Bachelor in Child Protection

Transkript

1 Bachelor in Child Protection Level of qualification Bachelor degree ECTS credits 180 ects Programme duration 6 semesters Mode of study Full Time Study place Bodø Responsible faculty Faculty of Social Sciences Study programme director Carina Fjelldal-Soelberg address Carina.Fjelldal-Soelberg@uin Telephone Student advisor Astrid Kjærefjord Gaustad (astrid.kjaerefjord.gaustad@uin.no) Language of instruction Norwegian Admission requirements Higher Education Entrance Qualification (international students refer to NOKUTs GSU list) Language requirement If relevant, specialization defined by the programme: Specific arrangements for recognition of prior learning If an applicant does not fulfill the requirements for The Higher Education Entrance Qualification but has experience-based competence relevant to the field of study, he o she may apply for recognition of this competence in order to fulfill the admission requirements. See also General Arrangements for recognition of prior learning under th University Rules and Regulations. Programme evaluation The study programme is evaluated annually by students using course evaluation studies and by the programme director. The evaluations are included in the university s quality assurance system. Assessment methods Attendance is obligatory as is participation in activities related to the acquisition of skills, including oral presentation, reflection and communication, and in a practice preparation course. There are separate regulations for the obligatory teaching. One semester of the course is devoted to mentored practice. The practice situation must be approved in regard to the relevant regulations. Students must achieve an average grade of C or better in their first year if they wish to apply for practice abroad. All examinations in the first year of study must be passed to qualify starting the second year. Examination regulations, assessment and grading: Examination regulations can be found in Regulations concerning studies and examinations at University of Nordland (UiN) as well as the special regulations Guidelines for exam candidates at UiN. The Norwegian assessment and grading system uses the letter grades A-F, in which A denotes the best grade and F denotes failed. Grades can also be given as: passed / not passed or approved / not approved. Qualifications requirements and regulations Refer to Regulations pertaining to studies and exams at University of Nordland (UiN) under the University Rules and Regulations as well as local regulations and directives provided on the Norwegian student pages. Graduation requirements The final examination in the programme is an oral examination in Interdisciplinary Professional Learning. Costs No costs except semester registration fee and course literature. Introduction The bachelor degree in Social Work Child Welfare qualifies graduates for work with at-risk children and youth and their families. Students learn about children s and youth s growth and development, the causes of and explanations for social problems, and how to contribute to prevent and resolve these problems. The first year of study begins in the autumn with a study-training semester (30 credits). The courses in the spring semester are an introduction to Social Work and the law, comprising 20 and 10 study points respectively. (XXXXX see Norwegian text) The autumn of the second year of study is devoted to a course on work with social problems (30 credits). The spring semester is a period of practice, giving 30 credits.

2 In the autumn semester of the third year the course Children, youth and families (30 credits) is given. The spring semester comprises three courses, in social science methodology, the bachelor thesis and interdisciplinary professional learning, each of 10 credits. All exams in the first year must be passed before the student can begin the second year of study. Students must achieve an average of grade C or better in the first year exams if they wish to apply to undertake the practice period in the second year abroad. Students must complete their practice period satisfactorily in order to continue to the third year of study. General description and profile of the programme Education in Child Welfare is built on basic ethical principles such as respect for the inviolability of life, respect for human self-worth and solidarity with the disadvantaged. Knowledge and attitudes related to philosophies of life and human worth are given prominence in the study, and the UN s Declaration on Human Rights and Convention on the Rights of the Child provide the background for the values that are promoted. Weight is also given to developing the students ability to reflect critically on their own values, attitudes and philosophies of life. The study will thus educate user-oriented, reflected and analytical professional practitioners who are qualified to exercise care services in regard to people in vulnerable life situations. Learning outcomes Knowledge Skills Broad knowledge of central themes, theories, questions, processes and methods in regard to work with children and young people. Knowledge relevant to the prevention, resolution or reduction of social problems. Knowledge regarding the participation and involvement of children and young people. Ability to keep abreast of knowledge within the professional field. Knowledge of and familiarity with the profession s history, traditions, distinctiveness and role in society. Understand the ethical challenges involved in professional practice, research and mediation. Knowledge and understanding of the ideas, value basis and structure of the welfare state, and the function and significance of social policy for society. Ability to apply professional knowledge and relevant results of research and development work to practical and theoretical questions, and to make reasoned choices. Ability to reflect over own professional practice and adjust the same under guidance. Ability to master professional skills, techniques and modes of expression. Ability to valuate ethical challenges in the practice field and to adjust own practice in consequence. Ability to practice the profession in the context of its most central areas of application. General competence Insight into relevant professional and occupational questions. Ability to plan and implement varied work tasks and projects over time, alone and in a group, in keeping with ethical demands and guidelines. Ability to mediate central attributes of the profession, including theories, questions and solutions, both in writing and orally and using other relevant modes of expression. Ability to exchange points of view and experiences with others in the profession and thus contribute to the development of good practice. Understanding of the significance of interdisciplinary cooperation and interaction with different professions. Understanding of the commitment to raise critical questions regarding societal and structural conditions that cause the exclusion and marginalisation of individuals and groups. Study programme plan 2014 Autumn 2015 Spring 2015 Autumn 2016 Spring 2016 Autumn 2017 Spring Bachelor in Child Protection Mandatory courses (110 ECTS-credits) Study foundation semester - Individual, Society and Science Introduction to Social Work Social Work method Interdisiplinary professional learning Introduction to qualitative and quantitative methods in social sciences Introduction to Law Specialization (30 ECTS-credits) Children, Youth and family Practical training (30 ECTS-credits) Placement in the Field of Social Work Bachelor Theses (10 ECTS-credits)

