Study Guide

Objective

Objectives
Student knows how to apply and evaluate different theoretical work orientations and work methods of the client work.

Content

Content
- service guidance methods
- powering methods
- narrative methods
- dialogue in the client work
- methods of rehabilitating social work

Evaluation scale

H-5

Objective

Objectives
Student knows how to apply and evaluate different theoretical work orientations and work methods of the client work.

Content

Content
- service guidance methods
- powering methods
- narrative methods
- dialogue in the client work
- methods of rehabilitating social work

Evaluation scale

H-5

Objective

Objectives
Student knows how to apply and evaluate different theoretical work orientations and work methods of the client work.

Content

Content
- service guidance methods
- powering methods
- narrative methods
- dialogue in the client work
- methods of rehabilitating social work

Evaluation scale

H-5

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 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 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

Talentia 2017. Work, Valus and ethics. Ethical guidelines for social welfare professionals (Sosiaalialan ammattihenkilön eettiset ohjeet): https://talentia.e-julkaisu.com/2019/ethical-guidelines/#page=1

Laws (Finlex)

Others still coming

Exam schedules

14.12. Group exam
January 2023 Re-examination (individual exam)

Student workload

Learning assignments: groupinterview and report, ethical simulations and
Lectures
Group exam

Content scheduling

Changes are possible until the start of the course

9.11.2023: 9.30-15.30 Introduction to the course and assignments. Values and professional ethics. Orientation to Finnish laws: Social welfare act (Sosiaalihuoltolaki) & Act on the status and rights of Social Welfare Clients (Laki asiakkaan asemasta ja oikeuksista). Note: pre-assignment. /MV

16.11.2023: 10-15 Differences of professional and everyday communication, communication styles, verbal and non-verbal communication + Client-centered communication, speech acts, challenges in professional communication etc. Work methods in clientwork (Asiakastyön menetelmät)/PM

23.11.2022 9.30-15 Finnish/presentations/PM

30.11.2023 9.30 -15 Finnish laws (continues) and Ethical simulations and discussions (PM, MV)

7.12.2023 Personal worktime for assignments (Interviews)

14.12.2023: 10-15 (PM, MV)
10-11.30: Group exam in ITSlearning platform
12.30-14 Discussions on Interview assignments
14-15 Course finish and evaluation

Tuesday 13.2.2024 at 9.00-10-15 Retake exam / Online in ITSlearning

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

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

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

Student
- knows how to use client work methods enforcing participation and functionality

Content

Content:
- bringing up the worry
- solution-oriented approach
- Incredible Years

Evaluation scale

H-5

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.

Teaching methods

Independent working in itslearning.

Exam schedules

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

International connections

Independent working in itslearning.

Student workload

5 credit = 125 hours work

Content scheduling

Student is working independently starting in Theme 1 and then themes in order. Introductions will open in 6th of february 2024 at 8 am. Last date for returning tasks is 16th may 2024 at 23.59 pm. Tasks returned later will not be evaluated, student will sign in this course in fall 2024.

Further information

Student is entitled to study this course when she/he has signed in Peppi by 6th february.

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 either by 15th march, 19th april or 16th may. Teachers will evaluate tasks and write down the grade in Peppi in two weeks after these days.

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.

Teaching methods

Independent working in itslearning.

Exam schedules

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

International connections

Independent working in itslearning.

Student workload

5 credit = 125 hours work

Content scheduling

Student is working independently starting in Theme 1 and then themes in order. Introductions will open in 11th of september 2023 at 8 am. Last date for returning tasks is 27th november 2023 at 23.59 pm. If tasks needs to be supplemented, the supplemented tasks should return by 4th january. Tasks returned later will not be evaluated, student will sign in this course in spring 2024.

Further information

Student is entitled to study this course when she/he has signed in Peppi by 11th september.

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 either by 2nd october 30th october or 27th november. Teachers will evaluate tasks and write down the grade in Peppi in two weeks after these days.

