakdown classes
- some task or tasks are incomplete

Assessment criteria, good (3-4)

Student
- knows well the basics of first-line management and the work community
- understands well the importance of work community skills
- knows well the labor legislation governing first-line management and understands how it is applied
- has acted actively and responsibly for small group work
- has actively participated in the task breakdown classes
- all tasks have been done well, following the criteria and showing a good understanding of the contents of the course

Assessment criteria, excellent (5)

Student
- knows and knows how to apply the basics of first-line management and work community
- commendably understands the importance of work community skills and knows how to apply knowledge
- has a commendable knowledge of and knows how to apply the labor legislation governing first-line management
- has actively and responsibly promoted small group work while taking others into account
- has actively participated in the task breakdown classes
- all tasks have been done excellently in compliance with the criteria and showing the ability to analyze and apply the contents of the course in depth

Objective

• you are familiar with societal, social and individual processes behind ageing and factors that affect them, and you are able to inform various operators about the life situations and needs of the elderly to support their decision making
• you are familiar with the legislation and ethical principles concerning this area of social work, and you know how to apply them in your work
• you know the ways of organising and producing services and how they are controlled and supervised in the public, private and third sectors
• you understand the importance of living and operating environments in ageing and everyday life
• you know how to use preventive work and early support approaches and are able to identify protective and risk factors to well-being
• you know how to support the social inclusion and impact opportunities of the elderly

Content

· ageing as an individual, societal and cultural phenomenon
· the services for the elderly and the ways they are produced
· the social security for the elderly, systematic assessment of service needs and service counselling
· the changes in ageing, functional capacity and resources, assessment of functional capacity and identifying early support needs
· supporting life at home, supporting independent and community-based activities and supporting impact making
· social networks, informal care and special issues of ageing

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you know how to plan, implement and evaluate an action-based project in your work with young people
• you understand the action-based methods used in work with young people

Content

• various ways of counselling and tutoring
• using action-based methods with young people
• planning, implementation and evaluation of an action-based project with a group of young people

Evaluation scale

Hyväksytty/Hylätty

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you identify developmental tasks related to youth and learn different ways of counselling and tutoring young people
• you obtain knowledge of action-based methods that you can use in your work with young people

Content

• youth as a life phase
• the developmental tasks and challenges of youth, including psychosomatic problems, social media, intoxicants and sexuality
• young people as members of society
• collaboration opportunities: introduction to organisations and other operators that work with young people and to various working methods in different operating environments

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you identify developmental tasks related to youth and learn different ways of counselling and tutoring young people
• you obtain knowledge of action-based methods that you can use in your work with young people

Content

• youth as a life phase
• the developmental tasks and challenges of youth, including psychosomatic problems, social media, intoxicants and sexuality
• young people as members of society
• collaboration opportunities: introduction to organisations and other operators that work with young people and to various working methods in different operating environments

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

• you know which factors support and challenge pupils’ and students’ well-being
• you know how to support children’s and young people’s well-being in different learning environments

Content

• the well-being of school-aged children and young people
• mental health and crisis support for young people
• self-image and self-concept as a learner and a person
• planning, implementation and evaluation of an action-based project in a school

Evaluation scale

H-5

Qualifications

Students can start optional customer group-specific studies when they have completed at least 60 credits.

Objective

Student
- knows how to use the material collection, analysis and reporting methods
- is able to independently write a thesis report.
- is able to utilize domestic and international literature relating to welfare services, social field and its related field
in his/her report.
- takes care of the distribution of the results or outcomes of the thesis.
- knows how to act as an active peer reviewer in a seminar and masters research communication

Content

Content
- report according to the degree programme and the instructions of Turku University of Applied Sciences
- presentation of the thesis
- peer feedback
- research communication
- distribution of results or outcome
- oral and written peer evaluation
- research essay

Evaluation scale

H-5

Objective

Student
- knows how to use the material collection, analysis and reporting methods
- is able to independently write a thesis report.
- is able to utilize domestic and international literature relating to welfare services, social field and its related field
in his/her report.
- takes care of the distribution of the results or outcomes of the thesis.
- knows how to act as an active peer reviewer in a seminar and masters research communication

Content

Content
- report according to the degree programme and the instructions of Turku University of Applied Sciences
- presentation of the thesis
- peer feedback
- research communication
- distribution of results or outcome
- oral and written peer evaluation
- research essay

Evaluation scale

H-5

Objective

Student
- knows how to use the material collection, analysis and reporting methods
- is able to independently write a thesis report.
- is able to utilize domestic and international literature relating to welfare services, social field and its related field
in his/her report.
- takes care of the distribution of the results or outcomes of the thesis.
- knows how to act as an active peer reviewer in a seminar and masters research communication

