| Gru | | cr |
| USOÅ15SP | | 30 | | | | | 30 cr |
|
| CA15IN01 |
The student is familiar with his/her UAS and field of education
The student knows how to study in a smart and efficient manner1 | 3 | | | | | 3 cr |
| USOÅ15SP01 |
The student
- Possesses basic knowledge of the professional field and its fundamental concepts
- Is acquainted with interprofessional cooperation within the field
- Is familiar with the history and development of the field of occupation2 | 3 | | | | | 3 cr |
| USOÅ15SP02 |
The student
- Knows how to plan, implement and evaluate writing processes and assessments by means of IT
- Is able to use tools within the area of project planning and handling2 | 3 | | | | | 3 cr |
| USOÅ15SP03 |
The student
- Has knowledge about the structure of the society from a socio-political perspective
- Has knowledge about socio-politics and its implementation in the state, municipality as well as the third and private sector
- Is familiar with the development of social work, target groups and activity types1 | 5 | | | | | 5 cr |
| USOÅ15SP04 |
The student
- Knows the fundamental concepts and basic theory of sociology
- Is familiar with sociological research and knows its significance on the social work profession2 | 5 | | | | | 5 cr |
| USOÅ15SP05 |
The student
- Knows the central laws that govern social and health care
- Is aware of his/her professional responsibility and has knowledge about matters dealing with the clients or patients position and rights within social and health care
- Knows the principles of the structure, system and organization of social and health care1 | 3 | | | | | 3 cr |
| USOÅ15SP06 |
The student
- Knows the basics of a professional approach
- Develops an ethically sustainable approach in relation to the individual as well as the society and incorporates the ethical practice of the social field
- Knows the dimensions of professional interaction and client process
- Is able to function in a group in a responsible and collaborative manner1 | 5 | | | | | 5 cr |
| YH10SV01 |
The student
- Can communicate coherently and in a professional manner both orally and in writing, in a work context
- Demonstrates appropriate knowledge of the process of academic writing and a correct use of references
- Can use different channels to retrieve information and compile reports according to the standard form and layout2 | 3 | | | | | 3 cr |
| Yrk | | cr |
| USOÅ15SA | | 33 | | | | | 33 cr |
|
| USOÅ15SA01 |
The student
- Understands the fundamentals of a scientific approach
- Can search for, handle and critically assess information within his/her own field of science and profession
- Knows about and understands basic concepts of research methodology and research design
- Follows the ethical principles of research and profession in R&D processes1 | 3 | | | | | 3 cr |
| USOÅ15SA02 |
The student
- Possesses knowledge of the theories of social education and socio-pedagogical principles of work
- Is able to apply functional methods to various client groups
- Knows how to encourage client participation and possesses a resource promoting approach to the participation of clients1 | 5 | | | | | 5 cr |
| USOÅ15SA03 |
The student
- Has knowledge about childrens and young peoples development and learning
- Knows the basics of pedagogical planning
- Possesses a resource promoting perspective on the development of children and young people1 | 3 | | | | | 3 cr |
| USOÅ15SA04 |
The student
- Is familiar with the fundamentals of care services among children
- Is able to plan, implement and assess socio-pedagogical activities for children
- Has knowledge about childrens and families living conditions, resources and need of support in everyday life
- Is able to apply resource promoting methods to socio-pedagogical work among children and families1 | 5 | | | | | 5 cr |
| USOÅ15SA05 |
The student
- Knows how to plan, implement and assess socio-pedagogical activities aimed at young people
- Is able to identify young peoples living conditions, resources and needs for support in everyday life
- Knows how to implement resource promoting methods in socio-pedagogical work among young people1 | 5 | | | | | 5 cr |
| CA15FI01 |
The student
Demonstrates ability to present his/her own education, work experience and know-how
Is able to cooperate in professional and branch specific situations, in both spoken and written Finnish
Has the skills to communicate with different partners and is able to participate in a discussion within the field of work.