3 Bachelor's Thesis Student Exchange Students may apply to undertake their practice period abroad. Further education The degree qualifies for admission to take the Master degrees in Social Work, Rehabilitation and Personnel Management which are offered at the Faculty of Social Sciences at the University of Nordland. A number of other Higher Education Institutes and Universities offer relevant further education. Professional and occupational prospects Child Welfare graduates work within all areas of the health and social services. For example: the municipal and state child welfare agencies outreach work drug abuse services psychiatry probation services family advice centers education psychology services services to refugees and immigrants community work with people with disability primary and secondary schools voluntary organizations and institutions the state employment and welfare agency (NAV) Qualification awarded Bachelor degree in Social Work: Child Welfare Last updated by: Lake Kvarving, :37 «Back Emner 1st year of study Språk/Language: Study foundation semester - Individual, Society and Science - EX150S ECTS Credits: 30 Level of course: Introductory Level Type of course: Compulsory for all bachelor programmes at the Faculty of Social Sciences except for the Bachelor of Circumpolar Studies. The course includes the courses Ex.phil and Ex.fac. Duration: One semester Study start: Autumn 2014 Year of study: First year Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Kjartan Koch Mikalsen address: kjartan.koch.mikalsen@uin.no Costs: No costs except semester registration fee and course literature. Course evaluation: Annual evaluations which are included in the university's quality assurance system Course contents: The goal for this semester course is twofold: 1. The course enables students to be better able to study and get involved in studies. It also lays the foundation for the expertise and skills students should have as students and in relation to their future work. It emphasizes in particular: 1. Communication and reflection skills 2. Writing and presentation skills 2. The course provides a basic introduction to philosophy and the history of science, and to central research themes and teaching at the faculty. Currently, this includes the following topics:

4 1. Democracy, gender equality and participation 2. Norwegian Society and the World 3. Ethics in Practice and Science 4. Globalization, Trade, Environment and Risk 5. The Media's role and power 6. Social Analysis and Political Systems 7. Science s role and power 8. Welfare Society and Welfare State Development Learning outcomes: Knowledge: On successful completion of the course the candidate should: Skills: have broad knowledge of science traditions and their standing in society have basic knowledge of the role of science in social development understand the ethical challenges in research and knowledge-based practice be able to identify the positions, arguments and structures of different text types have a basic understanding of themselves at a personal level in communication and in relationships with others On successful completion of the course the candidate should: be able to take professional stands in debates be able to structure course material and present this in written work or oral form be able to work both independently and in groups master the relevant professional tools and techniques be able to think critically about ethical issues, both personal and student and community issues be able to reflect on own values and humanity General competence: On successful completion of the course the candidate should: be able to think critically about scientific knowledge production be generally oriented in social analysis, ethics and science be able to pass on important subjects, such as theories, issues and solutions in written, oral, and through other appropriate forms of expression have insight into the characteristics of science texts and how such texts can affect society be able to contribute to their own and others' professional development in an independent and thoughtful manner Especially recommended elective courses: No Offered as a free-standing course: Yes Prerequisites: Admission occurs based on general study competence (university entrance) or work competence (prior learning) according to current Norwegian regulations. Recommended previous knowledge: Students must be prepared to read some litterature in Norwegian and some in English Mode of delivery: Face-to-face. Learning activities and teaching methods: Teaching methoda and learning activities consist of a mixture of lectures, field trips, student activity, seminars and group work. Selected parts of the curriculum will be discussed in lectures and students are responsible for reviewing the whole curriculum. Students are expected to influence the content of discussions and workshops by contributing with their own suggestions and comments. In addition to compulsory teaching and assignments students follow a longitudinal writing seminar related to the two written tasks in the portfolio examination. The following parts of the course are compulsory: 1. Introduction 2. Ethics seminars 3. Digital tools - many possibilities 4. Communication 5. Visits to work places 6. Reference practice More detailed descriptions of these course parts are available in special subject overviews. Passed assignments are only valid up until and including the academic year in question.