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

H-5

Qualifications

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

Teaching methods

Individual learning
Group discussions

International connections

Individual learning
Group discussion

Content scheduling

Training period: Weeks 44-50

NOTE! Itslearning Basecamp for PSOSS22EN is use for Client work training

20.9. 14.00-15.30 Training info
- Training plans (returned to its 4 weeks before training begins) and other documents (criminal record extract)
- Practical training instructions and assignments. Reporting.

15.11. 14.00-15.30 Mid training meeting

18.12. 08.30-10.00 Training feedback and reflection

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 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

H-5

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 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 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

Content scheduling

Project work during weeks 3-22 on Thursday

Thursday 18.1. 2024 9.30 - 15.00 Learning objectives of the course, project groups and starting project planning together Päivi Myllymäki, Meeri Rusi
Thursday 25.1. 9.30 -15.00 Independent study in own project groups (support by teachers if need - teams)
Thursday 1.2.2023 9.30-15.30 Theoretical background and project planning. Päivi Myllymäki, Meeri Rusi
Thursday 8.2. 9.30-15.30 Theory teaching about groups guidance; Communication in group guidance. Päivi Myllymäki, Meeri Rusi

First aid teaching and exercises by Riina Riihimäki (teacher) 18.4.2023, 9.30-15.30

Tuesday 16.5. 9.30 - 15.30 Reporting own project working and experiences to all in small groups: What have we learned from customer work and guidance? Päivi Myllymäki, Meeri Rusi

Evaluation scale

H-5

Objective

• you understand the basics of augmentative and alternative communication
• you know how to promote client inclusion and equality with the help of different communication methods
• you know how to use online resources in challenging communication situations

Content

• methods that support and replace oral communication
• forms of simplified language use

Materials

Reading materials for the exam:
NOTE! Choose one book!

Battaye Alison 2018. Who's Afraid of AAC? The UK Guide to Augmentative and Alternative Communication.
OR
Beukelman, David 2007. Augmentative and alternative communication: supporting children and adults with complex communication needs.
OR
Loncke, Filip 2014: Augmentative and alternatvie communciation : models and applications for educators, speech-language pathologists, psychologists, caregivers and users.

Teaching methods

Independent learning, EXAM

Exam schedules

online exams in > Choose your exam date (online in ITS)
29.2. at 17.00 - 18.00
26.3. at 17.00 - 18.00
24.4. at 17.00 - 18.00

Content scheduling

Objectives
- you understand the basics of alternative communication methods
• you know how to promote customer inclusion and equality with the help of different communication methods
• you know how to use online resources in challenging communication situations

Contents
• methods that support and replace oral communication
• forms of simplified language use

online exams in > Choose your exam date (online in ITS)
29.2. at 17.00 - 18.00
26.3. at 17.00 - 18.00
24.4. at 17.00 - 18.00



Enroll to exam you choose two weeks before by sending e-mail to teacher Päivi Myllymäki. Inform also which book you have read for the exam.

Evaluation scale

H-5

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

Student is working independently starting with the theme 1 and then themes in order. The instructions for the tasks will open on the 6th of February 2024 at 8 am. The latest date for returning tasks is 16th May 2024 at 23.59 pm. If the learning assignments require completion, the completed assignments must be returned no later than June 6, 2024, 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 6th 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 15th March, 19th April or 16th May. Teachers will evaluate tasks and register the grades in Peppi two weeks after deadlines.

Objective

• you are able to use digital tools in your work as a social and education professional
• you know how to create professional content in an online environment
• you are familiar with professional opportunities and challenges brought on by digitalisation
• you are able to counsel individual clients and groups in digital operating environments
• you know how to use various media tools such as social media for professional purposes

Content

• a media project: planning, implementation and assessment
• the use of online media tools (text, image, video and podcast) in the project
• the special requirements of digital counselling and interaction in an online environment
• influencer communications and marketing social and education service expertise
• service terms of use, the differences between private and professional use and ethical principles

Materials

Learning material can be found in ITS learning.

Teaching methods

Team work and blogging: thematical assignments
Learning by doing
Using social media for learning
Reflecting your own learning process and group work


Technical requirements for the course:
You need to be able to join online meetings and use Blogger and other collaborative online tools chosen by your vi team e.g. Google tools/ OneDrive/social media platforms. You also need to be able to record team sessions.
You will need a Google account and gmail address for the blog.