Is able to account for his/her working environment, such as presenting the company or organization as well as its services or products
Demonstrates proficiency in the terminology of the field
Shows such skills in the Finnish language as are in accordance with the Act on the Knowledge of Languages Required of Personnel in Public Bodies. This means that the student must show satisfactory (grade 1, 2 or 3) or good (grade 4 or 5) skills in speaking and writing. Written and oral skills are assessed separately.1 | 3 | | | | | 3 cr |
| USOÅ15SA06 |
The student
- Has a caring resource promoting approach when working with children, young people and families
- Is able to plan, implement and assess socio-pedagogical activities among children, young people and families
- Has a professional approach and follows the ethical principles within the profession1 | 9 | | | | | 9 cr |
| UOSÅ15SS | | | 25 | | | | cr |
|
| USOÅ15SS01 |
The student
- Can supervise individuals and groups in need of social service coordination and social rehabilitation
- Is familiar with work involving client processes, service planning and assessment of supporting measures
- Is able to encourage client participation and is sensitive to various clients needs2 | | 5 | | | | 5 cr |
| USOÅ15SS02 |
The student
- Has knowledge and understanding of the process of ageing and the lives of seniors and elderly
- Is able to offer guidance to seniors within the social service system and can collaborate with next-of-kins and other professionals within elderly care
- Is able to plan, implement, and assess recourse promoting methods within elderly care in order to support the elderlys health and functional ability1 | | 5 | | | | 5 cr |
| USOÅ15SS03 |
Counselling for People with Functional Disabilities
The student
- Has knowledge about various functional disabilities as well as their effect on an individuals living condition
- Is able to give guidance in matters concerning rights and available types of services for people with functional disabilities
- Is able to encourage participation, self-determination and functional ability among people with functional disabilities2 | | 5 | | | | 5 cr |
| USOÅ15SS04 |
The student
- Has knowledge about the employment market and the social risks connected to unemployment and incapacity for work
- knows how to instruct clients within employment promoting and rehabilitating activities
- Is able to give guidance to clients in social and economic matters related to working life1 | | 5 | | | | 5 cr |
| USOÅ15SS05 |
The student
- Knows about his/her professional responsibility within the field of nursing and care and follows ethical principles in nursing care situations
- Knows the basics of nursing and care, medical management and pharmacology
- Knows how to work in an ergonomic manner and is able to take into account the safety regulations in nursing and care work situations
- Is able to instruct clients in the use of tools to support functional ability1 | | 5 | | | | 5 cr |
| UOSÅ15SOC | | | 31 | | | | 31 cr |
|
| USOÅ15SOC02 |
The student
- Is able to identify risks and resources in vulnerable childrens, young peoples and families lives
- Has knowledge about legislation and service within child protection
- Is able to apply resource promoting methods and embodies a child-centered working method
- Is able to work interprofessionally within various child protection service types1 | | 5 | | | | 5 cr |
| USOÅ15SOC03 |
The student
- Can identify risks and resources in pupils and students everyday lives
- Has knowledge about the legislation and service system within pupil and student welfare
- Is able to apply resource promoting methods at the individual and group level as well as incorporates a pupil and student centered working method
- Is able to work interprofessionally within pupil and student welfare1 | | 3 | | | | 3 cr |
| USOÅ15SOC04 |
The student
- Is able to identify risks and resources within in substance abuse and addiction
- Knows how to instruct in the service cooperation systems and can open-mindedly work among vulnerable individuals or groups
- Is able to apply resource promoting methods and work in an interprofessional manner within substance abuse care1 | | 5 | | | | 5 cr |
| YH10EN01 |
The student
- Shows the ability to communicate in a professional manner in a work context in speaking as well as writing
- Is familiar with essential terminology within his/her field and is able to benefit from professional literature
- Has a positive attitude to developing his/her receptive and productive language skills and is familiar with the relevant tools
- Is aware of cultural differences in international contexts1 | | 3 | | | | 3 cr |
| USOÅ15SOC05 |
The student
- Knows how to support clients in daily life and crisis within different types of social work
- Is able to apply resource promoting methods in work with clients
- Demonstrates a professional and development-oriented approach2 | | 15 | | | | 15 cr |
| UOSÅ15SO | | | | | | | 30 cr |
|
| USOÅ15SOC01 |
The student
- Has an intercultural and culture sensitive approach and is able to promote integration in the society
- Is able to perform social work among immigrants1 | | 3 | | | | 3 cr |
| UOSÅ15SO01 |
The student