5 Here we refer to Regulations pertaining to studies and exams at University of Nordland (UiN) as well as local regulations. Assessment methods and criteria: The assignments must have been completed in order for the student to be permitted to take the exam. Grades are set based on the following: Two papers (portfolio) written related to longitudinal writing seminars. The assignments will collectively count for 40% and use the regular Norwegian grading system (A-F) A 4-hour written examination counts for 20 % and uses the regular Norwegian grading system (A-F) The oral exam counts for 40 % of the total and is evaluated using the regular Norwegian grading system (A-F) Work placement: Not applicable Recommended or required reading: SHARED CURRICULUM (compulsory for all students): Books: Brodersen, R. B., Bråten, F. R., Anders, Slethei, K., Ågotnes, K. (2007), Tekstens autoritet. Tekstanalyse og skriving i akademia. Oslo: Universitetsforlaget (180 sider) Bauman, Zygmunt (1998), Globaliseringen og dens menneskelige konsekvenser. Oslo: Vidarforlaget A/S (Kapittel 1, 3, 4 og 5, ca 70 sider) Eriksen, Thomas H. (2001), Flerkulturell forståelse. Oslo: Universitetsforlaget (Kapittel 1-4 og 9) Eriksen, Thomas H. og Torunn Arntsen Sajjad (2011), Kulturforskjeller i praksis. Oslo: Gyldendal akademisk (Kapittel 1-8, 16 og 17) Gilje, Nils og Harald Grimen (1993), Samfunnsvitenskapenes forutsetninger. Innføring i samfunnsvitenskapenes vitenskapsfilosofi. Oslo: Universitetsforlaget (Kapittel 1-7, 163 sider) Jensen, Per og Inger Ulleberg (2011), Mellom ordene. Kommunikasjon i profesjonell praksis. Oslo: Gyldendal akademisk (342 sider) Pettersen, Roar C. (2011), Oppgaveskrivingens ABC: veileder og førstehjelp for høgskolestudenter. Oslo: Universitetsforlaget Skirbekk, Gunnar og Nils Gilje (2007), Filosofihistorie Innføring i europeisk filosofihistorie med særlig vekt på vitenskapshistorie og politisk filosofi. Oslo: Universitetsforlaget (Kapittel 1-15 og 21.B-D, 344 sider) Torp, Hege (red.) (2005), Nytt Arbeidsliv. Medvirkning, inkludering og belønning. Oslo: Gyldendal akademisk (Kapittel 1, 2, 3, 6, 7, 9 og 10, ca. 155 sider) Compendium: Allardt, Erik (1976), Dimensions of welfare in a Comparative Scandinavian Study. Acta Sociologica: (12 sider) Buckley, Terry (1996), The Institutions of Athenian Democracy, i Aspects of Greek History BC. A Source-Based Approach. Routledge (ss ) Grimen, Harald (2010), Robert Nozick den minimale staten, i Pedersen, Jørgen (red.), Moderne politisk teori. Oslo: Pax Forlag (Kapittel 2, 22 sider). Huseby, Robert (2012), Likhet og rettferdighet G. A. Cohens kritikk av John Rawls. Nytt norsk tidsskrift 29 (2): (9 sider) Høibraaten, Helge (1998), Demokrati, makt og kommunikasjon, i Fermann, Gunnar og Torbjørn L. Knutsen (red.), Virkelighet og vitenskap perspektiver på kultur, samfunn, natur og teknologi. Oslo: Ad Notam Gyldendal (Kapittel 8.5, 33 sider) Krogh, Thomas (2003), Grunntrekk i universitetenes historie, i Historie, forståelse og fortolkning. Oslo: Gyldendal akademisk (Kapittel 6, 30 sider) Lundby, Knut (2010), Medier overalt, i Frønes, Ivar og Lise Kjølstad (red.), Det norske samfunn. Oslo: Gyldendal Akademisk (23 sider) Lundestad, Svein og Linda Haukland (2011), Historien Fra høgskole til universitet, i Pedersen, Pål A. m.fl., Universitetet i Nordland. Bodø: Universitetet i Nordland (34 sider) Nielsen, May Britt O. (2011), Den demokratiske revolusjon, i Norvegr. Bind 3, Oslo: Aschehoug & Co, ss (30 sider) Noack, Turid (2004), Familien i velferdsstaten: fra støttespiller til trojansk hest?, i Ellingsæter, Anne Lise og Anlaug Leira (red), Velferdsstaten og familien utfordringer og dilemma. Oslo: Gyldendal akademiske (ca. 28 sider) Robson, Mark (2000), The Liberal Monarchy , i Italy Liberalism and Fascism Hodder & Stoughton, ss (28 sider) Roppen, Johann og Sigurd Allern (2010), Journalistikkens samfunnsoppdrag. Kristiansand: IJ-forlaget (Kapittel 1, 23 sider) Schwebs, Knut og Helge Østbye (2013), Media i samfunnet. Oslo: Samlaget (Kapittel 8, 35 sider) Sen, Amartya (1999), Democracy as a Universal Value, i Journal of Democracy 10 (3): 3-17 (15 sider) Stamsø, Mary Ann (red.)( 2009), Velferdsstaten i endring. Oslo: Gyldendal Akademisk (Kapittel 3 og 10, ca. 50 sider) Svendsen, Lars Fr. H. og Simo Säätelä (2007), Hva er en god handling?, i Det sanne, det gode og det skjønne en innføring i filosofi. Oslo: Universitetsforlaget (Kapittel 6.1-3, 26 sider) Titmuss, Richard (2006), Universalism versus Selection, i Pierson, Christopher and F. Castles (eds.), The welfare state reader. Cambridge: Polity Press (9 sider) Journal: Tidsskrift for velferdsforskning 2/2013 (ca 55 sider) Availabel online: Lu, Catherine, World Government, The Stanford Encyclopedia of Philosophy (Fall 2012 Edition), Edward N. Zalta (ed.), URL = < Optional curriculum: Sennett, Ricard (2001), Det fleksible mennesket. Personlige konsekvenser av å arbeide i den nye kapitalismen. Bergen: Fagbokforlaget CURRICULUM FOR TEXT SEMINAR, COMMUNICATION AND ETHICS (programme specific): Political science and Organiszation and management Compendium:

6 Bergh, Johannes og Guro Ødegård (2013), Ungdomsvalget Norsk statsvitenskapelig tidsskrift 29 (1): Bøås, Morten (2009), Pirates of Somalia ny vekstnæring i et land uten stat. Internasjonal Politikk 53 (1): Karlsen, Rune og Stine Marie Waage (2013), Et usedvanlig sterkt medium? - En eksperimentstudie av politiske TV- og radioreklamer. Tidsskrift for samfunnsforskning 53 (4): Lundberg, Kjetil G. (2013), Fra tynne beskrivelser til feite forklaringer: - Om smitteperspektivet i norsk trygdedebatt. Nytt Norsk Tidsskrift 30 (2): Nyseth, Torill (2013), Stedsutvikling i et innovasjonsperspektiv Karneval eller bare nye kostymer?, i Ringholm, toril, Håvard Teigen og Nils Aarsæther (red.), Innovative kommuner. Oslo: Cappelen Damm Akademisk (Kapittel 15) Bøe, J.B. og Knutsen K. (2012), Innføring i historiebruk. Cappelen Damm Høyskoleforlaget, kap. 5, ss.61-79, Kap. 8, ss Eide, S. B. og Skorstad, B. (2013), Diskursetikk, i Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, Petra (2006), Habermas og den ideale talesituasjon - En innføring, i Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000), Redelighet, saklighet og forskningsetikk, i Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Kjelstadli, K. (1999), Formidling, framstilling, form, i Fortida er ikke hva den en gang var. En innføring i historiefaget. Universitetsforlaget, ss Kverndokk, K. (2011), Eg veit eg burde grine, alle dei andre grin jo. På skoletur til Auschwitz, i Lenz, C. og Nilssen, T.R. (red.), Fortiden i nåtiden. Nye veier i formidlinga av andre verdenskrigs historie. Universitetsforlaget, ss Rekdal, P.B. (2003), Fremstillinger av de andre og en selv hvem bestemmer innholdet, i Amundsen, A.B., Rogan, B., Stang, M.C. (red.), Museer i fortid og nåtid. Essays i museumskunnskap, Novus forlag, ss Stugu, O.S. (2008), Historiebrukens institusjonar, i Stugu, O.S., Historie i bruk. Samlaget, ss Available online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf Hornmoen, Harald, "Kommunikasjon og mediene" (Sist oppdatert: 12. februar 2010). De nasjonale forskningsetiske komiteene. [Online]: Ingierd, Helene, Humaniora, samfunnsfag, juss og teologi (Sist oppdatert: 24. januar 2012). De nasjonale forskningsetiske komiteene. [Online]: History and Senionr teacher education Compendium: Andersen, O., Reindriftens oppkomst i nordre Nordland, i Evjen, B. og Hansen, L.I. (red.): Nordlands kulturelle mangfold. Etniske relasjoner i historisk perspektiv, Pax Forlag 2008, ss Audoin-Rauzeau, S., Becker, A., Battle, combat, violence: a necessary history, i Audoin-Rauzeau, S., Becker, A: Understanding the Great War, Hill and Wang 2002, ss Drake, H.A., The Impact of Constantine on Christianity, i Lenski, N. (ed.), The Cambridge Companian to the Age of Constantine, Cambridge University Press 2006, ss Hamran, T., Kvinneforeningene, institusjonsbyggingen og den nasjonale velferdspolitikken. Nordnorge før 1940, Historisk tidsskrift, bind 86, nr. 3, Universitetsforlaget 2007, ss Krag, C., Rikssamlingshistorien og ynglingerekken, Historisk Tidsskrift, vol. 91, nr. 2, Universitetsforlaget 2012, ss Bøe, J.B. og Knutsen K. (2012), Innføring i historiebruk. Cappelen Damm Høyskoleforlaget, kap. 5, ss.61-79, Kap. 8, ss Eide, S. B. og Skorstad, B. (2013), Diskursetikk, i Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, Petra (2006), Habermas og den ideale talesituasjon - En innføring, i Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000), Redelighet, saklighet og forskningsetikk, i Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Kjelstadli, K. (1999), Formidling, framstilling, form, i Fortida er ikke hva den en gang var. En innføring i historiefaget. Universitetsforlaget, ss Kverndokk, K. (2011), Eg veit eg burde grine, alle dei andre grin jo. På skoletur til Auschwitz, i Lenz, C. og Nilssen, T.R. (red.), Fortiden i nåtiden. Nye veier i formidlinga av andre verdenskrigs historie. Universitetsforlaget, ss Rekdal, P.B. (2003), Fremstillinger av de andre og en selv hvem bestemmer innholdet, i Amundsen, A.B., Rogan, B., Stang, M.C. (red.), Museer i fortid og nåtid. Essays i museumskunnskap, Novus forlag, ss Stugu, O.S. (2008), Historiebrukens institusjonar, i Stugu, O.S., Historie i bruk. Samlaget, ss Availabe online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf Hornmoen, Harald, "Kommunikasjon og mediene" (Sist oppdatert: 12. februar 2010). De nasjonale forskningsetiske komiteene. [Online]: Ingierd, Helene, Humaniora, samfunnsfag, juss og teologi (Sist oppdatert: 24. januar 2012). De nasjonale forskningsetiske komiteene. [Online]: Child potection and Social work Compendium: Book: Eide, K., Damsgaard, H.L. (2012): Utfordringer i velferdsstatens yrker. Fontene forskning, 1/12: Natland, S. og Rasmussen, M. (2012): Jeg var ganske usynlig. Fontene forsking, 1/12: 4-18 Mevik, K., Mathisen, R., Paulsen, K., Pigato, B., Tveraabak, M. (2009): I lag med ungdommer. Fontene forskning, 2/09: Røysum, A. (2010): Sosialarbeidernes profesjon utfordres. Fontene forskning, 1/10: Skorpen, B., Johansen, M.S. (2012): Barnet i meldingsteksten. Fontene forskning, 1/12: Eide, Solveig Botnen (2008), Profesjonsetikkens basis: en drøfting med utgangspunkt i endringer av norske sosionomers profesjonsetiske kodekser. Fontene forskning, 1/08: Ruud, Anne K. (2011), Hvorfor spurte ingen meg? Kommunikasjon med barn og ungdom i utfordrende livssituasjoner. Oslo: Gyldendal akademisk Available online: Yrkesetisk grunnlagsdokument for barnevernpedagoger, sosionomer, vernepleiere og velferdsarbeidere:

7 Sociologi Compendium: Gunneriussen, Willy (2012), Opplevelsessamfunnet en vidunderlig ny verden? Kulturelle spenninger i det senmoderne samfunnet, i Sosiologisk årbok 2012:2 Oslo: Novus forlag Hansen, Marianne Nordli (2005), Ulikhet i Osloskolen: Rekruttering og segregering, Tidsskrift for ungdomsforskning 5(1): 3-26 Rogstad, Jon og Solbrække, Kari Nyheim (2012), Velmenende likegyldighet? Etnisk mangfold og integrasjon i en norsk sykehuskontekst, Sosiologisk tidsskrift 04/2012 Stefansen, Hegna, Valset, von Soest og Mossige (2009), Vold mot homofil ungdom. Forekomst og fortolkning, Sosiologi i dag, 39 (2): Sæbø, Gunnar (2013), Sigaretter, snus og status Om livsstilsforskjeller mellom brukergrupper av ulike tobakksprodukter, Sosiologisk tidsskrift 21 (1): 5-32 Bøe, J.B. og Knutsen K. (2012), Innføring i historiebruk. Cappelen Damm Høyskoleforlaget, kap. 5, ss.61-79, Kap. 8, ss Eide, S. B. og Skorstad, B. (2013), Diskursetikk, i Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, Petra (2006), Habermas og den ideale talesituasjon - En innføring, i Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000), Redelighet, saklighet og forskningsetikk, i Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Kjelstadli, K. (1999), Formidling, framstilling, form, i Fortida er ikke hva den en gang var. En innføring i historiefaget. Universitetsforlaget, ss Kverndokk, K. (2011), Eg veit eg burde grine, alle dei andre grin jo. På skoletur til Auschwitz, i Lenz, C. og Nilssen, T.R. (red.), Fortiden i nåtiden. Nye veier i formidlinga av andre verdenskrigs historie. Universitetsforlaget, ss Rekdal, P.B. (2003), Fremstillinger av de andre og en selv hvem bestemmer innholdet, i Amundsen, A.B., Rogan, B., Stang, M.C. (red.), Museer i fortid og nåtid. Essays i museumskunnskap, Novus forlag, ss Stugu, O.S. (2008), Historiebrukens institusjonar, i Stugu, O.S., Historie i bruk. Samlaget, ss Availabel online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf Hornmoen, Harald, "Kommunikasjon og mediene" (Sist oppdatert: 12. februar 2010). De nasjonale forskningsetiske komiteene. [Online]: Ingierd, Helene, Humaniora, samfunnsfag, juss og teologi (Sist oppdatert: 24. januar 2012). De nasjonale forskningsetiske komiteene. [Online]: Journalism Compendium: Book: Brurås, Svein (2012): Vær varsom og dristig i Warmedal, Morten Møller og Guri Hjeltnes: Gravende journalistikk. Metode, prosess og etikk. Oslo : Gyldendal Akademisk. Side Eide, Elisabeth (2012): Backlash i mediene? Journalistikk og kjønn i Orgeret, Kristin Skare (red.): Norske medier journalistikk, politikk og kultur. Kristiansand : Cappelen Damm Høyskoleforlaget. Side Eide, Martin (2009): Sannheten, verken mer eller mindre i Hva er journalistikk. Universitetsforlaget. Side Hågvar, Ynge Benestad (2013): Djevelen ligger i diskursen. En kritisk diskursanalyse av Marte Krogh-saken i VG. Norsk medietidsskrift nr. 3/2013, side Omdal, Sven Egil (2012): På ryggen av en svart svane i Eide, Larsen og Sjøvaag (red.): Nytt på nett og brett Journalistikk i forandring. Oslo: Universitetsforlaget. Side Bjerke, Paul (2011), Journalistikkens vekst - og fall? Om journalisters profesjonsmakt. Kristiansand: IJ-forlaget (Kapittel 1, 4 og 6, 53 sider) Lamark, Hege (2001) Som journalister spør. Kristiansand: IJ-forlaget. Kapittel 1 og 2, side 11-35, inngår i kompendium. Dirchsen, Jan B. (2011): Et spørgsmål om tillid at lave tv med mennesker. Århus: Forlaget Ajour. Kapittel 1-7, side Study progression requirement: Students who have previously taken both courses ex.phil and ex.fac. do not have to take this course. Instead they take an additional elective course at Faculty of Social Sciences in order to replace the missing 10 ECTS credits. If the student has already taken one of the courses mentioned, he or she must take the course in its entirety. This is to be assessed individually. Overlapping courses: The following courses gives reduction in ECTS-points: EX105S Examen facultatum, 10 ECTS-credits EX130S Examen philosophicum, 10 ECTS-credits EX152S Akademisk tekst, 10 ECTS-credits Språk/Language: Introduction to Law - RE120S ECTS Credits: 10 Level of course: Introductory Level Type of course: Obligatory Duration: One semester Study start: Spring 2015 Year of study: First year of study Study place: Bodø

