Study Guide

Objective

The students will be able to:
• recognise their own personal creativity and assets as a part of wellbeing and professional identity
• use their own personal creativity and assets in social work and community work
• understand aims and approaches in creative, art-based and action-based methods in social work and community work
• apply creative, art-based and action-based methods in diverse communities
• support people’s social activity

Content

Contents:
• Creativity and assets as part of professional identity
• Creativity and assets in social work and community work
• Aims and approaches of creative, art-based and action-based methods in social work and community work
• Applying creative, art-based and action-based methods in diverse communities
• Social activity

Evaluation scale

0-5

Objective

The students will be able to:
• identify strategies in civic action and voluntary work
• apply different models of civic action and participation
• analyse the role of professionals in relation to different actors in civil society
• plan and implement different activities of voluntary work in communities
• recognise practices of power in civic action and voluntary work

Content

Contents:
• Strategies in civic action and voluntary work
• Models in civic action and participation
• Role of professionals in relation to actors in civil society
• Planning and implementation of voluntary work activities in communities
• Practices of power in civic action and voluntary work

Teaching methods

Lectures
Group work
Panel discussion or interviews with activists and volunteer coordinators

Location and time

8.1.2024-3.3.2024
Lectures and seminars: Helsinki campus
Guidance session for assignments: Zoom

Materials

Basic reading list for assignments (more reading materials will be provided in the beginning of the study module)

Aiken, M. & Taylor, M. (2019). Civic Action and Volunteering: The Changing Space for Popular Engagement in England. Voluntas: International Journal of Voluntary & Nonprofit Organizations, 30(1), 15–28.

Borkman, T. (2021). Self-help/mutual aid groups and peer support : A literature review. ProQuest Ebook

Gammage, R. J., & Foster, J. L. (2017). Leadership in community mutual support groups for mental health: A qualitative case study from the leaders’ perspective. Journal of Community & Applied Social Psychology, 27(6), 463–475.

Evers, A. & von Essen, J. (2019). Volunteering and Civic Action: Boundaries Blurring, Boundaries Redrawn. Voluntas: International Journal of Voluntary & Nonprofit Organizations, 30(1-14).

Batsleer, J., Rowley, H., & Lüküslü, D. (Eds.). (2022). Young people, radical democracy and community development. Policy Press.

Chaney, P., & Jones, I. (Eds.). (2022). Civil society in an age of uncertainty : Institutions, governance and existential challenges. Policy Press.

Bell, K., & Reed, M. (2021). The tree of participation: A new model for inclusive decision-making. Community development journal.

Dull, B. D., Hoyt, L. T., Grzanka, P. R., & Zeiders, K. H. (2021). Can White Guilt Motivate Action? The Role of Civic Beliefs. Journal of youth and adolescence, 50(6), 1081-1097.

Eliasoph, N., & Cefaï, D. (2021). Bringing the Civic Landscape into Being: How Varied Patterns of Civic Action Respond to and Create Dilemmas in Empowerment Projects. International journal of politics, culture, and society, 34(2), 217-235.

Igalla, M., Edelenbos, J., & van Meerkerk, I. (2019). Citizens in Action, What Do They Accomplish? A Systematic Literature Review of Citizen Initiatives, Their Main Characteristics, Outcomes, and Factors. Voluntas (Manchester, England), 30(5), 1176-1194.

McCabe, A., & Harris, K. (2021). Theorizing social media and activism: Where is community development? Community development journal, 56(2), 318-337.

McGinnis, E., & Mitra, D. (2022). Civic action and student voice. Education, citizenship and social justice, 17(3), 268-281.

Taylor, M. (2020). Reflections on ‘community organizing for social action’, CDJ Thinkery, July 2019. Community development journal, 55(4), 704-709

Completion alternatives

- Can be agreed with the responsible teacher and Study Guidance Councellor before the study module or during the first week of the study module.

Employer connections

- Work life partners are activist and employees in various organisations in social services and NGOs.

Exam schedules

- No exam.

Student workload

1 ECT= 27 hours of students' work load.
5 ECTS= 135 hours of students' work load.

Content scheduling

Orientation
Lectures
Independent and group work with assignments
Panel discussion or students' presentations in a final seminar

Further information

- If the student is not able to participate to the study module and complete the assignments in given time frame, there will be an exam on a general exam day. This will be agreed with the responsible teacher.

Assessment methods and criteria

- The final written assignment is grade: 1-5/to be resubmitted
- Other assignments: pass/to be resubmitted.

Evaluation scale

0-5

Objective

The students will be able to:
• know the relevant international conventions, and national policies and legislation related to child welfare and family work and apply this knowledge in practice
• know and understands different risk factors influencing the growth of children and young people in Finland
• understand the meaning of child welfare for the wellbeing of children and families
• know the main actors and services provided in child welfare, child protection and family work
• know different skills needed in child welfare, child protection and family work
• understand the diversity and challenges of families in current societies
• reflect personal values in relation to diverse families
• understand different definitions, theories and approaches used in family work
• use different empowering and participatory methods with children and families

Content

Contents:
• UN Convention on the Rights of the Child
• Relevant national legislation related to child welfare, child protection and family work
• Risk factors affecting children and families
• Actors and services in child welfare and child protection in Finland
• Diversity of families
• Family work and different theories applied in family work
• Different actors and services in family work
• Empowering and participatory methods used in child welfare, child protection and family work

Evaluation scale

0-5

Objective

The students will be able to:
• know the stages of developmental and life crises and traumatic stress reactions
• understand the different methods, interventions and approaches in crisis work to support individuals and communities
• recognise actors, practices and services in crisis work
• understand and recognise the importance of self-care methods in dealing with secondary traumatic stress in client work

Content

Contents:
• Stages of developmental and life crises and traumatic stress reactions
• Interventions, methods and approaches in crisis work
• Actors, practices and services in crisis work
• Secondary traumatic stress and self-care in client work

Teaching methods

The students will be able to:
• know the stages of developmental and life crises and traumatic stress
reactions
• understand the diff erent methods, interventions and approaches in crisis
work to support individuals and communities
• recognise actors, practices and services in crisis work
• understand and recognise the importance of self-care methods in dealing
with secondary traumatic stress in client work

This course is divided into three parts, and it will be completed in the following order:
1. Crisis and crisis interventions (2 cr)
2. Crisis work: services, practices and legislation (2cr)
3. Reflections on professional development and crisis work (1 cr)

In addition to the scheduled lectures, there will also be distance learning sessions. These distance learning sessions will be in zoom and will help students with learning assignments.
Learning assignments includes an infographic, a crisis intervention plan and a seminar presentation.

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.

Alternative way of completing the study module must be agreed with the responsible lecturer and/or study guidance counselor two weeks before the beginning of the study module.

In this study module the alternative way of completing the study module consists of submitting a crisis intervention plan that should be submitted by the end of Spring 2023. The details of the crisis intervention plan will be given by the responsible lecturer.

Student workload

Orientation, face-to-face lectures, online lectures (1 cr)
Independent learning, learning assignments, seminar (4 cr)
Student´s workload is approximately 26h 40min per credit that is divided between different learning tasks during the study module.

Further information

The study module requires skills to use Diak´s online learning area.
Diak guidelines are followed in AHOT / RPL process.

Assessment methods and criteria

Assessment of CRI study module is based on Diak´s assessment criteria. The assessment is based on the middle phase learning (semesters 4-6) of Diak assessment criteria.

Evaluation scale

0-5

Objective

The students will be able to:
• recognise different concepts, definitions and theories in community work
• recognise the social capacity and assets of the members of communities
• understand the meaning of place in social service and community work
• apply different participatory community work methods in neighbourhood work

Content

Contents:
• Concepts, definitions and theories in community work
• Social capacity and assets of members of communities
• Meaning of place in social service and community work
• Participatory community work methods used in neighbourhood work

Teaching methods

* Independent studies take place before the first contact lecture.
* Contact teaching week.
* Field visit
* Independent field work in small groups.
* Support sessions during the field work period.
* Seminar days for presenting students' group work.

Materials

Literature and lectures will be available in Diakle.
Literature deals with questions of space and place and participatory methods such as photovoice, walk-along method and participatory mapping.

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.
Alternative way of completing the study module must be agreed with the responsible lecturer and/or study guidance counselor by the beginning of the study module.
In this study module the alternative way of completing the study module consists of an exam to be taken on any exam re-take. The literature for the exam will be decided with the teachers.

Employer connections

Students are encouraged to carry out field work in collaboration with the working life.

Assessment methods and criteria

* Individual assignments to be resubmitted/pass.
* Field work and written assignment: to be resubmitted-5
* Diak's assessment criteria is followed (Level I, UAS Bachelor’s degrees, initial stage (NQF6))

Evaluation scale

0-5

Objective

The students will be able to:
• understand the basics of the life span approach in human development
• understand the emotional, cognitive, moral and social development across the life span
• reflect on cultural factors determining development across the life span
• apply the life-span approach in social and community development work

Content

Contents:
• Life span approach in understanding human development
• Emotional, cognitive, moral and social development across the life span
• Culture and human development
• Life span approach in social work and community work

Teaching methods

There will be lectures, a final workshop and 2 learning assignments. The learning assignments will be done individually. During the final workshop, the students will be in small groups, where they will have to apply what they have learned from the lectures and the individual assignments. It is important that the students are present during lectures and participate actively in the discussions.

Materials

Required reading materials and other references will be published in the moodlerooms.

Completion alternatives

Exam during the general exam days.

Further information

Possibility to get RPL/AHOT if equivalent studies and study credits are carried out in a University or University of Applied Sciences.

Assessment methods and criteria

1- 5

Evaluation scale

0-5

Objective

The students will be able to:
• understand service users’ viewpoints on digital services
• apply professional communication and offer guidance in digital services
• understand ethical principles and the legal framework in digital services
• professionally use social media in social work and community development work
• understand the main developments in digitalisation and welfare technologies

Content

Contents:
• Digital services
• Professional communication in digital services
• Ethical principles and the legal framework in digital services
• Social media in social work and community development work
• Digitalisation and welfare technologies

Teaching methods

The students will be able to:
• understand service users’ viewpoints on digital services
• apply professional communication and offer guidance in digital services
• understand ethical principles and the legal framework in digital services
• professionally use social media in social work and community development work
• understand the main developments in digitalisation and welfare technologies
Contents:
• Digital services
• Professional communication in digital services
• Ethical principles and the legal framework in digital services
• Social media in social work and community development work
• Digitalisation and welfare technologies
The course consists of
- Online test
- Learning diary
- Project (in small groups)
- Webinars

Materials

To be confirmed in Diakle

Assessment methods and criteria

Online test - pass/retake
- Done individually
- 16 multiple choice questions
- You will need 100% correct
- You may use the course materials

Learning diary on topics 1-8

Project in small groups

Webinar

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• understand different types of disabilities
• understand the relevance of international agreements and Finnish disability policy and legislation including accessibility, inclusion and right to self-determination
• apply available services in work with people with disabilities
• recognise the impact of minority status on wellbeing

Content

Contents:
• Types of disabilities
• Accessibility, inclusion and right to self-determination
• Finnish disability policy and legislation, international agreements
• Service system
• Impact of minority status on wellbeing

Teaching methods

Study module follows blended learning. The course contains orientation and lectures, independent learning, supervision, written assignment and final workshop.

Attendance to the orientation is a prerequisite to start the course unless agreed otherwise with the responsible teacher before the start of the course.

Lectures and written assignment focus on disability legislation and policy, relevant national and international agreements, key concepts, types of disabilities, theoretical approaches, and work-life practices in the Finnish disability field. Augmentative and alternative communication (AAC) is introduced.

Location and time

As in schedule: https://lukujarjestykset.diak.fi/

Materials

Buchanan, R. & Layton, N. (2019). Innovation in Assistive Technology: Voice of the User. MDPI.

Finnish Institute for Health & Welfare: Handbook on Disability Services.