- Has knowledge of problems related to mental health
- Is able to apply resource promoting methods within mental health care
- Knows how to perform crisis work and is familiar with the emergency and crisis planning in the social field1 | | | 3 | | | 3 cr |
| UOSÅ15SO02 |
The student
- Has knowledge of criminal behavior on the individual and community level
- Has knowledge of the rehabilitating services offered by the correctional care services as well as the third sector
- Demonstrates an ethical approach towards the clients and their next-of-kin within the criminal treatment services2 | | | 3 | | | 3 cr |
| UOSÅ15SO03 |
The student
- Is able to identify service needs of vulnerable client groups in the society as well as to act as their representatives
- Is able to plan, implement and assess preventive efforts and resource promoting social interventions in order to activate vulnerable client groups1 | | | 3 | | | 3 cr |
| UOSÅ15SO04 |
The student
- Is able to utilise evidence-based knowledge within his/her own field of science and profession
- Is familiar with and understands the central data acquisition and analysis methods and is able to apply them to his/her own field of science and profession
- Is able to apply research ethics to research and development activities1 | | | 3 | | | 3 cr |
| UOSÅ15SO05 |
The student
- Is able to support vulnerable clients and client groups in everyday life and crisis situations in activities within the social field
- Is able to apply and develop resource promoting methods within his/her work among vulnerable client groups
- Demonstrates a professional, community-oriented as well as development-oriented approach to his/her field of education1 | | | 15 | | | 15 cr |
| UOSÅ15SO06 |
The student
- Is able to apply and develop situation-adapted resource promoting methods within pedagogical work among children
- Is able to work in a child and family-centered, as well as an interprofessional manner, among children and families with special needs
- Demonstrates a professional, sensitive and development-oriented method of working1 | | | 15 | | | 15 cr |
| UOSÅ15SO07 |
The student
- Gains a deeper knowledge about activity planning and documentation within congregational diaconia and missionary work
- Is able to apply and develop resource promoting methods related to activities within the area of congregational diaconia
- Is able to support vulnerable individuals and groups in a spiritual manner
- Is able to demonstrate professionalism, spiritual guidance and development-orientation in his/her working methods1 | | | 15 | | | 15 cr |
| UOSÅ15SO08 |
The student
- Gains a deeper knowledge about activity planning and documentation within congregational youth work
- Is able to apply and develop resource promoting methods related to activities within the area of congregational youth work
- Is able to plan, implement and assess confirmation and leader activities
- Demonstrates a professional, pedagogical and development-oriented method of working1 | | | 15 | | | 15 cr |
| USOÅ15LU | | | | | | | 31 cr |
|
| USOÅ15LU01 |
The student
- Has knowledge of leadership and skills to lead a workplace community
- Knows about and is able to apply quality management
- Has the skills to, in interprofessional working teams, competently represent and argue within his/her own professional field2 | | | | 5 | | 5 cr |
| USOÅ15LU02 |
The student
- Is aware of the current local, regional, national as well as international research and development projects within the social field
- Has knowledge about implementation processes and evaluation
- Is able to assess and critically examine activities and methods within the social field3 | | | | 5 | | 5 cr |
| USOÅ15LU03 |
The student
- Knows about foremanship, staff administration as well as activity planning within the social field
- Is able to identify development needs and is proficient in setting aims and visions as well as applying strategies within activities related to the social field
- Is able to function as an expert in situations involving interprofessional collaboration
- Is able to lead activity in accordance with the ethical principles of the social field and is able to define development needs within his/her own leadership1 | | | | 6 | | 6 cr |
| USOÅ15SU03 |
The student
- Is able to develop his/her professional field in a systematic manner and has the ability to, in a scientific manner, examine, discuss and present research and development
- The student has skills in interprofessional project-management within the field of research and development
- The student can apply a resource promoting perspective to research, development and evaluation of professional practice within social- and healthcare | | | 15 | | | 15 cr |
| Qualifying Elective Professional Studies | 20 cr |
| USOÅ15VSB | | | 10 | 10 | | | 20 cr |
|
| USOÅ15VSB01 |
The student
- Is able to carry out pedagogical documentation and has a reflective and development-oriented pedagogical method of working
- Is able to apply media education to pedagogical activities
- Has knowledge about different pedagogical specialisations, gender pedagogy as well as anti-bullying work in child-daycare
- Has skills to work in an interprofessional manner within early child education