8 Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Thor Arne Angelsen address: Costs: No costs except semester registration fee and course literature. Course evaluation: Annual evaluations which are included in the university\'s quality assurance system Course contents: The course provides knowledge in regard to case work in public administration and the resolution of legal problems related to the laws of social services and child welfare. The course covers judicial method, administrative law, the Social Services Law and the Child Welfare Law. The focus is on the laws of child welfare and social services. Learning outcomes: Knowledge and understanding Knowledge of child welfare law The student should: Skills Have knowledge of the general and particular case-work rules in regard to child welfare Have knowledge of the organization of the child welfare service and of decision-making authority within the service Have knowledge of the goals of the child welfare service and oversight over the help that can be offered children, young people and parents Have knowledge of the laws underlying the child welfare service, including the Child Welfare Law and the Law of Public Administration. Have knowledge of the general and particular case-work rules in regard to the social services Have insight into judicial method and mindset Have knowledge of the organization of the welfare and employment services and of decision-making authority within the services Have knowledge of the goals of the welfare and employment services and oversight over the help that can be offered relevant users and social groups Have knowledge of the laws underlying the welfare and employment services Be able to distinguish between material, procedural and personal competence The student should: Be able to reflect over judicial arguments leading to decisions and verdicts General competence The student should: Have professional knowledge and demonstrate the ability to make reasoned choices. Especially recommended elective courses: Offered as a free-standing course: No. The course is offered as part of the Bachelor degree programmes in Social Work and Social Work Child Welfare Prerequisites: Recommended previous knowledge: N/A Mode of delivery: Face to face, tutored assignments. Learning activities and teaching methods: Lectures and assignments, primarily oral discussion. Written assignments may be undertaken in small groups. Assessment methods and criteria: Students are evaluated on the basis of a six-hour unseen written exam. The results are given as grades A-F. Work placement:

9 N/A Recommended or required reading: Kjønstad, A. og Syse, A Velferdsrett I; grunnleggende rettigheter, rettsikkerhet og tvang. 5 utgave. Gyldendal juridiske. Kap. 1, 2, 3, 5, 6, 9 og Kjønstad, A. og Syse, A. (red) Velferdsrett II; barnevern- og sosialrett. Gyldendal juridiske. 4. utgave. Kap. 2, 4 og 6. The syllabus is 395 pages long. Study progression requirement: N/A Overlapping courses: The following courses gives reduction in ECTS-points: RE103S Juss, 10 ECTS-credits RE108S Juss, 10 ECTS-credits RE132S Juss, 10 ECTS-credits Språk/Language: Introduction to Social Work - SA128S ECTS Credits: 20 Level of course: Introductory Level Type of course: Obligatory Duration: One semester Study start: Spring 2015 Year of study: First year of study Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Øystein Henriksen address: oystein.henriksen@uin.no Costs: other than semester fee and syllabus literature. Course evaluation: The programme of study and relevant courses are evaluated by students twice every year as part of the university s quality control system. Course contents: The course addresses the question of how professional social work has developed in a dynamic relationship with society and social policy. Knowledge of the development, financing and decision-making structures of the welfare state are covered. We explore theories of relevance to the tasks social work faces. These are theories that contribute to an understanding of human action, the promotion of development, emancipation, mobilization of power, the relations between individuals, groups and society and the causal relations in which social problems arise and are maintained. Students will be introduced to the value basis of social work and encouraged to develop critical reflection. Learning outcomes: Knowledge and understanding Skills Of what social problems are Of sociological and psychological perspectives on social problems Of the development of the social work profession Of the historical development of social work Of the knowledge and value base of social work Of the structure and financing of the welfare state Of decision-making processes To analyse social problems from different theoretical perspectives To analyse the development and distinctiveness of professional social work Employment in social work professions General competence Understand and critically reflect over different theoretical perspectives on social problems, professional social work s development and distinctiveness and the role of social work professions in the welfare society.

10 Especially recommended elective courses: none Offered as a free-standing course: No Prerequisites: N/A Recommended previous knowledge: Students should be prepared to read some of the required literature in English. Mode of delivery: Face to face at the University. Learning activities and teaching methods: Lectures, seminars, group work and tutoring. Assessment methods and criteria: Comprises: Attendance at 80% of teaching. This requirement must be met in order to sit the unseen written exam An individual home exam, counting as 60% of the final grade. The results are given as grades A-F. A six-hour unseen written exam, counting as 40% of the final grade. The results are given as grades A-F. Work placement: Recommended or required reading: Sosial problemer og kunnskapsgrunnlag i sosialt arbeid. (645 pages.) Freire, P De undertryktes pedagogikk. Gyldendal Norsk forlag. 165s. Halvorsen, K Sosiale problemer. En sosiologisk innføring. Fagbokforlaget. Kap s Hutchinson, G. S. og Oltedal, S Modeller i sosialt arbeid. Universitetsforlaget. 220 s Compendium: Henriksen, Ø. m.fl Et fag, en utdanning. Fontene Forsking nr 1/ s. Hutchinson, G. S. Utvikling, spenningar og konfliktlinjer i sosionomutdanningen og sosialt arbeid. I: Oltedal, S. (red) 2005 Kritisk sosialt arbeid. Gyldendal norsk forlag. 14 s. Hämäläinen, J The Concept of Social Pedagogy in the Field of Social Work. Journal of Social Work 3 (1) s. Jenssen, T. Utvikling, spenningar og konfliktlinjer i barnevernfaglig profilering.. I :Oltedal, S. (red) 2005 Kritisk sosialt arbeid. Gyldendal norsk forlag.13 s Storø, J Sosialpedagogiske praksis. Sosialpedagogisks teori, s Universitetsforlaget. 8 s. Sosiologiske perspektiv. (200 pages.) Aakvaag, G. C Moderne sosiologisk teori. Abstrakt forlag. Kap 1, 3, 6, 8, 10, s. Compendium: Andersen, H. og Kaspersen, L.B. (red) Klassisk og modern samfunnsteori. Kap. 5, Emil Durkeheim. Hans Reitzels Forlag A/S. 20s Psykologiske perspektiv. (386 pages.) von Tetzchner, S Utviklingspsykologi. Oslo: Gyldendal. Kap 1, 2, 4, 14, 15, 17, 18, 19. Compendium: Berggrav, M. & Eriksen, P Atferdsterapi i sosialt perspektiv. Oslo: Universitetsforlaget. Kap 1,3. Nielsen, G. H. & Raaheim, K En innføringsbok i psykologi. Oslo: Cappelen Akademiske Forlag. Kap 18, 19