Hästbacka, Elisabeth (2021). Equal participation in society? : Perspectives on the opportunities of persons with disabilities in Finland. Doctoral thesis. Åbo Akademi University. https://www.doria.fi/handle/10024/181975 (chapters 1, 2, 6)

Katsui, H. & Chalken, S. (eds.) (2020). Disability, Globalization and Human rights. Routledge. https://ebookcentral.proquest.com/lib/diak/detail.action?docID=6198514 (pages 1-18)

Ministry of Social Affairs & Health. Disability services, disability policy & legislation.

Watson, Nick, Alan Roulstone & Carol Thomas (eds.) (2018). Routledge handbook of disability studies. https://finna.fi/Record/jykdok.2015040?sid=2953180350

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.

Alternative way of completing the study module must be agreed with the responsible teacher and/or study guidance counselor two weeks before the beginning of the study module the latest.

The alternative way of completing DIS study module is an exam during Diak´s general exam day.

Student workload

1 ECTS is equivalent to 27 hours of study.

Further information

The study module requires skills to use Diak´s online learning area. Possibility to get AHOT/RPL as described in Diak´s RPL/AHOT guidelines. No previous studies are required to attend the study module.

Assessment methods and criteria

Resubmit/ 1-5.
Diak´s Bachelor´s degrees assessment criteria (middle stage) is applied: https://www.diak.fi/wp-content/uploads/2020/03/Diak_assessment_principles_2020.pd

Evaluation scale

0-5

Objective

Students
• know general social alignments, strategies, essential legislation and service system related to domestic violence
• know the prevalence, manifestation and consequences of domestic violence and understand the dynamics related to the phenomena
• can identify, face and act in domestic violence work within the limits of their profession
• understand the relevance of multi-professional cooperation in domestic violence work and can act as a representative of his/her profession in multi-professional work
• can utilise the current research results related to domestic violence for development of professional work.

Content

• general social alignments and strategies related to domestic violence
• essential legislation and service system related to domestic violence
• the dynamics of the phenomenon of domestic violence
• the prevalence and consequences
• identifying, facing and supporting victims and perpetrators
• looking after the safety of victims
• the importance of multi-professional cooperation
• professional and critical reflection

Teaching methods

Oppimistehtävät voi tehdä suomen- tai englanninkielellä.

Learning assignments can be done either in English or in Finnish.

The elective study module is held as an online course. Course info and orientation lecture are in the beginning of the course and are compulsory. There are two webinars and two supervision sessions during the course. They are voluntary, but participation is strongly recommended.

Learning assignments formulate a consecutive entity in terms of their contents and pedagogicy. Each learning assignment has relevant learning material attached.

Location and time

Online studies. All scheduled sessions are held in Zoom.
Attendance to the orientation class is compulsory in order to start the course.

Completion alternatives

Not applicable.

Student workload

The workload is approximately 27 h per credit.

Assessment methods and criteria

Resubmit / pass

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• have sufficient knowledge of features of academic English and a familiarity with the structure of academic text used in essays, articles, reports and other academic publications in general
• critically assess academic English texts in the relevant fields
• produce academic English text in the form of a report, summary and argumentative paper

Content

Contents:
• Level test before the course
• Basics in academic English
• Assessment of academic English texts
• Written assignment
• A brief oral presentation of the written assignment

Teaching methods

Lectures, discussions, "mini-seminars", written assignments.

Location and time

1st term.
Kalasatama Campus, HKI.

Materials

Material provided by the teacher.

Completion alternatives

Written assignment and presentation.

Employer connections

--

Exam schedules

No exam.

International connections

--

Student workload

54 h.

Content scheduling

During contact weeks: 2x1,5 h.

Further information

--

Assessment methods and criteria

Evaluation based on submitted assignments.

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• have an advanced knowledge of academic English especially as used in the thesis work
• understand the formal structure of the thesis
• produce linguistically appropriate academic English text especially in the form of a thesis
• analyse the linguistic aspects of presented idea papers and thesis proposals

Content

Contents:
• Advanced knowledge of academic English
• Formal structure of the thesis
• Production of linguistically appropriate academic English text (thesis idea paper, thesis proposals)
• Analysis of the linguistic aspects of presented idea papers and thesis proposals

Teaching methods

Lectures, discussion, "mini-seminar", background articles, presentations.

Location and time

4th term.
Helsinki, Kalasatama Campus.

Materials

Material provided by the teacher.

Completion alternatives

Written assignments and presentation.

Employer connections

--

Exam schedules

No exam.

International connections

--

Student workload

54 h.

Content scheduling

During contact weeks: 2x1,5h.

Further information

--

Assessment methods and criteria

Evaluation is based on submitted written assignments.

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• understand the types, roles and future prospects of enterprises in the social welfare sector
• know the skills and attitude required for successful entrepreneurship
• assess their own skills to act as an entrepreneur
• develop and assess their own business idea in the social welfare field
• know how to start their own business and manage risks related to start-ups
• know the basics in financing, productizing, pricing and marketing process for building up sustainable business service ideas

Content

Contents:
• Types, roles and future of enterprises in the social welfare sector
• Characteristics and skills of entrepreneurs
• Analysing business opportunities and market research
• Process of business start-up; from business idea to business plan
• Risk management and assessment
• Financing, pricing, productizing and marketing business services

Evaluation scale

0-5

Objective

The students will be able to:
• understand the key principles of gerontology and values of work with older people
• understand Finnish ageing policy, legislation, service system and quality recommendations
• know the position and expertise of a Bachelor of Social Services when working with older people
• apply multi-professional work and case management in work with older people

Content

Contents:
• Principles of gerontology and values of work with older people
• Ageing policy, legislation, service system and quality recommendation
• Position and expertise of a Bachelor of Social Services when working with older people
• Multi-professional work and case management

Teaching methods

EXO study module is completed as an online course including orientation, lectures, supervision, independent studies and a learning assignment.

Attendance to the orientation is a prerequisite to start the course unless agreed otherwise with the responsible teacher.

The aim of the study module is to help you to understand the key values of work with older people. You analyse own values and attitudes in relation to work with older people. You establish an understanding on Finnish ageing policy, legislation and service system. Furthermore, you reflect own professionalism and expertise needed in work with older people as a Bachelor in Social Services. Multi-professional work and case management are introduced.

Location and time

As in schedule: https://lukujarjestykset.diak.fi/

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.

Alternative way of completing the study module must be agreed with the responsible teacher and/or study guidance counselor two weeks before the beginning of the study module the latest.

The alternative way of completing EXO study module is individual assignment.

Further information

The study module requires skills to use Diak´s online learning area. Possibility to get AHOT/RPL as described in Diak´s RPL/AHOT guidelines. No previous studies are required to attend the study module.

Assessment methods and criteria

Resubmit/ pass.
Diak´s Bachelor´s degrees assessment criteria (middle stage) is applied: https://www.diak.fi/wp-content/uploads/2020/03/Diak_assessment_principles_2020.pdf

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• understand various processes behind global forms of exploitation
• analyse local and global factors affecting exploitative practices
• understand the relevant legislation and policies
• utilize the networks of different actors tackling different forms of exploitation in work with service user groups

Content

Contents:
• Processes behind global forms of exploitation
• Factors affecting exploitative practices
• Legislation and policies
• Networks of actors tackling various forms of exploitation

Teaching methods

During this online course, students get familiar with different forms of human trafficking as a form of exploitation and the processes behind them. Various types of human trafficking are analysed locally and globally, and relevant legislative and policy frames are introduced. Some networks and service providers are introduced.

Ways of learning: orientation, 3-phase individual assignment, independent studies and supervision.

Orientation and supervision are held in Zoom as in schedule.

Students get access to next assignment once the previous once has been completed. The assignments form an interesting learning entity. Study material is provided for each assignment.

Attendance to the orientation is compulsory in order to start the course. Supervision is voluntary.

Location and time

As in schedule: https://lukujarjestykset.diak.fi/

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.
Alternative way of completing the study module must be agreed with the responsible teacher and/or study guidance counselor two weeks before the beginning of the study module the latest.
The alternative way of completing EXP study module is individual assignment.

Student workload

1 ECTS is equivalent to 27 hours of study.

Further information

The study module requires skills to use Diak´s online learning area.
Diak guidelines are followed in AHOT / RPL process.
No previous studies are required.

Assessment methods and criteria

Each assignment is assessed: Resubmit / pass
Each assignment has own assessment criteria, which are accessible in Diakle.
The assessment is based on the middle phase learning (semesters 4-6) of Diak assessment criteria.
https://www.diak.fi/wp-content/uploads/2017/12/Diak_Osaamisen_arviointikriteerit_AMK_EN.pdf

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• understand various processes behind global forms of exploitation
• analyse local and global factors affecting exploitative practices
• understand the relevant legislation and policies
• utilize the networks of different actors tackling different forms of exploitation in work with service user groups

Content

Contents:
• Processes behind global forms of exploitation
• Factors affecting exploitative practices
• Legislation and policies
• Networks of actors tackling various forms of exploitation

Teaching methods

During this online course, students get familiar with different forms of human trafficking as a form of exploitation and the processes behind them. Various types of human trafficking are analysed locally and globally, and relevant legislative and policy frames are introduced. Some networks and service providers are introduced.

Ways of learning: orientation, 3-phase individual assignment, independent studies and supervision.

Orientation and supervision are held in Zoom as in schedule.

Students get access to next assignment once the previous once has been completed. The assignments form an interesting learning entity. Study material is provided for each assignment.

Attendance to the orientation is compulsory in order to start the course. Supervision is voluntary.

Location and time

As in schedule: https://lukujarjestykset.diak.fi/

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.
Alternative way of completing the study module must be agreed with the responsible teacher and/or study guidance counselor two weeks before the beginning of the study module the latest.
The alternative way of completing EXP study module is individual assignment.

Student workload

1 ECTS is equivalent to 27 hours of study.

Further information

The study module requires skills to use Diak´s online learning area.
Diak guidelines are followed in AHOT / RPL process.
No previous studies are required.

Assessment methods and criteria

Each assignment is assessed: Resubmit / pass
Each assignment has own assessment criteria, which are accessible in Diakle.
The assessment is based on the middle phase learning (semesters 4-6) of Diak assessment criteria.
https://www.diak.fi/wp-content/uploads/2017/12/Diak_Osaamisen_arviointikriteerit_AMK_EN.pdf

Evaluation scale

Hyväksytty/Hylätty

Objective

The student will be able to:
• know Finnish language at the skill level A1.1
• know vocabulary and grammar relevant to the skill level A1.1
• understand some familiar everyday expressions if the other person speaks very slowly
• communicate with very basic phrases if the other person is prepared to help

Content

Contents:
• common vocabulary and phrases
• everyday speaking
• noun declension
• verb conjugation
• grammatical cases of genitive and partitive
• questions

Teaching methods

The course consists of contact teaching (finnish lessons), group discussions, individual learning assignments and exam.

Materials

Suomen mestari 1 (new edition), chapters 1- 4, teacher´s material

Exam schedules

written exam 11.12.2023

retake exams possibilities: general exam dates in January and February 2024

Student workload

Total work load of the course: 81 h
contact teaching: 30 h
individual studies: 38 h
assignments: 10 h
exam: 3 h

Content scheduling

Structures of the language, pronunciation and vocabulary
Texts and dialogues
Computer aided exercises on all sections mentioned above.