NOTE that this is not IT course. The emphasis is on the content of media and social work.

Exam schedules

This course doesn't contain exam

Student workload

Workload for student:
5 credits = 135 hours work

Work includes
-online Zoom meetings
- group meetings and planning and completing theme assignments:blog posts (written, videos etc.) in group blog and other material linked to blog EACH WEEK
-commenting posts in blogs of all the other groups (each theme) EACH WEEK
-individual learning diary entries (ITS)
-course article written in groups as final report of learning
The best articles will be published after the course in TALK online magazine on TUAS website https://talk.turkuamk.fi/

Content scheduling

TIMETABLE

Starting from 15.1. NOTE the change: there's no online meeting on 15.1.> independent work. The first Zoom meeting on 22.1. Read the invitation e-mail you got.
Create a Google account and gmail address if you haven't got one already. Familiarize yourself with the Blogger.com platform if you haven't used it before. https://www.blogger.com/about/?bpli=1

During this course you are going to work in randomly formed groups. Each group is going to create a blog in Blogger.com and share it with all the participants and teacher (not with all of the world). All the assignments except individual learning diary are completed in blog environment. Each group will decide the layout of the blog. In addition each group will decide which social media platforms (Instagram, TikTok, YouTube, Facebook etc.) it will use. All content (f.ex. videos) are linked to the blog.

All the participants are expected to
- write (with pictures/videos) a post each week (each theme) individually in their group blog (own name)
-comment the posts and other content in other group blogs each week.
-write learning diary in ITS
-participate in writing an article in group


19.1. ITS Learning space opens: check your group, write your gmail address and phone number (for WhatsApp group) in ITSlearning so other group members can reach you and other groups can send you invitation to their blogs

22.1. at 15.00 - 18.00 online in Zoom: course info, timetable, groups, blogs and weekly tasks, Instructions to the first assignment.
Join Zoom Meeting
https://turkuamk.zoom.us/j/69792635608
Meeting ID: 697 9263 5608
BLOGGING STARTS.

29.1. at 15.00 - 18.00 online in Zoom: assignment info and group work

5.2. at 15.00 -18.00 online in Zoom: assignment info and group work
12.2.at 15.00 - 18.00 online in Zoom: assignment info and group work
19.2. independent work time for groups
26.2.. at 15.00 - 18.00 online in Zoom: assignment info and group work
4.3. independent work time for groups
11.3. at 15.00 - 18.00 online in Zoom: assignment info and group work
18.3. independent work time for groups
25.3.at 15.00 - 18.00 online in Zoom: assignment info and group work
8.4. at 15.00 - 18.00 online in Zoom:
15.4. DL for articles

The course work consists both of team activities and independent assignments.Most of the work will be done in group blog. The instructions for the assignments are given in online meetings and ITSlearning.

The themes for assignments include f.ex.reflecting your own media history and media use, individual and corporate use of digital media, issues concerning social work professionals in media environment, children and media education, reaching young people in social media, different areas of adult social work in media, examples and best practices, elderly people and the problem of digital divide, advantages and risks of using media platforms in social and education work.

All the assignments will be completed in English. Further information can be found in Itslearning course environment.

Further information

course invitation e-mail from teacher
ITSlearning space and its chat boards
online meetings
gmail messages from small groups for blog invitations


The small groups can book additional Zoom meetings with the teacher if needed.

Evaluation scale

H-5

Assessment methods and criteria

Assessment

scale: 0 - 5
group assessment
NOTE that peer assessment is also taken account.

All course assignments must be completed according to the given criteria and deadlines following a specific schedule provided at the start of course. Active participation in teamwork is required from all course participants. Some assignments require peer and self-reflection.

The course will be graded by 30.4.