Content

Content
- report according to the degree programme and the instructions of Turku University of Applied Sciences
- presentation of the thesis
- peer feedback
- research communication
- distribution of results or outcome
- oral and written peer evaluation
- research essay

Evaluation scale

H-5

Objective

Student
- knows how to use the material collection, analysis and reporting methods
- is able to independently write a thesis report.
- is able to utilize domestic and international literature relating to welfare services, social field and its related field
in his/her report.
- takes care of the distribution of the results or outcomes of the thesis.
- knows how to act as an active peer reviewer in a seminar and masters research communication

Content

Content
- report according to the degree programme and the instructions of Turku University of Applied Sciences
- presentation of the thesis
- peer feedback
- research communication
- distribution of results or outcome
- oral and written peer evaluation
- research essay

Evaluation scale

Hyväksytty/Hylätty

Objective

Student
- knows how to use the material collection, analysis and reporting methods
- is able to independently write a thesis report.
- is able to utilize domestic and international literature relating to welfare services, social field and its related field
in his/her report.
- takes care of the distribution of the results or outcomes of the thesis.
- knows how to act as an active peer reviewer in a seminar and masters research communication

Content

Content
- report according to the degree programme and the instructions of Turku University of Applied Sciences
- presentation of the thesis
- peer feedback
- research communication
- distribution of results or outcome
- oral and written peer evaluation
- research essay

Evaluation scale

Hyväksytty/Hylätty

Objective

Student
- knows how to use the material collection, analysis and reporting methods
- is able to independently write a thesis report.
- is able to utilize domestic and international literature relating to welfare services, social field and its related field
in his/her report.
- takes care of the distribution of the results or outcomes of the thesis.
- knows how to act as an active peer reviewer in a seminar and masters research communication

Content

Content
- report according to the degree programme and the instructions of Turku University of Applied Sciences
- presentation of the thesis
- peer feedback
- research communication
- distribution of results or outcome
- oral and written peer evaluation
- research essay

Evaluation scale

Hyväksytty/Hylätty

Objective

• you are able to independently and responsibly carry out creative research and development that aims for constructive change in collaboration with various operators
• you are able to write a report of the research and/or development project in accordance with the instructions
• you are able to produce and assess knowledge to promote well-being, and you participate in the dissemination of the results and/or product
• you know how to communicate about research and conduct constructive peer assessment

Content

• writing the thesis report and saving it in the system in accordance with the degree programme and Turku University of Applied Sciences instructions
• presenting and communicating about the thesis
• publication and dissemination of the results or product
• oral and written peer review
• maturity test
• the commissioner’s statement

Evaluation scale

H-5

Objective

• you are able to independently and responsibly carry out creative research and development that aims for constructive change in collaboration with various operators
• you are able to write a report of the research and/or development project in accordance with the instructions
• you are able to produce and assess knowledge to promote well-being, and you participate in the dissemination of the results and/or product
• you know how to communicate about research and conduct constructive peer assessment

Content

• writing the thesis report and saving it in the system in accordance with the degree programme and Turku University of Applied Sciences instructions
• presenting and communicating about the thesis
• publication and dissemination of the results or product
• oral and written peer review
• maturity test
• the commissioner’s statement

Evaluation scale

H-5

Objective

• you are able to independently and responsibly carry out creative research and development that aims for constructive change in collaboration with various operators
• you are able to write a report of the research and/or development project in accordance with the instructions
• you are able to produce and assess knowledge to promote well-being, and you participate in the dissemination of the results and/or product
• you know how to communicate about research and conduct constructive peer assessment

Content

• writing the thesis report and saving it in the system in accordance with the degree programme and Turku University of Applied Sciences instructions
• presenting and communicating about the thesis
• publication and dissemination of the results or product
• oral and written peer review
• maturity test
• the commissioner’s statement

Evaluation scale

Hyväksytty/Hylätty

Objective

• you are able to independently and responsibly carry out creative research and development that aims for constructive change in collaboration with various operators
• you are able to write a report of the research and/or development project in accordance with the instructions
• you are able to produce and assess knowledge to promote well-being, and you participate in the dissemination of the results and/or product
• you know how to communicate about research and conduct constructive peer assessment

Content

• writing the thesis report and saving it in the system in accordance with the degree programme and Turku University of Applied Sciences instructions
• presenting and communicating about the thesis
• publication and dissemination of the results or product
• oral and written peer review
• maturity test
• the commissioner’s statement

Evaluation scale

H-5

Objective

• you are able to independently and responsibly carry out creative research and development that aims for constructive change in collaboration with various operators
• you are able to write a report of the research and/or development project in accordance with the instructions
• you are able to produce and assess knowledge to promote well-being, and you participate in the dissemination of the results and/or product
• you know how to communicate about research and conduct constructive peer assessment