Contents:
Alphabets, greetings, days of the week, numbers, languages, countries, nationalities, weather and times of the year, me and my family
Personal pronouns, verb type 1, negative sentence, question words, -ko-question, genitive, partitive, minulla on -sentence, pronunciation

Assessment methods and criteria

Active participation to contact teaching, independent assignments and an exam affect to assessment:

exam 60 %
assignments 20 %
participation 20 %

Evaluation scale

0-5

Objective

The student will be able to:
• know Finnish language at the skill level A1.2
• know vocabulary and grammar relevant to the skill level A1.2
• use language in routine and simple discussions if the other person is prepared to help
• write short and simple messages of familiar topics
• understand some of main points in relatively easy and slow discussions and short texts
• know some vocabulary in Finnish regarding their field of study or work

Content

Contents:
• adjectives and description
• verb types 1–5
• local grammatical cases
• vocabulary relating to living and home

Teaching methods

Contact teaching and independent exercises

Contents:
expressing time, living, ordinary day, vocabulary relating to placement, work diary exercise during the placement time


adjectives, description, local grammatical cases, verb types 1 – 5, imperative

Materials

Suomen mestari 1 (new edition), chapters 5-6

Assessment methods and criteria

Active participation to contact teaching, independent exercises and an exam affect to assessment.

Evaluation scale

0-5

Objective

The student will be able to:
• know Finnish language at the skill level A1.3
• know vocabulary and grammar relevant to skill level A1.3
• use the language in routine and simple discussions
• write longer texts
• understand the main points in short, relatively easy texts
• master the basics of grammar

Content

Contents:
• different word types
• the objective
• uncountable words and the partitive
• ordinal numbers
• Vocabulary relating to travelling and traffic, food and drink, work and different professions

Teaching methods

The course consists of contact teaching (lectures), group discussions, individual learning assignments and exam.

Materials

Suomen mestari 1 (new edition), chapters 7 – 9, teacher´s materials

Completion alternatives

Total work load of the course is 81 h and it divides following ways:

contact teaching: 35 h
individual studies: 22 h
assignments: 21 h
exam: 3 h

Content scheduling

Contact teaching every week

Further information

Prerequisites: The minimum entry level for this course is A1.2.

Assessment methods and criteria

Active participation to contact teaching, independent exercises and an exam affect to assessment.
exam 60 %
assignments 20 %
participation 20 %

Evaluation scale

0-5

Objective

The students will be able to:
• understand basic concepts in personal identity and life-course
• reflect on their own self-biography and that of others
• understand basic concepts of communities
• use observation methods in community work
• work individually and as a member of a team

Content

Contents:
• Life-course and personal identity
• Self-biography
• Basic concepts of communities
• Observation methods in community work
• Individual and teamwork

Teaching methods

-Contact teaching (campus and online)
-Team work in the field
-Preparing a poster presentation in teams
-Oral presentations of posters in a final seminar

Location and time

1. WEEK : Contact teaching: lectures
2. WEEK: Distant learning: online discussion based on articles
3. WEEK: Online lectures
4-5 WEEK: Distant learning: group work carried out in the field
6. WEEK: Contact teaching: lecture
7. WEEK: Distant learning: preparing the field work presentation for the seminar
8. WEEK: Contact teaching: Presentations in the final seminar

Materials

Study material will be informed at the beginning of the study module.

Completion alternatives

Alternative ways of completing the study module should be discussed with the responsible teacher of the module. The module is carried out by groups in the field.

Employer connections

Collaboration with a working life partner need to be agreed with the responsible teacher.

Student workload

The course has 5 ECTS. 1 ECT equals 26,6 hours of a student's work. Totally 133 hours.

Further information

Application for Recognition of Prior Learning (RPL) is able to apply only on special criteria. Contact the responsible teacher.

Assessment methods and criteria

The assessment criteria for all assignments are: pass or to be resubmitted.
The total grade is: pass.

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• understand different definitions of and approaches to social work
• understand the basic history of social work
• understand different approaches to ethics and values in social work
• understand the skills and competences of a Bachelor of Social Services and their relation to professional identity
• understand the relevant legislation
• reflect on the development of professional identity

Content

Contents:
• Definitions of social work
• Different roles of social work in society
• History of social work
• Values and ethics in social work
• Skills and competences of a Bachelor of Social Services
• Relevant legislation
• Different fields of social work
• Development of professional identity

Evaluation scale

0-5

Objective

The students will be able to:
• use different learning methods at Diaconia University of Applied Sciences (Diak)
• access and use student services provided by Diak
• understand different learning environments and contexts
• work as a member of an international study group

Content

Contents:
• Different teaching and learning methods used at Diak
• Student services at Diak
• Different learning environments and contexts
• Team and group work skills in an international study group

Teaching methods

CONTENTS:
- understand and know the organizational structure, value base and actors at Diak
- the curriculum of the Degree programme in social services
- teaching and learning methods applied at Diak
- virtual study platform MoodleRooms
- information search and databases available at Diak
- personal study plan
- degree regulations and general practicalities related to studies
- services offered by study office, student welfare group and library
- safety regulations at Diak
- studying in an international group of students
- group dynamics and team work skills
ASSIGNMENT:
- participating in all lectures
- assignment given by the information specialist in the library
- participating in tutoring
-There will be an individual written assignment "Myself in a Group". The assignment is carried out jointly with LCO0203B16S Communication Skills (3 ECTS) and ENG1002B16S Academic English 1 (2 ECTS).

Location and time

Timetable is in the course Diakle

Materials

Literature and reading list will be announced at the beginning of the study module.

Completion alternatives

The student will attend the lectures and write an essay about groupwork using guidelines given by teacher.

Employer connections

No research, development and innovation activities (RDI) included in the study module.

Further information

Application for RPL (recognition for previous learning) will not be accepted.

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• know the basic text types used during the studies
• communicate orally and in writing in formal and informal situations in an academic context
• give and receive constructive feedback
• operate in different learning environments and use the digital tools required during their studies

Content

Contents
• Verbal and written communication skills
• Presentation skills
• Process writing
• Referencing
• Communication style
• Intercultural communication
• Different digital tools used at Diak

Evaluation scale

0-5

Objective

The students will be able to:
• understand different theories of welfare and values of social policy
• understand different welfare regimes and their relation to different social, political and economic structures in a global context
• understand the history of social policy and welfare regimes
• understand future challenges to social policy

Content

Contents:
• Definitions and theories of welfare
• Values underlying social policy
• Impact of social, political and economic structures on everyday life and social policy
• Different welfare regimes
• History and future of social policy and welfare regimes
• Basis of public administration in Finland
• Globalisation and welfare
• European Union and social policy

Evaluation scale

0-5

Objective

The students will be able to:
• understand different management and leadership theories and practices
• recognise management strategies applied in organisations in the field of social work and community development work
• analyse organisational theories and their application in social work and community work practice
• understand the importance of welfare at work
• apply leadership approaches and practices at work in different organizations

Content

Contents:
• Management and leadership theory and practice
• Management strategies
• Organisational theories
• Welfare at work

Location and time

See detalied timetable in MyDiak.

Materials

Arnold, M. (2022). Social work leadership and management: Current approaches and concepts for social and human service organisations. Springer International Publishing AG. Chapter 3 Leadership Research and its application to Social Work Practice and Chapter 4 Transformation of Leadership and Collaboration n Human Service Organisation. P. 33–63.
Macintosh, Robert., O´Gorman, Kevin. (2015) Introducing Management in Global Context. The Global management series. Chapter 1 20th century management thoughts:p.12-19, Chapter 5 Managing people: practice and theory; Chapter 6: Managing change, Chapter 9: Managing quality. Goodfellow Publisher Ltd. E-book.
Shultz, Cecile., van der Walt, Hugo. 2015. Reinventing HR: Strategic and Organisational Relevance of the Human Resources Function. Knowres Publishing. E-book. Chapter 4: Leadership and meaning. Chapter 6: Workplace socialisation.
Sullivan, W. Patrick. 2016. Leadership in social work. Journal of Social Work Education. Supplement. Vol. 52 issue. sup 1. p. S51-S61.

Also, lectures in class and videos ini Diakle.

Completion alternatives

Reflective report about given literature using also interview of management and leadership.

Evaluation scale

0-5

Objective

The students will be able to:
• understand the core concepts and the theories of mental health and wellbeing
• reflect on the current issues in mental health and know the common types of mental health problems
• understand mental health legislation in relation to different mental health services
• understand the different types of mental health services and how to refer service users to mental health services
• understand the different methods and interventions in mental health social work
• use a recovery-oriented, community-based approach in work with people with mental health problems

Content

Contents:
• Concepts, theories and approaches to mental health and wellbeing
• Current issues in mental health and in the treatment of mental health problems
• Mental health services and legislation
• Methods and interventions in mental health social work
• Community based mental health services and mutual support organizations

Evaluation scale

0-5

Objective

The students will be able to:
• understand core concepts and trends related to global migration
• recognise the concepts and policies in relation to the integration process and analyse its impact on the individual and the society
• apply anti-racist approach in understanding policies, structures and practices on discrimination and racism
• understand the role of human rights as well as international and national legislation and policies in the context of migration

Content

Contents:
• Core concepts related to migration and minority status
• Local and global trends for migration
• Integration policies, practices and trends
• Anti-racist approach in understanding policies, structures and practices on racism and discrimination
• Relevant legislation and migration policies (national, international)

Evaluation scale

0-5

Objective

The students will be able to:
• understand relevant labour legislation
• reflect on work life skills and practices in different contexts
• write a CV
• create and update a portfolio

Content

Contents:
• Relevant labour legislation
• Work life skills and practices in different contexts
• CV
• Portfolio

Teaching methods

Lectures, workshop and written assignments.

Location and time

Spring semester 2024.

Materials

Materials are provided by the lecturer, the topics are:
- Finnish working culture
- Regulation in work life
- Ground rules to work as a community

Completion alternatives

Individual exam.

Employer connections

Visiting lecturer form labour union.

Exam schedules

Individual exam can be taken on general exam days during spring semester 2024.

International connections

.

Student workload

27 hours.

Content scheduling

March-May 2024.

Assessment methods and criteria

Evaluation; pass- to be resubmitted. Evaluation is based on attendance in workshop and written assigments / individual exam.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

In order to pass the course yoy are expected to either:
- attend the orientation and the workshop
- written assignments

OR
- individual exam

Assessment criteria, fail (0)

Evaluation; pass- to be resubmitted

Objective

The students will be able to:
• apply first aid skills in the social service and community work sector

Content

Contents:
• First aid skills in the social service and community work sector

Materials

First aid “book":
https://www.redcross.ca/crc/documents/comprehensive_guide_for_firstaidcpr_en.pdf

Further information

RPL is possible with a valid First Aid 1 (EA1) certificate/card, that is valid until the end of the semester when the study module is scheduled.

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• use basic interviewing skills when working with service users
• apply solution-focused approach with diverse service users
• communicate in challenging situations in client work

Content

Contents:
• Basic professional interviewing skills
• Solution-focused approach
• Communication in challenging situations in client work

Teaching methods

Independent reading about communication skills and an assignment accompanying it.
Lectures and workshops about communication skills.
Group work: students will conduct role play about professional communication which they will videotape. The videos will be watched and analysed in a seminar.
Attendance to all lectures is compulsory.

Materials

Compulsory reading material (subject to change)::
- Corcoran, J. (2011). Helping Skills for Social Work Direct Practice. New York, NY: Oxford University Press. (The chapters to be read are mentioned on Fronter.)
- Seden, J. (2005). Counselling Skills In Social Work Practice. Maidenhead: Open University Press. (The chapters to be read are mentioned on Fronter.)
- Seden, J. (2013) Interviewing and Relationship Skills. In M. Davies (ed.),The Blackwell Companion to Social Work.(355-365). Oxford: Wiley-Blackwell.
- Motivational interviewing video
- Teachers' lecture notes
Additional literature:
- Corcoran, J. (2011).Helping Skills for Social Work Direct Practice. New York, NY: Oxford University Press.
- Egan, G. (2010).The Skilled Helper. A Problem-Management and Opprtunity-Development Approach to Helping. Belmont, CA: Brooks/Cole, Cengage Learning. Print copies in the library (several editions).
- Hennessey, R. (2011). Relationship skills in social work. London: SAGE.
- Miller. W. R. and Rollnick, S. (2013). Motivational Interviewing. New York: The Guilford Press.
- Seden, J. (2005). Counselling Skills In Social Work Practice. Maidenhead: Open University Press.
- Walsh, T.(2010). Solution-Focused Helper: Ethics and Practice in Health and Social Care.Maidenhead: Open University.