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:

- 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 10: Death and Dying, p. 438-466

- Lecture materials

Teaching methods

Lectures
Group work
Study assignment (in groups)

Exam schedules

Course exam 5.12.2023 9.30-11.00
Course retake exams: 15.12.2023 12:00 – 13:30 & 15.1.2024 14:45 - 16:15

International connections

Lectures
Group work
Independent work

Student workload

Lectures and sgroup work 3 p
Exam 2 p

Content scheduling

Weeks 44-49

Week 44
Mon 31.10.2023
9.30 -11.00 Course info and introduction to lifespan development (TS)

Week 45
Tue 7.11.2023
9.00 - 12:00 Lecture: Lifespan psychology and cognitive development (TS)
13:00 - 14:30 Group work, teachers present (TS & KP)

Week 46
Tue 14.11.2023
9:30 - 11:00 Independent group work
12:00 - 15:00 Lecture: Socialization, education & learning (KP)

Week 47
Tue 21.11.2023
9:00 - 11:00 Childhood, early interaction and attachment relationships during the life span (TS)
12:00 - 13:30 Group work, teachers present (TS & KP)

Week 48
Tue 28.11.2023
9:30 - 11:00 Independent group work
12:00 - 15:00 Emotions over the life span (KP)

Week 49
Tue 5.12.2023
9:30 - 11:00 Course exam (TS)
12:00 - 15:00 Group presentations on study assignment (TS & KP)

Please note, that presence in all group meetings is compulsory. One absence because of sickness or other justified reason is accepted, but in this case the student is responsible on agreeing with the group or with the teacher on extra work to compensate the absence.

Changes possible.

Evaluation scale

H-5

Assessment methods and criteria

Exam F-5
Small group study assignment pass / failed

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

• 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

Materials

Course.material will be available on Itslearning. No material costs for the students.

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).

Content scheduling

NB! Some of the lessons are held in Zoom (the link will be provided later and some of the lessons are held on campus. The detailed information will be updated and sent to you vie emai and infromed in itslearning course space.

Course content:

• Personal learning goals and needs, language level, studies and professional profile
• Communication needed in client situations
• Professional vocabulary
• Field-related topics; texts and discussion
• Reading and summarizing field-related articles
• Spoken presentation
• Self-reflection

Further information

Itslearning messaging is used for course specific communication. For urgent messages, please use email. Additional support and guidance meetings can be arranged in Teams if necessary.

Evaluation scale

H-5

Assessment methods and criteria

The course will be graded on a scale 0-5. Please, see the criteria below and in itslearning.

In addition to the teacher's feedback, the student will provide and receive peer feedback.

Assessment criteria, fail (0)

The student does not perform adequately on the course, or terminates the course.

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.

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

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

Evaluation scale

Hyväksytty/Hylätty

Evaluation scale

Hyväksytty/Hylätty

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.

Teaching methods

Lectures
Co-operative learning
Group exam

International connections

Lectures
Co-operative learning

Completion alternatives

Exam F-5

Student workload

Lectures 1 op
Group work 2 op
Exam 2 op

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

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

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

Teaching methods

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

Exam schedules

Exam 23.10.2023 12:30 - 14:00
First retake exam 21.11.2023 14:00 - 15:30
Second retake exam 5.12.2023 15:00 - 16:30

International connections

- Online and onsite teaching
- Group work
- Individual work

Student workload

- Individual study assignments
- Exam

Content scheduling

Information technology / Katri Viippo
- Mon 28.8.2023 9:30 - 15:00, Beginning of study unit, installing Office 365-apps, writing templates and how to use thesis template
- Mon 4.9.2023 9:30 - 15:00, Word-tasks and the use of thesis template continues
- Mon 18.9.2023 9:30 - 15:00, Presentation graphics in PowerPoint and Basics of Excel-spreadsheets: how to use functions & formulas and create tables & charts
- Mon 25.9.2023 13:00-15:00 Excel-spreadsheets continues

Information skills: Info skills online course / Tuulikki Hattunen
- Mon 11.9.2023 13:00 - 15:00 Course Info and teaching
- Mon 2.10.2023 13-14 Guidance session (Teams)
- Mon 23.10.2023. The course should be completed

Basics of Research / Tiina Suni
- Mon 11.9.2023 10:00 - 12:00, Course info and introduction to research
- Mon 25.9.2023 9:00 - 12:00 Basics of research and research process
- Mon 2.10.2023 9:00 - 12:00, Research ethics and research types
- Mon 23.10.2023 9:00 - 14:00, Presentations of study assignments and course exam: study assignment presentations, 9:00 - 11:30 & course exam, 12:30 - 14:00

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:at least 50 % of the assignments 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

Learning objective is to comprehend the key competence areas in residential child care work. Each learning module has own detailed learning objectives.