Content

• writing the thesis report and saving it in the system in accordance with the degree programme and Turku University of Applied Sciences instructions
• presenting and communicating about the thesis
• publication and dissemination of the results or product
• oral and written peer review
• maturity test
• the commissioner’s statement

Evaluation scale

H-5

Objective

• you are able to independently and responsibly carry out creative research and development that aims for constructive change in collaboration with various operators
• you are able to write a report of the research and/or development project in accordance with the instructions
• you are able to produce and assess knowledge to promote well-being, and you participate in the dissemination of the results and/or product
• you know how to communicate about research and conduct constructive peer assessment

Content

• writing the thesis report and saving it in the system in accordance with the degree programme and Turku University of Applied Sciences instructions
• presenting and communicating about the thesis
• publication and dissemination of the results or product
• oral and written peer review
• maturity test
• the commissioner’s statement

Evaluation scale

H-5

Objective

• you are able to independently and responsibly carry out creative research and development that aims for constructive change in collaboration with various operators
• you are able to write a report of the research and/or development project in accordance with the instructions
• you are able to produce and assess knowledge to promote well-being, and you participate in the dissemination of the results and/or product
• you know how to communicate about research and conduct constructive peer assessment

Content

• writing the thesis report and saving it in the system in accordance with the degree programme and Turku University of Applied Sciences instructions
• presenting and communicating about the thesis
• publication and dissemination of the results or product
• oral and written peer review
• maturity test
• the commissioner’s statement

Evaluation scale

Hyväksytty/Hylätty

Objective

• you are able to independently and responsibly carry out creative research and development that aims for constructive change in collaboration with various operators
• you are able to write a report of the research and/or development project in accordance with the instructions
• you are able to produce and assess knowledge to promote well-being, and you participate in the dissemination of the results and/or product
• you know how to communicate about research and conduct constructive peer assessment

Content

• writing the thesis report and saving it in the system in accordance with the degree programme and Turku University of Applied Sciences instructions
• presenting and communicating about the thesis
• publication and dissemination of the results or product
• oral and written peer review
• maturity test
• the commissioner’s statement

Evaluation scale

Hyväksytty/Hylätty

Objective

• you are able to solve problems creatively and carry out networked, collaborative research and development of social and education services with various operators
• you are able to write a thesis plan independently and use research and/or development methods to reform work and/or operating practices
• you are able to produce knowledge to promote well-being and comply with research and development ethics principles and practical instructions
• you know how to communicate about research and give constructive peer feedback

Content

• the scope of the thesis, its presentation and approval
• writing the thesis plan and its approval
• research communications as part of preparing a thesis
• the commissioner and the contract with the commissioner
• the thesis instructions of Turku University of Applied Sciences and the degree programme
• workshop activities, peer feedback and designation of the thesis supervisor

Assessment criteria, approved/failed

Approved: Completing the course requires an approved thesis plan.

Content scheduling

Teachers:
Tiina Suni
Noora Ahvenjärvi

1. workshop on Friday 17.1.2025, 9:30 - 15:30 (Janina Luoto & Marju Lindholm at Salo campus whole day, Tiina Suni & Noora Ahvenjärvi online during the afternoon)
2. workshop on Friday 31.1.2025, 9:30 - 12:00 (Tiina & Noora)
3. workshop on Friday 28.3.2025, 9:30 - 12:00 (Tiina & Noora)

Thesis plan should be submitted to Itslearning until 21.3.2025.

Students are responsible for scheduling a tutor session with the teacher. Student contacts the teacher to schedule the meeting.

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Completing the course requires an approved thesis plan.

Qualifications

The student may begin writing a thesis when they have completed at least 60 credits in their entirety and both study units of research and development methods. The Development and Research Methods course can also be completed during the same semester as the student starts work on the thesis.

Objective

• you are able to solve problems creatively and carry out networked, collaborative research and development of social and education services with various operators
• you are able to write a thesis plan independently and use research and/or development methods to reform work and/or operating practices
• you are able to produce knowledge to promote well-being and comply with research and development ethics principles and practical instructions
• you know how to communicate about research and give constructive peer feedback

Content

• the scope of the thesis, its presentation and approval
• writing the thesis plan and its approval
• research communications as part of preparing a thesis
• the commissioner and the contract with the commissioner
• the thesis instructions of Turku University of Applied Sciences and the degree programme
• workshop activities, peer feedback and designation of the thesis supervisor

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The student may begin writing a thesis when they have completed at least 60 credits in their entirety and both study units of research and development methods. The Development and Research Methods course can also be completed during the same semester as the student starts work on the thesis.