11 Aaronson, E, Wilson, T. D. & Akert, R. M Social Psychology. New York: Longman. Kap 4, 7, 8. (ut v s.) Velferdspolitikk. (250 pages). Halvorsen, K., Stjernø, S. og Øverby, E Innføring i helse- og sosialpolitikk. Universitetsforlaget 5. utgave. 250s Dokumenter, saksbehandling og beslutningsprosesser. (150 pages.) Askeland, G. A. og Molven, O Dokument i klientarbeid. 6. utåva. Gyldendal Akademiske. 150 s. The syllabus is 1631 pages long. Study progression requirement: Overlapping courses: The following courses gives reduction in ECTS-points: PS110S Psykologi og psykiatri, 5 ECTS-credits PS111S Psykologi og psykiatri, 5 ECTS-credits SA116S Innføring i sosialt arbeid, 10 ECTS-credits SA121S Teori og praksis i sosialfaglig arbeid, 20 ECTS-credits SA125S Teori og praksis i sosialfaglig arbeid, 20 ECTS-credits SA126S Sosialt arbeid I, 10 ECTS-credits SA127S Sosialt arbeid I, 10 ECTS-credits 2nd year of study Språk/Language: Social Work method - SA267S ECTS Credits: 30 Level of course: Intermediate Level Type of course: Obligatory Duration: Two semesters Study start: Autumn 2015 Year of study: Second year of study Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Asgeir Solstad address: asgeir.solstad@uin.no Costs: No costs except semester registration fee and course literature. Course evaluation: The programme of study and relevant courses are evaluated by students twice every year as part of the university s quality control system. Course contents: The course introduces different methods within social work and explores how activities and interplay with users can encourage resource development and problem solving within different areas of work. Particular attention is given to differing kinds of social problems, how these can be understood using different academic perspectives and strategies for problem solving within various areas of work. The ways in which different areas of work and service systems are organised are also addressed. Learning outcomes: Knowledge and understanding Knowledge of relevant social problems and insight into the primary methods, various measures and possibilities of action in regard to these problem areas. A multicultural approach is assumed. The following subtopics are included: Methodical social work The use of practical activities in social work Social security, poverty and social work in the state employment and welfare service (NAV) Drug abuse and care Psychiatric social work and crisis work Work with families and social networks Child Welfare Neighbourhood care Preventative and community work

12 Skills The ability to establish good relations, use activities in contact with users and undertake methodical social work within the various areas of work General competence General insight into social problems, oversight over differing measures and conduct of social work at individual, group and societal level. Especially recommended elective courses: Offered as a free-standing course: No Prerequisites: General study competence or practical competence according to current regulations. Recommended previous knowledge: Students should be prepared to read some of the required literature in English. Mode of delivery: Face to face at the University. Work placement. Learning activities and teaching methods: Lectures, seminars, group work and tutoring. Assessment methods and criteria: Comprises: Attendance at 80% of teaching. This requirement must be met in order to sit the unseen written exam An individual home exam, counting as 60% of the final grade. The results are given as grades A-F. A six-hour unseen written exam, counting as 40% of the final grade. The results are given as grades A-F. Work placement: N/A Recommended or required reading: The required reading list will be published by 1. May in the foregoing semester. Study progression requirement: All exams in the first year of the prograrmme must passed before the student can take this course. Overlapping courses: The following courses gives reduction in ECTS-points: SA224S Sosialt arbeid på ulike områder, 20 ECTS-credits SA227S Sosialt arbeid II, 20 ECTS-credits SA233S Sosialt arbeid II, 20 ECTS-credits SA249S Sosialt arbeid II, 20 ECTS-credits SA259S Sosialt arbeid II, 20 ECTS-credits SA262S Sosialt arbeid II, 20 ECTS-credits Språk/Language: Placement in the Field of Social Work - SA202S ECTS Credits: 30 Level of course: Intermediate Level Type of course: Compulsory Duration: 2 Semesters Study start: Spring 2015 Year of study: 2nd year