Content

Course consists of three (3) learning modules, which are interlinked and capture competencies, which are seen essential to high quality professional residential child care work. Course is designed partly as a self-learning with online learning mateial and with intensive week and group working in campus. The various activities in each of the Learning Modules are designed to stimulate your thinking on child protection, to reflect on challenges in working with children and youth with special needs and your own attitude, and to impart knowledge and encourage your skill development in multiple areas.

Learning modules:
1. Building educative and therapeutic relationships
2. Transforming crises and conflicts into opportunities
3. Involving the family of origin

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

The student
-is able to describe the research and development process
-is able to identify development needs in working life
-is able to describe and evaluate methods applicable for use in research and development
-is able to describe and evaluate methods for collecting, analysing and reporting data
-is able to evaluate reliability and ethical principles
-is able to act as an expert in multiprofessional groups

Content

Content
- purpose and targets in research and development
- quantitative and qualitative research and literature review
- development and research processes
- methods for collecting and analysing data
- methods for development
- reliability and ethics
- working in multiprofessional groups

Evaluation scale

H-5

Objective

The student can create a plan to complete the studies and prepare him/herself for situations in job-hunting.
Developing working life skills – towards working life
- The student can apply what he/she has learned in a work environment

- The student gives feedback through the student barometre questionnaire

ISP
- The student creates an employment and career plan

Content

Developing working life skills – towards working life
- training the use of innovative methods

- RDI/cooperatives/working life as a part of studies

- thesis as a part of studies and career planning

- entrepreneurship
- practical training
- working life skills

- cooperation with companies
ISP
- development discussion

- the graduation process

- opportunities for postgraduate studies

Evaluation scale

Hyväksytty/Hylätty

Objective

The student can create a plan to complete the studies and prepare him/herself for situations in job-hunting.
Developing working life skills – towards working life
- The student can apply what he/she has learned in a work environment

- The student gives feedback through the student barometre questionnaire

ISP
- The student creates an employment and career plan

Content

Developing working life skills – towards working life
- training the use of innovative methods

- RDI/cooperatives/working life as a part of studies

- thesis as a part of studies and career planning

- entrepreneurship
- practical training
- working life skills

- cooperation with companies
ISP
- development discussion

- the graduation process

- opportunities for postgraduate studies

Evaluation scale

Hyväksytty/Hylätty

Objective

The student can create a plan to complete the studies and prepare him/herself for situations in job-hunting.
Developing working life skills – towards working life
- The student can apply what he/she has learned in a work environment

- The student gives feedback through the student barometre questionnaire

ISP
- The student creates an employment and career plan

Content

Developing working life skills – towards working life
- training the use of innovative methods

- RDI/cooperatives/working life as a part of studies

- thesis as a part of studies and career planning

- entrepreneurship
- practical training
- working life skills

- cooperation with companies
ISP
- development discussion

- the graduation process

- opportunities for postgraduate studies

Evaluation scale

H-5

Objective

The student can create a plan to complete the studies and prepare him/herself for situations in job-hunting.
Developing working life skills – towards working life
- The student can apply what he/she has learned in a work environment

- The student gives feedback through the student barometre questionnaire

ISP
- The student creates an employment and career plan

Content

Developing working life skills – towards working life
- training the use of innovative methods

- RDI/cooperatives/working life as a part of studies

- thesis as a part of studies and career planning

- entrepreneurship
- practical training
- working life skills

- cooperation with companies
ISP
- development discussion

- the graduation process

- opportunities for postgraduate studies

Evaluation scale

Hyväksytty/Hylätty

Objective

The student can create a plan to complete the studies and prepare him/herself for situations in job-hunting.
Developing working life skills – towards working life
- The student can apply what he/she has learned in a work environment