Objective

• you are able to solve problems creatively and carry out networked, collaborative research and development of social and education services with various operators
• you are able to write a thesis plan independently and use research and/or development methods to reform work and/or operating practices
• you are able to produce knowledge to promote well-being and comply with research and development ethics principles and practical instructions
• you know how to communicate about research and give constructive peer feedback

Content

• the scope of the thesis, its presentation and approval
• writing the thesis plan and its approval
• research communications as part of preparing a thesis
• the commissioner and the contract with the commissioner
• the thesis instructions of Turku University of Applied Sciences and the degree programme
• workshop activities, peer feedback and designation of the thesis supervisor

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The student may begin writing a thesis when they have completed at least 60 credits in their entirety and both study units of research and development methods. The Development and Research Methods course can also be completed during the same semester as the student starts work on the thesis.

Objective

• you are able to solve problems creatively and carry out networked, collaborative research and development of social and education services with various operators
• you are able to write a thesis plan independently and use research and/or development methods to reform work and/or operating practices
• you are able to produce knowledge to promote well-being and comply with research and development ethics principles and practical instructions
• you know how to communicate about research and give constructive peer feedback

Content

• the scope of the thesis, its presentation and approval
• writing the thesis plan and its approval
• research communications as part of preparing a thesis
• the commissioner and the contract with the commissioner
• the thesis instructions of Turku University of Applied Sciences and the degree programme
• workshop activities, peer feedback and designation of the thesis supervisor

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The student may begin writing a thesis when they have completed at least 60 credits in their entirety and both study units of research and development methods. The Development and Research Methods course can also be completed during the same semester as the student starts work on the thesis.

Objective

• you are able to solve problems creatively and carry out networked, collaborative research and development of social and education services with various operators
• you are able to write a thesis plan independently and use research and/or development methods to reform work and/or operating practices
• you are able to produce knowledge to promote well-being and comply with research and development ethics principles and practical instructions
• you know how to communicate about research and give constructive peer feedback

Content

• the scope of the thesis, its presentation and approval
• writing the thesis plan and its approval
• research communications as part of preparing a thesis
• the commissioner and the contract with the commissioner
• the thesis instructions of Turku University of Applied Sciences and the degree programme
• workshop activities, peer feedback and designation of the thesis supervisor

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The student may begin writing a thesis when they have completed at least 60 credits in their entirety and both study units of research and development methods. The Development and Research Methods course can also be completed during the same semester as the student starts work on the thesis.

Objective

• you are able to solve problems creatively and carry out networked, collaborative research and development of social and education services with various operators
• you are able to write a thesis plan independently and use research and/or development methods to reform work and/or operating practices
• you are able to produce knowledge to promote well-being and comply with research and development ethics principles and practical instructions
• you know how to communicate about research and give constructive peer feedback

Content

• the scope of the thesis, its presentation and approval
• writing the thesis plan and its approval
• research communications as part of preparing a thesis
• the commissioner and the contract with the commissioner
• the thesis instructions of Turku University of Applied Sciences and the degree programme
• workshop activities, peer feedback and designation of the thesis supervisor

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The student may begin writing a thesis when they have completed at least 60 credits in their entirety and both study units of research and development methods. The Development and Research Methods course can also be completed during the same semester as the student starts work on the thesis.

Objective

• you are able to solve problems creatively and carry out networked, collaborative research and development of social and education services with various operators
• you are able to write a thesis plan independently and use research and/or development methods to reform work and/or operating practices
• you are able to produce knowledge to promote well-being and comply with research and development ethics principles and practical instructions
• you know how to communicate about research and give constructive peer feedback

Content

• the scope of the thesis, its presentation and approval
• writing the thesis plan and its approval
• research communications as part of preparing a thesis
• the commissioner and the contract with the commissioner
• the thesis instructions of Turku University of Applied Sciences and the degree programme
• workshop activities, peer feedback and designation of the thesis supervisor

Evaluation scale

Hyväksytty/Hylätty

Qualifications

The student may begin writing a thesis when they have completed at least 60 credits in their entirety and both study units of research and development methods. The Development and Research Methods course can also be completed during the same semester as the student starts work on the thesis.

Objective

• you are able to solve problems creatively and carry out networked, collaborative research and development of social and education services with various operators
• you are able to write a thesis plan independently and use research and/or development methods to reform work and/or operating practices
• you are able to produce knowledge to promote well-being and comply with research and development ethics principles and practical instructions
• you know how to communicate about research and give constructive peer feedback

Content

• the scope of the thesis, its presentation and approval
• writing the thesis plan and its approval
• research communications as part of preparing a thesis
• the commissioner and the contract with the commissioner
• the thesis instructions of Turku University of Applied Sciences and the degree programme
• workshop activities, peer feedback and designation of the thesis supervisor

Evaluation scale

Hyväksytty/Hylätty