SO-2-027

• Social services 2005 - Man in exposed living circumstances
• Social services 2006 - People at risk for social exclusion
• Social services 2007 - People at risk for social exclusion
• Social services 2008 - People at risk for social exclusion
• Social services 2009 - People at risk for social exclusion
• Social services 2010 - People at risk for social exclusion
• Social services 2011 - People at risk for social exclusion
• Social services 2012 - People at risk for social exclusion
• Social services 2013 - People at risk for social exclusion
• Social services 2014 - Fördjupning och utveckling av yrkeskompetens med fokus på människor i utsatta livssituationer
• Social services 2015 - Fördjupning och utveckling av yrkeskompetens med fokus på människor i utsatta livssituationer
• Social services 2016 - Fördjupning och utveckling av yrkeskompetens med fokus på människor i utsatta livssituationer
• Social services 2017 - Fördjupning och utveckling av yrkeskompetens med fokus på människor i utsatta livssituationer
• Social services 2019 - Fördjupning och utveckling av yrkeskompetens med fokus på människor i utsatta livssituationer
• Social services (multiform learning) 2019 - Fördjupning och utveckling av yrkeskompetens med fokus på människor i utsatta livssituationer
• Social services 2020 - Fördjupning och utveckling av yrkeskompetens med fokus på människor i utsatta livssituationer
• Social services (multiform learning) 2020 - Fördjupning och utveckling av yrkeskompetens med fokus på människor i utsatta livssituationer

4 (2022-03-14 to 2022-07-31)

Swedish

Compulsory

First

2

10 cr

The aim of the course is that in the end of
course student
*has knowledge of factors that threaten
childrens, adolescents and families wellbeing
* will be able to use different kinds of social
pedagogical methods in order to support
childrens, adolescents and families coping and
empowerment

At the end of the course the student is
expected to
* Describe and analyse risks for
childrens and adolescents wellbeing
* Describe the central principles for child
protection work
* Recall the actual laws that rules children's
rights and security
* Describe the municipal child protection
services
* Be able to support families and parenthood in
different situations of life
* Reflect on possibilities to strengthen
childrens participation in child protection
work
* Increase knowledge of different
sociopedagogical methods used in purpose to
support children and families
* Reflect critically and reflect on
professional role, power and ethical issues in
child protection work

Preventive work with children, adolescents and
families,
Municipal child protection services
Social pedagogical methods

Factors that threaten childrens, adolescents
and
families wellbeing
Municipal child protection services and law,
social pedagogical methods in order to support
childrens, adolescents and families empowerment

Learning and Introduction
The Connections between the Human Being and the
Environment
Life span psychology
The Welfare of the Human Being and Finnish
Society

None

PBL examination.
Tutorials.
Compulsory lecturers according to ARBS.
The examination and the tutorials should both
be
accomplished before getting the final grade.

Litteratur:

Aronsson, K.(red) (2001) Haverier i social
barnavård? Fem fallstudier. Gothia.

Cederlund, C.& Berglund, S-A.
(2014)Socialpedagogik - pedagogiskt socialt
arbete. Stockholm. Liber.

Cameron, C., Moss, P.(2011) Social Pedagogy and
Working with Children and Young People. Kapitel
4-7.

Christensen, R., Boqvist, A-K. (2009) Att leva
i en utsatt situation - med barnet i fokus.
Lund. Studentlitteratur.

Eriksson, E & Arnkill, T-E. (2005) Ta upp oron
:
En handbok i tidiga dialoger. Helsingfors.THL.

Helmen Borde, Anne Inger. (2011) Resiliens.
Risk och sund utveckling. Lund.
Studentlitteratur.

Höjer, I. & al (red)(2012)När samhället träder
in - barn, föräldrar och social barnavård.
Lund.Studentlitteratur.

Järvinen, R.(toim). (2007). Perheen parhaaksi;
Perhetyön arkea. Helsinki. Edita.

Karvonen.S (red.) (2014): Lapsiperheiden
hyvinvointi 2014. Tampere. THL

Killén, K. (2000). Barndomen varar i
generationer. Om förebyggande arbete med de
utsatta familjerna.
Stockholm. W& W.

Taskinen, S. (2007). Barnskyddslag (417/200/)
Tillämpningsguide. Helsingfors. Stakes.

Tjersland O . & al (red)(2011). Allianser.
Värderingar, teorier och metoder i socialt
arbete. Lund. Studentlitteratur.

Lagstiftning

Barnskyddslag (417/2007)
Barnskyddsförordning (417/2007)
Lag angående vårdnad om barn och umgängesrätt
(361/1985)
Lag om underhållstrygghet (672/1998)
Lag om klientens ställning och rättigheter inom
socialvården (812/2000)Lag om besöksförbud
(898/1998)

• Lectures - 30 hours
• Excursions and demonstrations - 6 hours
• Individual- and group instruction - 0 hours
• Practical exercises - 15 hours
• Small-group work - 28 hours
• Individual studies - 171 hours
• Seminars - 20 hours

• Total workload of the course: 270 hours
• Of which autonomous studies: 270 hours
• Of which scheduled studies: 0 hours

Supported virtual education

• Demonstrations and proficiency exams
• Essays, reports, productions and portfolio

The examination, individual assignment and the
tutorials should be accomplished before getting
the
final grade (1-5)

• Ahlroth Linda
• Cederberg Arla
• Rosenqvist-Berg Ann-Marie
• Söderström Eivor

Söderström Eivor

https://arcada.itslearning.com/ External link

No limit (60 students enrolled)

Until date 2022-12-31

Kursens tidtabell: 14.3-29.5.22

2021-04-15 to 2022-07-31

• 2022-05-29 - Demonstrations and presentations
• 2022-05-09 - Reports and productions
• 2022-05-25 - Other assignments