Completion alternatives

Possibility to get RPL/AHOT if equivalent studies and study credits are carried out in a University or University of Applied Sciences. Possibility to get AHOT/RPLby work experience from direct client work complemented with a reflective essay.

Further information

Attendance to all lectures is compulsory.

Assessment methods and criteria

pass/ resubmitted
To pass the student needs to:
* pass the individual assignment
* participate in all lectures and the seminar
* videotape their professional communication

Evaluation scale

0-5

Objective

The students will be able to:
• reflect on their own personal background and be sensitive to different service users in a diversity context
• develop skills in anti-oppressive practice and human rights-based approach in relation to oppressed individuals, groups and communities
• understand concepts in relation to sexual orientation, gender diversity and gender sensitivity in social work
• understand interfaith dialogue, diversity in religions and spirituality in social work
• familiarise themselves with multicultural competences and intercultural communication in different work settings

Content

Contents:
• Self-reflection in a diversity context
• Anti-oppressive practice and human rights-based approach
• Sexual orientation, gender diversity, gender sensitivity
• Interfaith dialogue, diversity in religions and spirituality in social work
• Multicultural competences and intercultural communication in different work settings

Teaching methods

Study module follows blended learning including orientation, lectures, independent learning, written assignment, supervision and final workshop.

Attendance to the orientation is compulsory in order to start the course. Attendance to the final workshop is compulsory, whereas supervision and lectures are voluntary.

Learning assignment is a novel analysis, where the student chooses a novel from a preassigned list for the analysis.

Location and time

As in schedule: https://lukujarjestykset.diak.fi/

Materials

Available in Diakle.

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.

Alternative way of completing the study module must be agreed with the responsible teacher and/or study guidance counselor two weeks before the beginning of the study module the latest.

In this study module, the alternative way of completing the course contains an extensive written assignment or participation in a pre-agreed work-life related project or similar.

Student workload

1 ECTS is equivalent to 27 hours of study.

Further information

The study module requires skills to use Diak´s online learning area.
Diak guidelines are followed in AHOT / RPL process.
No previous studies are required.

Assessment methods and criteria

Resubmit / 1-5

The assessment is based on the middle phase learning (semesters 4-6) of Diak assessment criteria: https://www.diak.fi/en/assessment/

Evaluation scale

0-5

Objective

The students will be able to:
• recognise different types of groups in social work and community work
• understand group dynamics
• work effectively in group settings
• plan and implement group activities
• act as a group facilitator

Content

Contents:
• Different types of groups in social work and community work
• Group dynamics
• Dealing with challenging group work situations
• Group facilitation skills

Teaching methods

Lectures, independent learning, group assignment, seminar - participation in all of these is obligatory.

Materials

Lecture notes & materials given in the lectures
Bens, I. (2012). Facilitating with Ease! Core Skills for Facilitators, Team Leaders and Members, Managers, Consultants and Trainers. John Wiley & Sons.
Brown, N. (2004). Psychoeducational Groups. Process and Practice. Brunner-Routledge.
Haynes, N. (2012). Group Dynamics: Basics and Pragmatics for Practitioner. University of America Press.
Greif, G. & Knight, C. (2016). Group Work with Populations At-Risk. Oxford University Press.
Prendiville, P. (2008). Developing Facilitation Skills. A Handbook for Group Facilitators. Combat Poverty Agency.
Thayer-Hart, N. (ed.) (2007). Facilitator Tool Kit. A Guide for Helping Groups get Results. Office for Quality Improvement. University of Wisconsin-Madison.

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.
Alternative way of completing the study module must be agreed with the responsible lecturer and/or study guidance counselor by the beginning of the study module.
Instructions for the alternative way of completing the study module:

Planning and facilitating a small group either in working life or in your hobby and writing a reflective report on your facilitation skills.
1. Read 2 books about group work facilitation. To be decided with the teacher. Write 3-page essay about facilitation: planning a group activity, group process and facilitator's role, challenging group situations and how to cope with them as a facilitator. This will help you in planning the group session.

2. Write a justified plan for group activity (3-4 pages) and have it accepted by the teachers before implementing the group activity. Include the following topics in your plan:
goals & objectives,
target group,
stage of the group,
actions/tools to be used,
materials needed,
timeline of the group session (how to start the session, what to do during the session, how to end the session)
(division of labour).
3. Implement your plan either in your work environment or in your hobby. You should have an outsider to assess your performance or videotape it.
4. Write a reflective report on your facilitation experience:
Select two topics (group process, facilitation methods, group dynamics, challenges etc.) that interest you in the literature.
Define the core terms of group facilitation you write about in your report and also describe shortly your facilitation experience relevant to the topic.
The aim of the report is to combine your facilitation experience with the literature of group facilitation. Compare the results and contents of your personal experience with the literature: What does the literature say about the topic?
Reflect also your own learning process and your own experiences considering the contents and objectives of the course. You can use this template when assessing your own performance.
Length of the assignment is 4-6 pages (excluding cover page, table of contents and list of references).
Use at least three references (see study material and/or use databases to find other literature).
Use in-text referencing and write a list of references, see Diak's instructions for written assignments.
Use the template for Diak assignment.

Employer connections

Not required.

Exam schedules

The missed lectures and seminars will be compensated within a month after the end of the module.

International connections

None

Student workload

Lectures and independent learning 27hrs = 1cr
Seminars 13hrs = 0,5cr
Group work on the assignment 41hrs = 1,5cr

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Participating in the lectures and seminars.
Actively participating in the group work and presentation of the group work in the seminar.
All aspects of group facilitation has been considered in the group work.

Objective

The students will be able to:
• know the process of developing and managing projects
• know the project cycle management and different evaluation methods
• write and implement a project plan, monitor the project and report on its progress
• use networks and partnerships in professional practice
• know different national and international funding instruments

Content

Contents:
• Project development and project management
• Project cycle management and evaluation
• Project plan, project implementation, monitoring and reporting
• Networking and partnership working
• Funding instruments

Teaching methods

- Contact teaching: lectures, workshops and seminars.
- Written assignments during contact teaching and distance learning days.
- The key content of PMI is to plan, implement and evaluate a small scale project in teams of students. The small scale projects will be conducted in collaboration with a working life partner or a Diak's project.
- The main written assignments are a project plan and a project report.
- Seminar presentations of the project's results in the end of the course.
- The project can be part of the thesis work if it is agreed on in advance with the teachers.

Location and time

- Helsinki campus and online (Zoom)

Materials

- Basu, R. (2013). Managing quality in projects. Burlington, VT: Routledge.
- Dobson, M. S. (2015). Successful project management : How to complete projects on time, on budget, and on target. Place of publication not identified]: AMA Self-Study.
- Hyttinen, Kirsi 2017. Project Management Handbook. Laurea Publications 2017. Laurea University of Applied Sciences.
- Lock, Dennis 2013. Naked Project Management: The Bare Facts. Farnham, Gower.
- Martin, Vivien 2010. Managing Projects in Health and Social Care. London, Routledge.
- Olson, David. Core Concepts of Project Management, Business Expert Press, 2020.
- Posner, Keith, and Mike Applegarth. Project Management, Management Pocketbooks, 2019.
- Spolander, Gary & Martin , Linda 2012. Successful project management in social work and social care: managing resources, assessing risks and measuring outcomes. London, Jessica Kingsley.
- Suarez-Balcazar, Y., & Harper, G. (2004). Empowerment and participatory evaluation of community interventions : Multiple benefits. Florence: Routledge.
- Vanzant, Stern,, Terra. Lean and Agile Project Management : How to Make Any Project Better, Faster, and More Cost Effective, Second Edition, Productivity Press, 2020.

Other relevant literature and lecture material will be given in the beginning and during the study module.

Completion alternatives

- An alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.
- Absence from contact teaching will be compensating with written assignments and exams.

- PMI course contains the process of planning, implementing and evaluating a small scale project.
- An alternative way to complete the PMI course needs to be agreed in advance with the responsible teacher and the Study Guidance Councellor latest on 15th January 2024.

Employer connections

The projects are implemented in collaboration with a working life partner or a Diak's project.

Exam schedules

- General exam days in Helsinki campus.
- Exams are agreed with teachers.

International connections

- There can be an international work life partner if it is agreed with the responsible teacher.

Student workload

Total credits are 9 credits, 1 ECTS equals with 27 hours of students' work, totally 243 hours/ a student.

Step 1: planning of the project and assignments (3 cr = 81 hrs)
Step 2: implementation of the project and assignments (4 cr = 108 hrs)
Step 3: evaluation of the project and assignments (2 cr = 55 hrs)

Content scheduling

The PMI teaching will be offered according to the schedule in Mydiak in Tuudo.
- Online sessions in Zoom are offered to support students' project planning and implementation during distance learning days.
- Written assignments will be mainly completed during independent study days.
- Students will work in teams in planning, implementing and evaluating the projects during distance learning days.

Evaluation scale

0-5

Objective

The students will be able to:
• know how to work in a responsible manner and follow the regulations of the work life
• develop a personal understanding of professional identity
• identify the placement context in the social service system
• improve their spoken and written Finnish skills in practice
• apply their skills in professional communication
• apply the legislation on the status and rights of social welfare clients

Content

Contents:
• Work life regulations
• Professional identity and practice
• Social service system in Finland
• Practicing Finnish in a placement context
• Professional communication
• Client-oriented approach, client's right to good treatment
• Confidentiality, data protection and information security

Teaching methods

Contents:
Work life regulations
Professional identity and practice
Social services
Practicing Finnish in a placement context
Professional Communication
The 5-week placement will take place in social services, community work, youth work or in the field of early education. The duration of the placement is 7 hours/day and 35 hours/week. The placement places will be provided by teachers. If the students finds a placement place by him-/herself it should be approved by the teacher well in advance.
The main target of the placement is to practice professional communication with service users and if the student is not fluent in Finnish improve his or her Finnish skills.

Student workload

The 5-week placement will take place in social services, community work, youth work or in the field of early education. The duration of the placement is 7 hours/day and 35 hours/week. The placement places will be provided by teachers. If the students finds a placement place by him-/herself it should be approved by the teacher well in advance

Content scheduling

The module consists of introduction to placement + practical placement (6 cr) and ateending a reflective workshop (1 cr). The placement is carried out in some social service, youth work or community work organisation.

Further information

It is possible to apply for RPL if the student has another degree in the field of social and/or health care and if the studies have contained similar placements or if the student has worked in a field as a professional. It is important that the goals of the placement are met when applying for RPL.

Assessment methods and criteria

In order to pass, student needs to:
1. participate to placement orientation prior to the placement
2. submit personal placement objectives  
3. participate to reflective workshop with supervising teacher and other students
4. participate to supervision discussion with the teacher and working life supervisor via Teams/Zoom or some other way as agreed
5. participate to placement reflection in the end of the placement 

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, fail (0)

pass-resubmitted

Objective

The students will be able to:
• know how to work in a responsible manner and follow the regulations of the work life
• develop a personal understanding of professional identity
• identify the placement context in the social service system
• improve their spoken and written Finnish skills in practice
• apply their skills in professional communication
• apply the legislation on the status and rights of social welfare clients

Content

Contents:
• Work life regulations
• Professional identity and practice
• Social service system in Finland
• Practicing Finnish in a placement context
• Professional communication
• Client-oriented approach, client's right to good treatment
• Confidentiality, data protection and information security

Teaching methods

Contents:
Work life regulations
Professional identity and practice
Social services
Practicing Finnish in a placement context
Professional Communication
The 5-week placement will take place in social services, community work, youth work or in the field of early education. The duration of the placement is 7 hours/day and 35 hours/week. The placement places will be provided by teachers. If the students finds a placement place by him-/herself it should be approved by the teacher well in advance.
The main target of the placement is to practice professional communication with service users and if the student is not fluent in Finnish improve his or her Finnish skills.