- Demonstrates a sustainable and respectful perspective on children and is able to encourage childrens and families participation, influence and democracy within early childhood education1 | | 5 | | | | 5 cr |
| USOÅ15VSB02 |
The student
- Has knowledge about childrens linguistic awareness and small childrens mathematical learning
- Is able to plan, implement and assess significant play and teaching situations and is able to use resource promoting methods in order to support childrens mathematical, language, cognitive, social and emotional development and learning
- is able to support the child in using different ways of expressing her-/himself and in incorporating healthy living habits
- is able to situation-adapt resource promoting methods on an individual- and group level and has a positive perspective on the child and his/her resources1 | | 5 | | | | 5 cr |
| USOÅ15VSB03 |
The student
- Is able to identify a childs need of special support and is able to promote the childs resources
- Has the capacity to work within interprofessional networks and can plan, implement and assess remedial measures through professional partnership with the child and family
- Is able to, based on the childs needs, plan and adapt child-daycare and the activities in order to provide the child with special needs a good upbringing- and teaching environment
- Is able to promote the childs inclusion and has a resource promoting and sensitive approach1 | | | 5 | | | 5 cr |
| USOÅ15VSB04 |
The student
- is able to identify childrens and families needs in challenging life situations and in child- and family related crisis
- Is able to use resource promoting methods in order to support different types of families in crisis situations
- Incorporates a respectful child- and family centered interprofessional working method1 | | | 5 | | | 5 cr |
| USOÅ15VSD | | | 5 | 10 | | | 15 cr |
|
| USOÅ15VDI01 |
The student
- Knows about spiritualism and spiritual guidance as conceptions, is able to reflect on his/her own spiritual identity and professional identity
- Is able to plan, implement, and assess devotions and spiritual guidance dialogues
- Knows about the theological basics of the divine service and can participate in the planning of a service1 | | | 5 | | | 5 cr |
| USOÅ15VDI02 |
The student
- Has knowledge about theology, activity forms and organization of diaconia work
- is able to apply client-centered, resource promoting diaconal methods, which support participation in encounters with individuals and groups
- Is able to, with diaconal methods, support vulnerable people and people in sorrow
- Is able to work in interactively with volunteers and other people within the congregation and social- and healthcare
- Knows about and respects values and professional ethics within the church diaconal work | | 5 | | | | 5 cr |
| USOÅ15VDI03 |
The student
- Knows the principles and networks of international diaconia, missionary and multicultural work of the church
- Knows how to coordinate and develop international diaconia and the missionary work of the congregation in collaboration with other people involved within the church
- Is able to plan, implement and assess activities within diaconia and missionary education
- Knows about and has respect for interfaith dialogue and has a culture sensitive as well as ecumenical approach to congregation work | | | 5 | | | 5 cr |
| USOÅ15VSKF | | | 5 | 10 | | | 15 cr |
|
| USOÅ15VSK01 |
The student
- Knows about spirituality and spiritual guidance as a concept, is also able to reflect on his/her own spiritual identity and professional identity
- Is able to use the hymn-book and the Bible as instruments in planning, implementing and evaluating of devotions and when having spiritual care conversations
- Knows the basic principles of theology in a worship and is able to participate in planning and implementing worships1 | | | 5 | | | 5 cr |
| USOÅ15VSK02 |
The student
- Has knowledge about church education and its structure and organization
- Is able to - from a theological basis - plan, lead and evaluate congregational child-, youth- and special youth work of a congregation
- Is able to apply resource promoting methods, which support participation when encountering people individually, families, and groups within congregational work
- Is able to interact with volunteers and other people involved in the congregation as well as social- and healthcare2 | | 5 | | | | 5 cr |
| USOÅ15VSKF03 |
The student
- Has knowledge about the principles of pedagogy in confirmation and its implementation
- Is able to plan, implement, assess and develop confirmation work, camp activities and group leader education within the congregation
- Knows and has respect for the values and professional ethics within church education1 | | | 5 | | | 5 cr |
| USOÅ15V04 | | 30 cr |
A student who doesnt choose to complete qualifying elective professional studies, shall complete 30 cr elective studies.
A student who chooses to complete qualifying elective professional studies for kindergarten teachers, shall complete 10 cr elective studies |
| Lär | | cr |
Is included in the following study module: USO |
| Pra | | 45 cr |
Included in the professional studies |