13 Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Marit Tveraabak address: Costs: Students must expect to pay expenses related to transportation, room and board as well as semester fee registration. Course evaluation: There are two written evaluations in the autumn and in spring after teaching practice. The evaluations are included as part of the university's quality assurance system. Course contents: The course focuses on how to develop knowledge in social work practice. Knowledge of society, human society and personal skills developed in the work relationship is a central topic of the course. Personal competence can be defined as including the role of performance, contact and interaction skills, stress tolerance and organizational skills. The specific feature of professional studies is that part of the program is practice-related, both by learning directly in practice at various social institutions and through teaching. Learning outcomes: On successful completion of the course: The work experience will give the candidate the opportunity to apply the theoretical knowledge and insight they have acquired through education and self-study through half a year. Practice will help students increase their understanding of the relationship between research, theory and practical work. Students will enhance their skills in social work practice and child welfare. The candidate will acquire general expertise in the area of social work and child welfare. Especially recommended elective courses: No Offered as a free-standing course: No Prerequisites: Passed all exams on the 1st year bachelor's degree in child welfare or social work Recommended previous knowledge: other than those required Mode of delivery: Face to face Learning activities and teaching methods: Teaching, seminars and working in small groups and social work practice Preparatory courses and the final session are compulsory. There will be lectures and group work. There is mandatory attendance on practice. See separate regulations for practice. Assessment methods and criteria: A log book is kept during the training period. This will be assessed as approved not approved Two individual assignments. One should be a description of the practice location and the student s meeting with practice. Considered approved not approved. An assignment must be chosen with a theme linked to practice. Assessed as passed/failed. To get the course assessed as passed, all assignments must be submitted and approved or passed. If in doubt about passing practice separate regulations come into force. See policy for approval / rejection of practice. Work-placement: Full-time spring semester, 20 weeks. Work placement: Full-time spring semester, 20 weeks. It is also possible to take the practical training abroad. See separate rules for international practice.

14 Recommended or required reading: Curriculum will be published no later than the 15 th of October Study progression requirement: All subjects in the first year must be passed and implemented before students can start this topic. Overlapping courses: The following courses gives reduction in ECTS-points: SA253S Praksisstudier, 30 ECTS-credits SA263S Praksis, 30 ECTS-credits 3rd year of study Språk/Language: Children, Youth and family - SA271S ECTS Credits: 30 Level of course: Intermediate Level Type of course: Obligatory Duration: One semester Study start: Autumn 2016 Year of study: Third year Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Carina Fjelldal-Soelberg address: Carina.Fjelldal-Soelberg@uin.no Costs: No costs except semester registration fee and course literature. Course evaluation: The programme of study and relevant courses are evaluated by students twice every year as part of the university s quality control system. Course contents: The course addresses the connections between societal issues and social and psycho-social problems among children and young people and their families. The nature and preconditions for children and young peoples development and learning, together with conditions that promote and hinder good environments for upbringing, are central themes. Practical experience is given, including dialogue with children experiencing difficult life situations, various child welfare cases and activities with children and young people. The course gives students the possibility of in depth study of relevant areas of social work with children, youth and families in vulnerable life situations, through which they should gain knowledge and critical reflection related to varying themes. Learning outcomes: Knowledge and understanding Skills Of relevant theories regarding children, young people and families within the academic fields of psychology, pedagogy and sociology Of the historical development of the Child Welfare Service Of the Child Welfare Service s societal mandate and the societal framework within which the Child Welfare Service operates Of and understanding of case work in the Child Welfare Service Of relevant laws ( including the Acts of Child Welfare, the Child, Kindergartens, and Education) Of research regarding vulnerable children and youth and their families Of participation and involvement Of varying forms of activity and how these may be used to promote growth and development Of how children and young peoples upbringing, status and value in society is historically situated Have insight into conditions that create and maintain life difficulties for children, young people and their families Develop competence to reflect over issues of child welfare Ability to describe and explain the development and organization of the Child Welfare Service Ability to undertake professional dialogue with children, young people and their families Ability to initiate and lead activities together with children and young people General competence Relate to national laws and conventions of relevance for child welfare Identify the role of the Child Welfare Service among the services of the welfare state Knowledge of the significance of differing perspectives to understanding children and young people

15 Especially recommended elective courses: No Offered as a free-standing course: N/A Prerequisites: A pass grade in all exams from the first and second years of study Recommended previous knowledge: Mode of delivery: Face to face at the University. Learning activities and teaching methods: Lectures, seminars, group work, tutoring and practical assignments. Assessment methods and criteria: Comprises: Attendance at 80% of teaching. This requirement must be met in order to sit the unseen written exam An individual home exam, counting as 60% of the final grade. The results are given as grades A-F. A six-hour unseen written exam, counting as 40% of the final grade. The results are given as grades A-F. Work placement: Recommended or required reading: The required reading list will be published by 15. October in the foregoing semester. Språk/Language: Introduction to qualitative and quantitative methods in social sciences - ME118S ECTS Credits: 10 Level of course: Introductory Level Type of course: Compulsory Duration: One semester Study start: Spring 2016 Year of study: Depending on the programme chosen Study place: Bodø Faculty responsible: Faculty of Social Sciences Language of instruction: Norwegian Course responsible person: Bente Vibecke Lunde address: Bente.Lunde@uin.no Costs: No costs except semester registration fee and syllabus literature. Course evaluation: The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. Course contents: The course provides an introduction to social science methods, both quantitative and qualitative. This course presents and discusses the key concepts in social science methods, methods its logical structure and how the qualitative data (interviews and observations) and quantitative data (statistics) are produced. The course includes: Development ofhow to create a research design