Student workload

The 5-week placement will take place in social services, community work, youth work or in the field of early education. The duration of the placement is 7 hours/day and 35 hours/week. The placement places will be provided by teachers. If the students finds a placement place by him-/herself it should be approved by the teacher well in advance

Content scheduling

The module consists of introduction to placement + practical placement (6 cr) and ateending a reflective workshop (1 cr). The placement is carried out in some social service, youth work or community work organisation.

Further information

It is possible to apply for RPL if the student has another degree in the field of social and/or health care and if the studies have contained similar placements or if the student has worked in a field as a professional. It is important that the goals of the placement are met when applying for RPL.

Assessment methods and criteria

In order to pass, student needs to:
1. participate to placement orientation prior to the placement
2. submit personal placement objectives  
3. participate to reflective workshop with supervising teacher and other students
4. participate to supervision discussion with the teacher and working life supervisor via Teams/Zoom or some other way as agreed
5. participate to placement reflection in the end of the placement 

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, fail (0)

pass-resubmitted

Teaching methods

One online reflective work shop will be organised for the students during he second week in the practical placements.

Student supervision sessions will be organised with student, practical placement supervisor and supervising teacher.

Placement reflection workshop will be organised in the end of the placement.

Completion alternatives

Compensatory written assignment possbile if student is absent from the final workshop.

Exam schedules

-

International connections

-

Student workload

27 hours.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Evaluation; pass/failed. Attendance is compulsory to workshops and supervision discussion.

Objective

The students will be able to:
• support, guide and empower service users
• apply participatory, social and community work methods with different service users in the placement context
• understand the importance of documentation in client work
• apply relevant legislation in work with service users
• uphold the ethical principles of the social services sector
• understand the value of working in a multi-professional team and the importance of professional networking

Content

Contents:
• Participatory, social and community work methods with diverse service users
• Documentation in client work
• Legislation and ethical principles of the social service sector
• Confidentiality, accessibility, data protection and information security
• Working in a multi-professional team and networking

Evaluation scale

0-5

Objective

The students will be able to:
• support, guide and empower service users
• apply participatory, social and community work methods with different service users in the placement context
• understand the importance of documentation in client work
• apply relevant legislation in work with service users
• uphold the ethical principles of the social services sector
• understand the value of working in a multi-professional team and the importance of professional networking

Content

Contents:
• Participatory, social and community work methods with diverse service users
• Documentation in client work
• Legislation and ethical principles of the social service sector
• Confidentiality, accessibility, data protection and information security
• Working in a multi-professional team and networking

Evaluation scale

0-5

Objective

The students will be able to:
• evaluate and set new aims for their professional development during the placement
• reflect on their professional identity, roles and agency in the social service field
• assess and reflect on their work practices based on professional work in social service field
• understand the ethics of social and community work

Evaluation scale

0-5

Objective

The students will be able to:
• apply relevant social sector specific approaches, methods and legislation in a professional manner
• promote equality, inclusive practices and advocacy work
• analyse societal and ethical problems in work settings
• reflect on the different values and possible value conflicts in a work community
• recognize and evaluate possible developmental needs and practices in working life
• apply project management skills (as applicable)

Content

Contents:
• Approaches, methods and legislation in the placement context
• Equality, inclusive practices, advocacy work
• Analysis of societal and ethical problems
• Reflection on possible value conflicts
• Developmental needs in working life
• Project management skills (as applicable)

Teaching methods

Placement orientation, placement, supervision, reflective workshops, final reflective workshop.

Two online reflective workshops during the placement period. Dates for the reflective workshops are given in the beginning of the placement by supervising teachers.

PRA3 placement can take place in project work or similar in the social services field that does not involve direct client work.

Location and time

In Finland or abroad.

Materials

As applicable to the placement environment.

International connections

Placement can be done as part of exchange programme.

Student workload

PRA3 16 ECTS practical training + PRA3 reflective workshops 2 ECTS is 486 hours in total (1 ECTS = 27 hours of work)

Content scheduling

Students attend placement orientation prior to the placement. Individual supervision and reflective workshops take place during the placement. Final reflective workshop is in the end of the placement.

Assessment methods and criteria

Pass-fail

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• apply relevant social sector specific approaches, methods and legislation in a professional manner
• promote equality, inclusive practices and advocacy work
• analyse societal and ethical problems in work settings
• reflect on the different values and possible value conflicts in a work community
• recognize and evaluate possible developmental needs and practices in working life
• apply project management skills (as applicable)

Content

Contents:
• Approaches, methods and legislation in the placement context
• Equality, inclusive practices, advocacy work
• Analysis of societal and ethical problems
• Reflection on possible value conflicts
• Developmental needs in working life
• Project management skills (as applicable)

Teaching methods

Placement orientation, placement, supervision, reflective workshops, final reflective workshop.

Two online reflective workshops during the placement period. Dates for the reflective workshops are given in the beginning of the placement by supervising teachers.

PRA3 placement can take place in project work or similar in the social services field that does not involve direct client work.

Location and time

In Finland or abroad.

Materials

As applicable to the placement environment.

International connections

Placement can be done as part of exchange programme.

Student workload

PRA3 16 ECTS practical training + PRA3 reflective workshops 2 ECTS is 486 hours in total (1 ECTS = 27 hours of work)

Content scheduling

Students attend placement orientation prior to the placement. Individual supervision and reflective workshops take place during the placement. Final reflective workshop is in the end of the placement.

Assessment methods and criteria

Pass-fail

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• critically evaluate their professional development at work
• critically reflect on their professional values and ethics
• recognise the necessary social sector competences required in the field
• reflect on their professional identity, roles and position as a professional in the field

Teaching methods

Two online reflective workshops during the placement; final reflective workshop at campus in the end of the placement; student´s self-reflection during the placement.

Location and time

Dates for the reflective workshops are given in the beginning of the placement by supervising teachers. Reflective workshops are held online.

Materials

As relevant for the placement.

Completion alternatives

Written assignment in case the stuent is absent from the reflective workshops or final reflective workshop.

International connections

Placement can be done as part of exchange programme.

Student workload

2 x 27h

These hours are part of the total placement hours.

Content scheduling

Students attend placement orientation prior to the placement. Individual online supervision takes place once during the placement, where the student, work-life supervisor and teacher attend. There are two reflective workshops during the placement. Final reflective workshop is in the end of the placement.

Assessment methods and criteria

Pass-fail

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• recognise research, development and innovation processes in a working life context
• recognise different research methods and data analysis methods
• understand the thesis process
• understand aims, theoretical concepts, methods and ethics in the thesis process
• write a thesis idea paper

Content

Contents:
• Research, development and innovation process in a working life context
• Research methods and data analysis methods
• Thesis process
• Aims, theoretical concepts, methods and ethics in thesis process
• Thesis idea paper

Teaching methods

- Orientation lecture
- Online lectures
- Method workshops
- Independent work

Location and time

08.01.2024 - 18.02.2024
The lectures and workshops will be in Zoom.

Materials

Kivirinta, M., Nylund, M. ,& Vesterinen, O. (Eds.) (2020). Community-Based Participatory Research (CBPR) : Guide 2.0. (Diak Opetus 8). Diakonia-ammattikorkeakoulu. https://libguides.diak.fi/cbprguide

Other literature will be available in Diakle.

Completion alternatives

- There are no alternative options.
- All required assignments need to be completed to complete the study module.

Exam schedules

- Dates and deadlines for tests and exams will be informed in the beginning of study module.

Student workload

- The study module includes 3 ECTS. This means 81 hours work for a student (3 x 27 hours).

The study module contains the following assignments:
- Literature search
- Thesis idea paper
- Research method workshops and tests

Content scheduling

The study module contains:
- Orientation lecture for thesis process in Diak (obligatory).
- Literature search
- Lectures and workshops on research methods (qualitative and quantitative) and research ethics.

Further information

- RES01 (Participatory and Research-Oriented Development 1) study module is the basis for writing a thesis in Diak:
https://www.diak.fi/en/thesis/
- The following lectures require mandatory participation: orientation, literature search, research methods and research ethics and thesis idea paper workshop.
- RES01 need to be completed and passed before the student can continue to RES02: to write a thesis idea paper and a thesis proposal.

Assessment methods and criteria

The study module is assessed: pass/ to be resubmitted
To pass RES01 (3 ECTS), the student needs to participate to obligatory lectures and complete all required assignments and tests:
- The following lectures require mandatory participation: orientation, literature search, research methods and research ethics and thesis idea paper workshop.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

RES01: Pass or to be resubmitted

Objective

The students will be able to:
• apply research, development and innovation processes
• apply different strategies and methods in research, development and innovation
• recognise participatory research approach
• write a thesis plan
• manage and use guidance in the thesis process
• critically reflect on research and other sources of knowledge and justify their decisions

Content

Contents:
• Research, development and innovation processes
• Strategies and methods in research, development and innovation
• Participatory research approach
• Thesis plan
• Management and guidance in thesis process
• Critical reflection on research and other sources of knowledge

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• apply research, development and innovation methods in a working life context
• implement the thesis with an innovative and reflective approach to social services and the community work setting
• understand the meaning of evaluation and analysis in research, development and innovation processes
• give and receive constructive feedback in the thesis process
• write a thesis manuscript

Content

Contents:
• Research, development and innovation methods in a working life context
• Implementation of a thesis in a social services and community work context
• Evaluation and analysis of research, development and innovation processes
• Constructive feedback in the thesis process
• Thesis manuscript

Evaluation scale

0-5

Objective

The students will be able to:
• evaluate research, development and innovation processes in a professional field
• present and justify the results of their work in the thesis publication seminars
• participate in professional and ethical discussions
• disseminate the results and recommendations of their thesis and communicate their expertise to various stakeholders

Content

Contents:
• Evaluation of research, development and innovation processes
• Presentation and justification of the results of the thesis
• Participation in professional and ethical discussions
• Dissemination of thesis results
• Maturity test

Evaluation scale

0-5

Objective

The students will be able to:
• understand different challenges affecting the everyday life of the adult population in Finland
• apply legislation in the field of adult social work
• understand the services, support and benefits available for service users
• empower service users
• use different participatory, socio-pedagogical, community-based work and narrative methods in adult social work

Content

Contents:
• Challenges causing marginalisation e.g. unemployment, homelessness, poverty, loneliness
• Relevant legislation
• Rehabilitative services
• Different participatory, socio-pedagogical, community-based and narrative methods in adult social work

Teaching methods

Lectures and consultation sessions, group work (investigative essay), individual exam and final seminar. Attendance in orientation and final seminar is compulsory .

Location and time

August-September 2023.

Materials

Andy Mantell and Andrew Mantell (2009): Social Work Skills with Adults and 5 scientific articles:
Ilari Ilmakunnas: Is there a welfare trap? Duration dependence in social assistance recipiency among young Finns. 
Kirsi Juhila: Talking back to stigmatized identities – Negotiation of culturally dominant categorizations in interviews with shelter residents.
Jarmo Kallunki & Semi Puronen: Intergenerational transmission of cultural capital in Finland.
Suvi Linnanvirta, Christian Kroll & Helena Blomberg: The perceived legitimacy of a basic income among Finnish food aid recipients.
Suvi Raitakari & Kirsi Günther: Clients accounting for the responsible self in interviews

Completion alternatives

-

Employer connections

-

Exam schedules

Individual exam retakes on general exam days.

International connections

-

Student workload

135 hours.

Content scheduling

I period of Autum semester.

Assessment methods and criteria

Evaluation Criteria for the Investigative Essay:

1. Research Depth: The essay includes a variety of credible and relevant sources, such as academic papers, books, articles, reports, and reputable websites. The evidence presented to support the main points stated in the essay are relevant and sufficient.

2. Essay question: The main essay question is clear and specific. The question effectively communicates the main argument or investigative aims of the essay.

