Family work
| Structure Type: | Course |
|---|
| Code: | KF08BPS0410 |
|---|
| Level: | Bachelor |
|---|
| Credits: | 4.0 points |
|---|
| Responsible Teacher: | Martin, Eeva-Kaija |
|---|
| Language of Instruction: | Finnish |
|---|
Course Implementations, Planned Year of Study and Semester
| Curriculum | Semester | Credits | Start of Semester | End of Semester |
| SOSALA-2013 |
2 spring |
4.0 |
2015-01-02 |
2015-07-31 |
| SOSALA-2014 |
2 spring |
4.0 |
2016-01-01 |
2016-07-31 |
Learning Outcomes
Students will be able to name objectives and principles of family work for early support services and child and family-specific child protection. Students will become aware of the contents of the family work process as part of the child protection work carried out among children and families. Students will be able to name various family work methods and to apply them to case studies. They will learn principles of solution-focused family counselling and, together with another students, learn to apply them to a case study.
Student's Workload
- Lectures, group work, exercises, lectures by visiting lectures, field trips and exams 44 hours
-Independent study 60 hours
Prerequisites / Recommended Optional Courses
Major part of the first year studies.
Contents
- Definitions of family work
- Family centre activities
- Preventive child protection and family work in child protection
- Working as a primary support person
- Action-based methods in family work
- Solution-focused counselling in family work
Recommended or Required Reading
- Lasten, nuorten ja lapsiperheiden palvelujen uudistaminen: Lasten Kaste - kehittämistyöstä pysyväksi toiminnaksi. Hastrup,Hietanen-Peltola, Jahnukainen & Pelkonen (toim.) Raportti/Terveyden ja hyvinvoinnin laitos 3/2013.
Saatavuus: http://tinyurl.com/pkhrtrp
Saatavana: http://www.julkari.fi/bitstream/handle/10024/104345/URN_ISBN_978-952-245-831-5.pdf?sequence=1
- Heino, T. 2008. Lastensuojelun avohuolto ja perhetyö: kehitys, nykytila, haasteet ja kehittämisehdotukset.Selvitys lastensuojelun kehittämisohjelmalle. Työpapereita 9/2008. http://www.thl.fi/tutkimus ja kehittäminen/julkaisut/KTL:n ja Stakesin julkaisut/verkkojulkaisut/työpapereita 2008.
Availability: http://tiny.cc/nmmmdx
- Möller, S. 2004. Sattumista suunnitelmallisuuteen: Lapsen elämäntilanteen kartoitus lastensuojelussa. Pesäpuu.
Availability: http://tiny.cc/snmmdx
- Rönkkö, L. 2008.Ratkaisu− ja voimavarakeskeinen näkökulma vuorovaikutuksessa. Teoksessa. Vilen, M.,Leppämäki, P. & Ekström, L. (toim.) Vuorovaikutuksellinen tukeminen. WSOY, 171−203.
Availability: http://tiny.cc/jpmmdx
- www.lastensuojelunkasikirja.fi
- Perheen parhaaksi:Perhetyön arkea. 2012. Järvinen,R; Lankinen, A;Taajamo,T:,Veistilä, M;Virolainen A. 2.uud.p. Helsinki:Edita.
Availability: http://tiny.cc/rrmmdx
Mode of Delivery / Planned Learning Activities and Teaching Methods
Lectures, group work, exercises, visiting lecturers, field trips, individual and pair exams
Assessment Criteria
Grade 1-2:
Students are able to name objectives and principles of family work for early support services and child and family-specific child protection. They are aware of the contents of the family work process as part of the child protection work carried out among children and families. Students are able to name various family work methods and to apply them to case studies. They know principles of solution-focused family counselling and are able to apply them to common case studies.
Grade 3-4:
Students are able to explain objectives and principles of family work for early support services and child and family-specific child protection. They can explain the contents of the family work process as part of the child protection work carried out among children and families. Students are able to select among family work methods and apply the methods to case studies. They can explain principles of solution-focused family counselling and apply this approach to deal with work situations.
Grade 5:
Students are able to extensively, critically and constructively evaluate the objectives, principles and significance of early support and preventive child protection in work with children and families at the levels of the individual and society. Students know how to analyse family work methods. They are able to extensively explain principles of solution-focused counselling and to innovatively apply them to work situations.
Assessment Methods
The assessment will consist of the following components:
classroom activity 20%, exam in pairs 40 % and individual exam 40%.
Back