- The student gives feedback through the student barometre questionnaire

ISP
- The student creates an employment and career plan

Content

Developing working life skills – towards working life
- training the use of innovative methods

- RDI/cooperatives/working life as a part of studies

- thesis as a part of studies and career planning

- entrepreneurship
- practical training
- working life skills

- cooperation with companies
ISP
- development discussion

- the graduation process

- opportunities for postgraduate studies

Evaluation scale

H-5

Objective

The student can create a plan to complete the studies and prepare him/herself for situations in job-hunting.
Developing working life skills – towards working life
- The student can apply what he/she has learned in a work environment

- The student gives feedback through the student barometre questionnaire

ISP
- The student creates an employment and career plan

Content

Developing working life skills – towards working life
- training the use of innovative methods

- RDI/cooperatives/working life as a part of studies

- thesis as a part of studies and career planning

- entrepreneurship
- practical training
- working life skills

- cooperation with companies
ISP
- development discussion

- the graduation process

- opportunities for postgraduate studies

Evaluation scale

Hyväksytty/Hylätty

Objective

The student can create a plan to complete the studies and prepare him/herself for situations in job-hunting.
Developing working life skills – towards working life
- The student can apply what he/she has learned in a work environment

- The student gives feedback through the student barometre questionnaire

ISP
- The student creates an employment and career plan

Content

Developing working life skills – towards working life
- training the use of innovative methods

- RDI/cooperatives/working life as a part of studies

- thesis as a part of studies and career planning

- entrepreneurship
- practical training
- working life skills

- cooperation with companies
ISP
- development discussion

- the graduation process

- opportunities for postgraduate studies

Evaluation scale

Hyväksytty/Hylätty

Objective

Objectives
Student knows the regulations governing the school activities as well as the principles of pupil and student welfare.
He/she recognizes the phases and difficulties relating to the development and learning of the youth.

Content

Content
- pupil and student welfare
- mental health and crisis work of the youth

Evaluation scale

H-5

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 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 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 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

Objectives
Student is able to recognize a child’s needs for support and knows the practices of early support.

Content

Content
- difficulties in a child’s development and their manifestation
- taking into account a child’s special needs in an early education plan
- support for a child’s development and learning

Evaluation scale

H-5

Objective

Objectives
Student is able to recognize a child’s needs for support and knows the practices of early support.

Content

Content
- difficulties in a child’s development and their manifestation
- taking into account a child’s special needs in an early education plan
- support for a child’s development and learning

Evaluation scale

H-5

Objective

Student
- is able to recognize the special needs of placed children and their families
- learns to support placed children and their families

Content

Content
- placed children’s welfare; children’s “normal” and special needs; affectional issues, trauma
- with placed children; therapeutic facility upbringing
- cooperation between special and demanding level services: facility care (child and youth caring institution, reform schools),
special medical care, neuropsychiatry
- support of adaptation at home, parenthood persuasion
- participation of placed children’s parents

Evaluation scale

Hyväksytty/Hylätty

Objective

Student
- understands the significance of the legislation and society in the support of families with children
- recognizes his/her own role and that of the service system in supporting the child

Content

Content:
- societal change in the position of a child and a family
- service system for families with children
- active role of the families with children as a client
- social welfare act & child welfare act in the preventive work

Evaluation scale

H-5

Objective

Student
- understands the significance of legislation in child welfare work
- learns to understand the meaning of his/her own well-being at work

Content

Content
- client process in child welfare
- community care clientele
- restriction decisions in child welfare
- documentation of the client work
- rights and obligations both from the view of clients and of employees, ethical reflection
- vicarious traumatisation and burn-out

Evaluation scale

H-5

Objective

Student
- understands the concept of family work and different implementation methods
- learns a systematic working approach in child welfare work

Content

Content
- evaluation of parenthood: interaction, flow of everyday life, safe growth conditions
- systematic working approach; family systems, multifunctional team structure, multiprofessional division of work
- support of placed children’s parents and peer group function
- social worker as a responsible worker
- family work in community and foster care

Evaluation scale

H-5

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
learning assignments

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

Changes are possible until the beginning of the course.