3. Organization and Structure: The flow of ideas stated in the essay are clear and logical. There are well-developed paragraphs and effective transitions between sections. There are headings, sub-headings and other structural elements that enhance the readability and comprehension of the essay. The introduction is effective in capturing the reader's attention and setting up the essay's purpose. The conclusion summarizes the key points and offers insights or recommendations.

4. Analysis and Critical Thinking: The essay provides a balanced and objective assessment of the phenomenon, considering multiple perspectives and counterarguments. There is an evaluation and reflection of assumptions, biases, and possible logical fallacies.

5. Clarity and Coherence: The main points and ideas are communicated effectively, using appropriate vocabulary, sentence structure, and grammar. The use of language engages the reader, maintains a consistent tone, and conveys complex information clearly.

6. Originality and Creativity: The essay presents a creative approach to the investigative process. The essay utilized either an innovative methods, or fresh perspectives that add value to the overall discussion of the phenomenon.

7. Ethical Considerations: Ethical standards are followed during the investigation and presentation of the ideas in the essay. Plagiarism is avoided, objectivity is maintained, accuracy and integrity of the information presented is ensured.

8. Conclusions and Recommendations: The conclusion effectively summarizes the main findings, relates them back to the essay questions, and provides insights or recommendations based on the investigation's results

9. Formatting and Citations: The essay adheres to the DIAK assignment layout and references guidelines.


Evaluation of the exam is based on student's contribution and analysis of the group work and competence to combine one's own thinking with given study materials.

Evaluation scale

0-5

Objective

The students will be able to:
• understand the structure and administration of the Finnish social security system
• understand the roles of public, private and third sectors in providing and delivering social services and benefits
• understand the relevant legislation on social security

Content

Contents:
• Finnish social security system: services, benefi ts and insurances
• Provision and delivery of social services and benefi ts
• Legislation regarding the Finnish social security system

Teaching methods

Lectures, group work and individual exam. Compulsory attendance on orientation and seminar.

Location and time

First period of Autumn semester.

Materials

Heikki Hiilamo (2022): A Truly Missed Opportunity - The Political Context and Impact of the Basic Income Experiment in Finland (European Journal of Social Security)
Merita Mesiäislehto, Pasi Moisio and Ilari Ilmakunnas (2022) Do Red-Flagged Clients Exit Social Assistance Earlier than Others? The Case of the Finnish Social Assistance System (Social Policy and Society)
Juho Saari (2023): Welfare state in a Fair Society? Post-Industrial Finland as a Case Study (Experiencing Society and the Lived Welfare State)
Pelastakaa Lapset ry, Save the Children Finland (2022) Children's Voice 2022. Experiences of children and young people of life in low-income families: welfare gaps and challenges.

Completion alternatives

-

Employer connections

-

Exam schedules

Exam 19.9.2023. Retakes possible on general exam days.

International connections

-

Student workload

135 hours.

Assessment methods and criteria

GROUP WORK PRESENTATION ASSESSMENT CRITERIA (grading 1-5/failed):
Focus and clarity of the presentation
Clarity and coherence of the content
Thoroughness of the ideas presented and the analysis
Completion of the presentation within the allotted time frame

EXAM ASSESSMENT CRITERIA
Grade 4-5

The question was answered with appropriate depth and focus. Required reading materials are used to justify main points.

Grade 3-4

The question was answered with appropriate focus, althoug answer could be more explained in-depth. Some main points were justified by referring to some required reading materials.

Grade 1-2

Some attempt to focus and answer the question. Required reading materials are cited, but not explained.

Failed

Not at all focused and/or answers are very superficial. No reference given to the required reading materials.

Evaluation scale

0-5

Objective

The students will be able to:
• understand different theories and concepts in substance abuse and addictions
• understand the legislation and policies related to substance abuse and addictions
• understand different services in rehabilitation
• use methods in identifying substance abuse and addictions
• apply work methods and advanced counselling skills in work with people with substance abuse problems

Content

Contents:
• Theories and concepts of substance abuse, alcohol abuse, drug abuse, drugs, addictions, game addiction
• Legislation and services
• Different treatment approaches
• Methods in identifying substance abuse or addiction
• Work methods and advanced counselling skills in work with people with substance abuse and addictions problems

Teaching methods

Lectures, written assignments and final workshop.Individual studying on given study materials.

Location and time

Spring semester 2024.

Materials

Will be given in the beginning of the study unit

Completion alternatives

Possibility to get RPL/AHOT if equivalent studies and study credits are carried out in a University or University of Applied Sciences. Possibility to get AHOT/RPLby work experience from direct client work in the field complemented with a reflective essay and exam

Employer connections

Visiting lecturer from rehabilitation unit.

Exam schedules

On general exam days

International connections

-

Student workload

135 hours.

Content scheduling

First period of Spring semester.

Further information

Course has to be completed prior PRA2.

Assessment methods and criteria

Evaluation is based on written assignments and attending the final workshop.

Evaluation scale

0-5

Objective

Students will be able to
- master the Finnish language at basic level A2.2
- understand clear, general spoken language and grasp the main points of discussion in familiar topics, for example, from TV programmes
- converse about familiar topics and manage common everyday exchanges
- easily understand simple texts
- write short pieces of text and communicate by e.g. email
- master the main aspects of basic grammar

Content

- past tenses and their uses
- plural forms
- wordtypes
- the object and its uses
- communication situations (dealing with officials, shopping)
- vocabulary related to hobbies and recreation, health and illnesses, travel, clothing, education, work, customs and celebrations

Teaching methods

- the course is completely online
- lectures on Zoom from April 18 to May 28, approximately two lectures per week
- lots of independent study and homework

Prerequisites: Before the course, Finnish competence should be on a level A1.3/A2.1.

Location and time

The course is completely online (lectures on Zoom).
Lectures are from April 18 to May 28, approximately two lectures per week.

Materials

Sonja Gehring & Sanni Heinzmann: Suomen mestari 2, revised edition 2022 (chapters 1–5/6)

Student workload

Course proceeds quickly and requires a lot of independent study:
- the extent of the course is 5 credits, i.e. 135 hours of work
- there are approx. 27 hours of lectures in total (so the remaining 108 hours are assignments and other independent study)

Assessment methods and criteria

Active participation to lectures and independent tasks affect to assessment.

Evaluation scale

0-5

Objective

The students will be able to:
• know how to function orally in sub-areas such as the following: can communicate intelligibly in anticipated situations and participate in simple interactions (Skill level B1)
• know how to function in writing in situations such as the following: can write a simple intelligible text related to his/her own field and use the most common structures (Skill level B1)
• know both the common vocabulary of the language and the basic concepts needed in his/her profession
• know how to depict his/her personal and educational background
• know how to use expressions in everyday discussion
• understand Swedish in written form, write in Swedish, and speak in Swedish in connection with general themes and communication situations in his/her field of work.

Content

Contents:
• Basic grammar
• Speaking, writing, and reading
• General vocabulary, themes, and phrases related to student’s profession

Evaluation scale

0-5

Objective

The students will be able to:
• know how to function orally in sub-areas such as the following: can communicate intelligibly in anticipated situations and participate in simple interactions (Skill level B1)
• know how to function in writing in situations such as the following: can write a simple intelligible text related to his/her own field and use the most common structures (Skill level B1)
• know both the common vocabulary of the language and the basic concepts needed in his/her profession
• know how to depict his/her personal and educational background
• know how to use expressions in everyday discussion
• understand Swedish in written form, write in Swedish, and speak in Swedish in connection with general themes and communication situations in his/her field of work.

Content

Contents:
• Basic grammar
• Speaking, writing, and reading
• General vocabulary, themes, and phrases related to student’s profession

Evaluation scale

0-5

Objective

The students will be able to:
• understand different theories and theoretical approaches used in social work
• understand and recognise the operation of power in social work practice
• understand the need for critical reflection in social work practice
• understand the role of social work in different local and global contexts

Content

Contents:
• Different theories used in social work
• Power in social work practice
• Critical reflection and reflective practice in social work
• Social work in different local and global contexts.

Teaching methods

Contact teaching
Online teaching
Online supervision
Independent learning (videos and articles + small assignments that support student's learning) in Diakle using a lesson tool
Oral group exam at the end of the module

Location and time

- The module will consist of few lectures and supervision sessions either on campus or online + individual learning using a lesson tool in Diakle.

Materials

Exam material (materials are subject to change and teachers may decide about different materials due to e.g. availability of the books):
* Lecture notes & videos provided by the teachers (videos support the reading of the books)
* Gray, M., Coates, J. & Yellow Bird, M. (2016). Indigenous Social Work around the World: Towards Culturally Relevant Education and Practice. Ashgate. (Chapters to be read: Introduction, 1, 2, 3, 20, 21)
* Healy, L.M. (2020). International Social Work: Professional Action in an Interdependent World. Oxford University Press. (Chapters to be read: 1-5, 10)
* Langer, C. L., & Lietz, C. (2014). Applying theory to generalist social work practice. John Wiley & Sons, Incorporated. (Chapters to be read: 1, 2, 3, 7, 8, 12, 14)
* Närhi, K., & Matthies, A.-L. (2018). The ecosocial approach in social work as a framework for structural social work. International Social Work, 61(4), 490–502. https://doi-org.anna.diak.fi/10.1177/0020872816644663

Completion alternatives

Alternative way of completing the study module consists of a large exam to be taken on a general exam day. This option is available only if the student has a valid reason for not participating in teaching. It must be agreed with the teacher at least two weeks before the beginning of the module.

Possibility to get RPL/AHOT if equivalent studies and study credits are carried out in a University or University of Applied Sciences. Possibility to get AHOT/RPLby work experience from direct client work complemented with a reflective essay where aforementioned literature is used as a source.

Exam schedules

Oral group exam will take place on campus.
If the student is not able to participate in the exam they must take it on campus on any general exam day.

Further information

Introduction to Social Work (ISW) or similar studies required.
Available for students in the open university of applied sciences.

Assessment methods and criteria

ressubmitted-5

Evaluation scale

0-5

Objective

The students will be able to:
• understand different youth cultures
• understand relevant legislation and policies affecting young people
• understand different challenges faced by young people in society
• understand different actors and services in youth work
• understand preventive, outreach and rehabilitative youth work

Content

Contents:
• Youth cultures
• Relevant legislation and policies affecting young people
• Challenges faced by young people
• Actors and services in youth work
• Preventive, outreach and rehabilitative youth

Teaching methods

Study module starts with an orientation. Attendance to the orientation is compulsory in order to start the course. A student who has not started the course according to the course delivery plan and has not made a separate arrangement with the course lecturer can be removed from the course participant list seven days after the start of the course (Diak Degree Regulations 15 §).

Students complete a learning assignment that includes a field visit or an online interview with a youth work professional. Lectures, supervision, assignment and provision of learning material support student´s learning. There is a final workshop in the end of the study module.

-Students become familiar with definition of youth work and different youth cultures.
- Students are introduced concepts on gender identity and sexual orientation.
-Youth services are introduced.
-Students learn relevant legislation and youth policy.
-Students are introduced with preventive, outreach and rehabilitative youth work.
-Students develop understanding on the challenges that the youth face in the society.

Location and time

Attendance to the orientation of the course and the final workshop days is compulsory.

Materials

Introduction to Finland´s Youth Act 2017. http://minedu.fi/en/legislation-youth

Youth Guarantee. http://minedu.fi/en/policies-and-development-youth

The National youth work and youth policy programme 2020–2023. Publications of the Ministry of Education and Culture 2020:4. http://urn.fi/URN:ISBN:978-952-263-887-8

Ministry of Education & Culture. Areas of youth work in Finland. http://minedu.fi/en/youth-work

Students are introduced further material during lectures.
Ministry of Education & Culture. Youth policy, areas of youth, legislation, funding. https://okm.fi/en/youth

Peltola, Maria (2010) Youth Work in Finland. Finding ways for intercultural opening. The Finnish Youth Research Network. Web Publications 38. Helsinki. http://www.nuorisotutkimusseura.fi/images/julkaisuja/youthwork.pdf

Tolonen, Tarja (2013) Youth Cultures, Lifestyles and Social Class in Finnish Contexts in Young, 21, 1, 55-75. https://journals-sagepub-com.anna.diak.fi/doi/pdf/10.1177/1103308812467671

Vuori, Pekka (2013) Development of young population groups in Helsinki. in Kvartti, 3, 26-31. https://www.kvartti.fi/en/articles/development-young-population-groups-helsinki

Wood, Jason,Westwood, Sue & Thompson, Gill (2014) Youth work: preparation for practice. Hoboken: Taylor & Francis.( e-book available) https://diak.finna.fi/Record/diana.107199

Trejos-Castillo, Elizabeth (2013) Youth : Practices, Perspectives and Challenges, Nova Science Publishers, Inc, Hauppauge, New York. (e-book available) http://anna.diak.fi:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=564169&site=ehost-live

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.
Alternative way of completing the study module must be agreed with the responsible teacher and/or study guidance counselor two weeks before the beginning of the study module the latest.
The alternative way of completing WYO study module is individual assignment.

Assessment methods and criteria

More information available at:
https://www.diak.fi/en/assessment/ (initial stage)

Evaluation scale

0-5

Objective

The students will be able to:
• recognise different concepts, definitions and theories in community work
• recognise the social capacity and assets of the members of communities
• understand the meaning of place in social service and community work
• apply different participatory community work methods in neighbourhood work

Content

Contents:
• Concepts, definitions and theories in community work
• Social capacity and assets of members of communities
• Meaning of place in social service and community work
• Participatory community work methods used in neighbourhood work

Teaching methods

* Independent studies take place before the first contact lecture.
* Contact teaching week.
* Field visit
* Independent field work in small groups.
* Support sessions during the field work period.
* Seminar days for presenting students' group work.

Materials

Literature and lectures will be available in Diakle.
Literature deals with questions of space and place and participatory methods such as photovoice, walk-along method and participatory mapping.

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.
Alternative way of completing the study module must be agreed with the responsible lecturer and/or study guidance counselor by the beginning of the study module.
In this study module the alternative way of completing the study module consists of an exam to be taken on any exam re-take. The literature for the exam will be decided with the teachers.

Employer connections

Students are encouraged to carry out field work in collaboration with the working life.

Assessment methods and criteria

* Individual assignments to be resubmitted/pass.
* Field work and written assignment: to be resubmitted-5
* Diak's assessment criteria is followed (Level I, UAS Bachelor’s degrees, initial stage (NQF6))

Evaluation scale

0-5

Objective

The students will be able to:
• understand various processes behind global forms of exploitation
• analyse local and global factors affecting exploitative practices
• understand the relevant legislation and policies
• utilize the networks of different actors tackling different forms of exploitation in work with service user groups

Content

Contents:
• Processes behind global forms of exploitation
• Factors affecting exploitative practices
• Legislation and policies
• Networks of actors tackling various forms of exploitation

Teaching methods

During this online course, students get familiar with different forms of human trafficking as a form of exploitation and the processes behind them. Various types of human trafficking are analysed locally and globally, and relevant legislative and policy frames are introduced. Some networks and service providers are introduced.

Ways of learning: orientation, 3-phase individual assignment, independent studies and supervision.

Orientation and supervision are held in Zoom as in schedule.

Students get access to next assignment once the previous once has been completed. The assignments form an interesting learning entity. Study material is provided for each assignment.

Attendance to the orientation is compulsory in order to start the course. Supervision is voluntary.

Location and time

As in schedule: https://lukujarjestykset.diak.fi/

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.
Alternative way of completing the study module must be agreed with the responsible teacher and/or study guidance counselor two weeks before the beginning of the study module the latest.
The alternative way of completing EXP study module is individual assignment.

Student workload

1 ECTS is equivalent to 27 hours of study.

Further information

The study module requires skills to use Diak´s online learning area.
Diak guidelines are followed in AHOT / RPL process.
No previous studies are required.

Assessment methods and criteria

Each assignment is assessed: Resubmit / pass
Each assignment has own assessment criteria, which are accessible in Diakle.
The assessment is based on the middle phase learning (semesters 4-6) of Diak assessment criteria.
https://www.diak.fi/wp-content/uploads/2017/12/Diak_Osaamisen_arviointikriteerit_AMK_EN.pdf

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• understand service users’ viewpoints on digital services
• apply professional communication and offer guidance in digital services
• understand ethical principles and the legal framework in digital services
• professionally use social media in social work and community development work
• understand the main developments in digitalisation and welfare technologies

Content

Contents:
• Digital services
• Professional communication in digital services
• Ethical principles and the legal framework in digital services
• Social media in social work and community development work
• Digitalisation and welfare technologies

Teaching methods

The students will be able to:
• understand service users’ viewpoints on digital services
• apply professional communication and offer guidance in digital services
• understand ethical principles and the legal framework in digital services
• professionally use social media in social work and community development work
• understand the main developments in digitalisation and welfare technologies
Contents:
• Digital services
• Professional communication in digital services
• Ethical principles and the legal framework in digital services
• Social media in social work and community development work
• Digitalisation and welfare technologies
The course consists of
- Online test
- Learning diary
- Project (in small groups)
- Webinars

Materials

To be confirmed in Diakle

Assessment methods and criteria

Online test - pass/retake
- Done individually
- 16 multiple choice questions
- You will need 100% correct
- You may use the course materials

Learning diary on topics 1-8

Project in small groups

Webinar

Evaluation scale

Hyväksytty/Hylätty

Objective

Students will be able to
- master the Finnish language at basic level A2.2
- understand clear, general spoken language and grasp the main points of discussion in familiar topics, for example, from TV programmes
- converse about familiar topics and manage common everyday exchanges
- easily understand simple texts
- write short pieces of text and communicate by e.g. email
- master the main aspects of basic grammar

Content

- past tenses and their uses
- plural forms
- wordtypes
- the object and its uses
- communication situations (dealing with officials, shopping)
- vocabulary related to hobbies and recreation, health and illnesses, travel, clothing, education, work, customs and celebrations

Teaching methods

- the course is completely online
- lectures on Zoom from April 18 to May 28, approximately two lectures per week
- lots of independent study and homework

Prerequisites: Before the course, Finnish competence should be on a level A1.3/A2.1.

Location and time

The course is completely online (lectures on Zoom).
Lectures are from April 18 to May 28, approximately two lectures per week.

Materials

Sonja Gehring & Sanni Heinzmann: Suomen mestari 2, revised edition 2022 (chapters 1–5/6)

Student workload

Course proceeds quickly and requires a lot of independent study:
- the extent of the course is 5 credits, i.e. 135 hours of work
- there are approx. 27 hours of lectures in total (so the remaining 108 hours are assignments and other independent study)

Assessment methods and criteria

Active participation to lectures and independent tasks affect to assessment.

Evaluation scale

0-5

Objective

The students will be able to:
• understand relevant labour legislation
• reflect on work life skills and practices in different contexts
• write a CV
• create and update a portfolio

Content

Contents:
• Relevant labour legislation
• Work life skills and practices in different contexts
• CV
• Portfolio

Teaching methods

Lectures, workshop and written assignments.

Location and time

Spring semester 2024.

Materials

Materials are provided by the lecturer, the topics are:
- Finnish working culture
- Regulation in work life
- Ground rules to work as a community

Completion alternatives

Individual exam.

Employer connections

Visiting lecturer form labour union.

Exam schedules

Individual exam can be taken on general exam days during spring semester 2024.

International connections

.

Student workload

27 hours.

Content scheduling

March-May 2024.

Assessment methods and criteria

Evaluation; pass- to be resubmitted. Evaluation is based on attendance in workshop and written assigments / individual exam.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

In order to pass the course yoy are expected to either:
- attend the orientation and the workshop
- written assignments

OR
- individual exam

Assessment criteria, fail (0)

Evaluation; pass- to be resubmitted

Objective

The students will be able to:
• apply first aid skills in the social service and community work sector

Content

Contents:
• First aid skills in the social service and community work sector

Materials

First aid “book":
https://www.redcross.ca/crc/documents/comprehensive_guide_for_firstaidcpr_en.pdf

Further information

RPL is possible with a valid First Aid 1 (EA1) certificate/card, that is valid until the end of the semester when the study module is scheduled.

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• know how to work in a responsible manner and follow the regulations of the work life
• develop a personal understanding of professional identity
• identify the placement context in the social service system
• improve their spoken and written Finnish skills in practice
• apply their skills in professional communication
• apply the legislation on the status and rights of social welfare clients

Content

Contents:
• Work life regulations
• Professional identity and practice
• Social service system in Finland
• Practicing Finnish in a placement context
• Professional communication
• Client-oriented approach, client's right to good treatment
• Confidentiality, data protection and information security

Teaching methods

Contents:
Work life regulations
Professional identity and practice
Social services
Practicing Finnish in a placement context
Professional Communication
The 5-week placement will take place in social services, community work, youth work or in the field of early education. The duration of the placement is 7 hours/day and 35 hours/week. The placement places will be provided by teachers. If the students finds a placement place by him-/herself it should be approved by the teacher well in advance.
The main target of the placement is to practice professional communication with service users and if the student is not fluent in Finnish improve his or her Finnish skills.

Student workload

The 5-week placement will take place in social services, community work, youth work or in the field of early education. The duration of the placement is 7 hours/day and 35 hours/week. The placement places will be provided by teachers. If the students finds a placement place by him-/herself it should be approved by the teacher well in advance

Content scheduling

The module consists of introduction to placement + practical placement (6 cr) and ateending a reflective workshop (1 cr). The placement is carried out in some social service, youth work or community work organisation.

Further information

It is possible to apply for RPL if the student has another degree in the field of social and/or health care and if the studies have contained similar placements or if the student has worked in a field as a professional. It is important that the goals of the placement are met when applying for RPL.

Assessment methods and criteria

In order to pass, student needs to:
1. participate to placement orientation prior to the placement
2. submit personal placement objectives  
3. participate to reflective workshop with supervising teacher and other students
4. participate to supervision discussion with the teacher and working life supervisor via Teams/Zoom or some other way as agreed
5. participate to placement reflection in the end of the placement 

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, fail (0)

pass-resubmitted

Teaching methods

One online reflective work shop will be organised for the students during he second week in the practical placements.

Student supervision sessions will be organised with student, practical placement supervisor and supervising teacher.

Placement reflection workshop will be organised in the end of the placement.

Completion alternatives

Compensatory written assignment possbile if student is absent from the final workshop.

Exam schedules

-

International connections

-

Student workload

27 hours.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

Evaluation; pass/failed. Attendance is compulsory to workshops and supervision discussion.

Objective

Students
• know general social alignments, strategies, essential legislation and service system related to domestic violence
• know the prevalence, manifestation and consequences of domestic violence and understand the dynamics related to the phenomena
• can identify, face and act in domestic violence work within the limits of their profession
• understand the relevance of multi-professional cooperation in domestic violence work and can act as a representative of his/her profession in multi-professional work
• can utilise the current research results related to domestic violence for development of professional work.

Content

• general social alignments and strategies related to domestic violence
• essential legislation and service system related to domestic violence
• the dynamics of the phenomenon of domestic violence
• the prevalence and consequences
• identifying, facing and supporting victims and perpetrators
• looking after the safety of victims
• the importance of multi-professional cooperation
• professional and critical reflection

Teaching methods

Oppimistehtävät voi tehdä suomen- tai englanninkielellä.

Learning assignments can be done either in English or in Finnish.

The elective study module is held as an online course. Course info and orientation lecture are in the beginning of the course and are compulsory. There are two webinars and two supervision sessions during the course. They are voluntary, but participation is strongly recommended.