Please note! Contact teaching is in English. Course is implemented partly outside the campus premises. This requires abilities to walk in nature and urban environments and wearing suitable equipment (e.g. outdoor clothes and shoes) according to weather conditions. Course requires using public transport or other vehicles in order to reach teaching places in Turku area.

****
Mon 28.8.2023 15:00 - 18:00 Course start: independent work on pre-assignment
Mon 4.9.2023 15:00 - 18:00 Course info, discussion on pre-assignment and lecture on nature-based activities and nature well-being (Tiina Suni)
Mon 11.9.2023 15:00 - 18:00 Different environments and methods & adventure activities (Olli Toivonen)

Mon 18.9.2023 15:00 - 18:00 Nature well-being in practice (short hike in nature)
Mon 25.9.2023 15:00 - 18:00 City adventure
Mon 2.10.2023 15:00 - 18:00 Study assignment implementation: nature-based activities in small groups (location: Kupittaa park)
Mon 9.10.2023 15:00 - 18:00 Handcrafting & Nature materials
Mon 16.10.2023 15:00 - 18:00 Independent work: excursion to nature-based animal-assisted activities and report on the visit

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:
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

Content scheduling

In autumn teaching is on Mondays. Links are found at the ITS platform.
NOTE THE NEW TIMETABLE!

4.9.2023 at 9.30 - 13.30 Orientation and basics of work place communications/PM
11.9.2023 at 9.30 - 13.30 Basics of management/MV
18.9.2023 at 9.30 - 13.30 Legislation and roles in work place/PM, MV
19.9.2023 independent work
25.9.2023 at 9.30 - 13.30
2.10.2023 independent work
9.10.2023 at 9.30. - 13.30 presentations/PM,MV
16.10.2023 independent work
23.10.2023 independent work

Due date (DL) of the report is 10.11.2023

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

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 know the most common neuropsychiatric and mental health disorders and their symptoms
• you understand how neuropsychiatric and mental health disorders affect a person’s everyday life in different life phases
• you know how to help clients to cope with different disorders and manage their everyday life

Content

• attention disorders, autism spectrum disorders, affective disorders, psychoses, anxiety disorders, eating disorders
• the challenges with executive functions, social life and interaction, impulse control, coping and achievement, and looking after oneself and others
• supporting clients’ management of everyday life with the help of research- and evidence-based tools
• increasing clients’ awareness and agency in looking after their own interests and supporting a healthy lifestyle

Evaluation scale

H-5

Objective

Objectives
Student is able to plan, implement and evaluate an activating project in work with the youth.

Content

Content
- familiarization with different juvenile operating environments
- an activating project to a juvenile group as an individual, a couple or a group work
- project planning, implementation and evaluation

Evaluation scale

H-5

Objective

Objectives
Student learns the main content of the school welfare officer’s work - Student is familiarized with other operating environments of the work with the youth. Student learns to innovate and apply processes in work with the youth.

Content

Content
- youth as a phase of life
- creative methods with the youth

Evaluation scale

H-5

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

• 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
- is able to create professional interaction and collaboration supporting the client’s participation
the client’s participation.
- is able to guide and support different clients and client groups in their
everyday life.
- is able to evaluate and describe different phases of the client process and develop his/her work based on it.

Content

Content
- Implementation and reflection of the counselling process of the student’s own client work
- work methods which help the client survive in the everyday life

Evaluation scale

H-5

Objective

Student
- is able to create professional interaction and collaboration supporting the client’s participation
the client’s participation.
- is able to guide and support different clients and client groups in their
everyday life.
- is able to evaluate and describe different phases of the client process and develop his/her work based on it.

Content

Content
- Implementation and reflection of the counselling process of the student’s own client work
- work methods which help the client survive in the everyday life

Evaluation scale

H-5

Objective

Student
- is able to create professional interaction and collaboration supporting the client’s participation
the client’s participation.
- is able to guide and support different clients and client groups in their
everyday life.
- is able to evaluate and describe different phases of the client process and develop his/her work based on it.

Content

Content
- Implementation and reflection of the counselling process of the student’s own client work
- work methods which help the client survive in the everyday life

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

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