Learning assignments formulate a consecutive entity in terms of their contents and pedagogicy. Each learning assignment has relevant learning material attached.

Location and time

Online studies. All scheduled sessions are held in Zoom.
Attendance to the orientation class is compulsory in order to start the course.

Completion alternatives

Not applicable.

Student workload

The workload is approximately 27 h per credit.

Assessment methods and criteria

Resubmit / pass

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• support, guide and empower service users
• apply participatory, social and community work methods with different service users in the placement context
• understand the importance of documentation in client work
• apply relevant legislation in work with service users
• uphold the ethical principles of the social services sector
• understand the value of working in a multi-professional team and the importance of professional networking

Content

Contents:
• Participatory, social and community work methods with diverse service users
• Documentation in client work
• Legislation and ethical principles of the social service sector
• Confidentiality, accessibility, data protection and information security
• Working in a multi-professional team and networking

Evaluation scale

0-5

Objective

The students will be able to:
• evaluate and set new aims for their professional development during the placement
• reflect on their professional identity, roles and agency in the social service field
• assess and reflect on their work practices based on professional work in social service field
• understand the ethics of social and community work

Evaluation scale

0-5

Objective

The students will be able to:
• know the process of developing and managing projects
• know the project cycle management and different evaluation methods
• write and implement a project plan, monitor the project and report on its progress
• use networks and partnerships in professional practice
• know different national and international funding instruments

Content

Contents:
• Project development and project management
• Project cycle management and evaluation
• Project plan, project implementation, monitoring and reporting
• Networking and partnership working
• Funding instruments

Teaching methods

- Contact teaching: lectures, workshops and seminars.
- Written assignments during contact teaching and distance learning days.
- The key content of PMI is to plan, implement and evaluate a small scale project in teams of students. The small scale projects will be conducted in collaboration with a working life partner or a Diak's project.
- The main written assignments are a project plan and a project report.
- Seminar presentations of the project's results in the end of the course.
- The project can be part of the thesis work if it is agreed on in advance with the teachers.

Location and time

- Helsinki campus and online (Zoom)

Materials

- Basu, R. (2013). Managing quality in projects. Burlington, VT: Routledge.
- Dobson, M. S. (2015). Successful project management : How to complete projects on time, on budget, and on target. Place of publication not identified]: AMA Self-Study.
- Hyttinen, Kirsi 2017. Project Management Handbook. Laurea Publications 2017. Laurea University of Applied Sciences.
- Lock, Dennis 2013. Naked Project Management: The Bare Facts. Farnham, Gower.
- Martin, Vivien 2010. Managing Projects in Health and Social Care. London, Routledge.
- Olson, David. Core Concepts of Project Management, Business Expert Press, 2020.
- Posner, Keith, and Mike Applegarth. Project Management, Management Pocketbooks, 2019.
- Spolander, Gary & Martin , Linda 2012. Successful project management in social work and social care: managing resources, assessing risks and measuring outcomes. London, Jessica Kingsley.
- Suarez-Balcazar, Y., & Harper, G. (2004). Empowerment and participatory evaluation of community interventions : Multiple benefits. Florence: Routledge.
- Vanzant, Stern,, Terra. Lean and Agile Project Management : How to Make Any Project Better, Faster, and More Cost Effective, Second Edition, Productivity Press, 2020.

Other relevant literature and lecture material will be given in the beginning and during the study module.

Completion alternatives

- An alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.
- Absence from contact teaching will be compensating with written assignments and exams.

- PMI course contains the process of planning, implementing and evaluating a small scale project.
- An alternative way to complete the PMI course needs to be agreed in advance with the responsible teacher and the Study Guidance Councellor latest on 15th January 2024.

Employer connections

The projects are implemented in collaboration with a working life partner or a Diak's project.

Exam schedules

- General exam days in Helsinki campus.
- Exams are agreed with teachers.

International connections

- There can be an international work life partner if it is agreed with the responsible teacher.

Student workload

Total credits are 9 credits, 1 ECTS equals with 27 hours of students' work, totally 243 hours/ a student.

Step 1: planning of the project and assignments (3 cr = 81 hrs)
Step 2: implementation of the project and assignments (4 cr = 108 hrs)
Step 3: evaluation of the project and assignments (2 cr = 55 hrs)

Content scheduling

The PMI teaching will be offered according to the schedule in Mydiak in Tuudo.
- Online sessions in Zoom are offered to support students' project planning and implementation during distance learning days.
- Written assignments will be mainly completed during independent study days.
- Students will work in teams in planning, implementing and evaluating the projects during distance learning days.

Evaluation scale

0-5

Objective

The student will be able to:
• know Finnish language at the skill level A1.2
• know vocabulary and grammar relevant to the skill level A1.2
• use language in routine and simple discussions if the other person is prepared to help
• write short and simple messages of familiar topics
• understand some of main points in relatively easy and slow discussions and short texts
• know some vocabulary in Finnish regarding their field of study or work

Content

Contents:
• adjectives and description
• verb types 1–5
• local grammatical cases
• vocabulary relating to living and home

Teaching methods

Contact teaching and independent exercises

Contents:
expressing time, living, ordinary day, vocabulary relating to placement, work diary exercise during the placement time


adjectives, description, local grammatical cases, verb types 1 – 5, imperative

Materials

Suomen mestari 1 (new edition), chapters 5-6

Assessment methods and criteria

Active participation to contact teaching, independent exercises and an exam affect to assessment.

Evaluation scale

0-5

Objective

The students will be able to:
• understand different theories and theoretical approaches used in social work
• understand and recognise the operation of power in social work practice
• understand the need for critical reflection in social work practice
• understand the role of social work in different local and global contexts

Content

Contents:
• Different theories used in social work
• Power in social work practice
• Critical reflection and reflective practice in social work
• Social work in different local and global contexts.

Teaching methods

Contact teaching
Online teaching
Online supervision
Independent learning (videos and articles + small assignments that support student's learning) in Diakle using a lesson tool
Oral group exam at the end of the module

Location and time

- The module will consist of few lectures and supervision sessions either on campus or online + individual learning using a lesson tool in Diakle.

Materials

Exam material (materials are subject to change and teachers may decide about different materials due to e.g. availability of the books):
* Lecture notes & videos provided by the teachers (videos support the reading of the books)
* Gray, M., Coates, J. & Yellow Bird, M. (2016). Indigenous Social Work around the World: Towards Culturally Relevant Education and Practice. Ashgate. (Chapters to be read: Introduction, 1, 2, 3, 20, 21)
* Healy, L.M. (2020). International Social Work: Professional Action in an Interdependent World. Oxford University Press. (Chapters to be read: 1-5, 10)
* Langer, C. L., & Lietz, C. (2014). Applying theory to generalist social work practice. John Wiley & Sons, Incorporated. (Chapters to be read: 1, 2, 3, 7, 8, 12, 14)
* Närhi, K., & Matthies, A.-L. (2018). The ecosocial approach in social work as a framework for structural social work. International Social Work, 61(4), 490–502. https://doi-org.anna.diak.fi/10.1177/0020872816644663

Completion alternatives

Alternative way of completing the study module consists of a large exam to be taken on a general exam day. This option is available only if the student has a valid reason for not participating in teaching. It must be agreed with the teacher at least two weeks before the beginning of the module.

Possibility to get RPL/AHOT if equivalent studies and study credits are carried out in a University or University of Applied Sciences. Possibility to get AHOT/RPLby work experience from direct client work complemented with a reflective essay where aforementioned literature is used as a source.

Exam schedules

Oral group exam will take place on campus.
If the student is not able to participate in the exam they must take it on campus on any general exam day.

Further information

Introduction to Social Work (ISW) or similar studies required.
Available for students in the open university of applied sciences.

Assessment methods and criteria

ressubmitted-5

Evaluation scale

0-5

Objective

The students will be able to:
• use basic interviewing skills when working with service users
• apply solution-focused approach with diverse service users
• communicate in challenging situations in client work

Content

Contents:
• Basic professional interviewing skills
• Solution-focused approach
• Communication in challenging situations in client work

Teaching methods

Independent reading about communication skills and an assignment accompanying it.
Lectures and workshops about communication skills.
Group work: students will conduct role play about professional communication which they will videotape. The videos will be watched and analysed in a seminar.
Attendance to all lectures is compulsory.

Materials

Compulsory reading material (subject to change)::
- Corcoran, J. (2011). Helping Skills for Social Work Direct Practice. New York, NY: Oxford University Press. (The chapters to be read are mentioned on Fronter.)
- Seden, J. (2005). Counselling Skills In Social Work Practice. Maidenhead: Open University Press. (The chapters to be read are mentioned on Fronter.)
- Seden, J. (2013) Interviewing and Relationship Skills. In M. Davies (ed.),The Blackwell Companion to Social Work.(355-365). Oxford: Wiley-Blackwell.
- Motivational interviewing video
- Teachers' lecture notes
Additional literature:
- Corcoran, J. (2011).Helping Skills for Social Work Direct Practice. New York, NY: Oxford University Press.
- Egan, G. (2010).The Skilled Helper. A Problem-Management and Opprtunity-Development Approach to Helping. Belmont, CA: Brooks/Cole, Cengage Learning. Print copies in the library (several editions).
- Hennessey, R. (2011). Relationship skills in social work. London: SAGE.
- Miller. W. R. and Rollnick, S. (2013). Motivational Interviewing. New York: The Guilford Press.
- Seden, J. (2005). Counselling Skills In Social Work Practice. Maidenhead: Open University Press.
- Walsh, T.(2010). Solution-Focused Helper: Ethics and Practice in Health and Social Care.Maidenhead: Open University.

Completion alternatives

Possibility to get RPL/AHOT if equivalent studies and study credits are carried out in a University or University of Applied Sciences. Possibility to get AHOT/RPLby work experience from direct client work complemented with a reflective essay.

Further information

Attendance to all lectures is compulsory.

Assessment methods and criteria

pass/ resubmitted
To pass the student needs to:
* pass the individual assignment
* participate in all lectures and the seminar
* videotape their professional communication

Evaluation scale

0-5

Objective

The students will be able to:
• understand the basics of the life span approach in human development
• understand the emotional, cognitive, moral and social development across the life span
• reflect on cultural factors determining development across the life span
• apply the life-span approach in social and community development work

Content

Contents:
• Life span approach in understanding human development
• Emotional, cognitive, moral and social development across the life span
• Culture and human development
• Life span approach in social work and community work

Teaching methods

There will be lectures, a final workshop and 2 learning assignments. The learning assignments will be done individually. During the final workshop, the students will be in small groups, where they will have to apply what they have learned from the lectures and the individual assignments. It is important that the students are present during lectures and participate actively in the discussions.

Materials

Required reading materials and other references will be published in the moodlerooms.

Completion alternatives

Exam during the general exam days.

Further information

Possibility to get RPL/AHOT if equivalent studies and study credits are carried out in a University or University of Applied Sciences.

Assessment methods and criteria

1- 5

Evaluation scale

0-5

Objective

The students will be able to:
• understand different youth cultures
• understand relevant legislation and policies affecting young people
• understand different challenges faced by young people in society
• understand different actors and services in youth work
• understand preventive, outreach and rehabilitative youth work

Content

Contents:
• Youth cultures
• Relevant legislation and policies affecting young people
• Challenges faced by young people
• Actors and services in youth work
• Preventive, outreach and rehabilitative youth

Teaching methods

Study module starts with an orientation. Attendance to the orientation is compulsory in order to start the course. A student who has not started the course according to the course delivery plan and has not made a separate arrangement with the course lecturer can be removed from the course participant list seven days after the start of the course (Diak Degree Regulations 15 §).

Students complete a learning assignment that includes a field visit or an online interview with a youth work professional. Lectures, supervision, assignment and provision of learning material support student´s learning. There is a final workshop in the end of the study module.

-Students become familiar with definition of youth work and different youth cultures.
- Students are introduced concepts on gender identity and sexual orientation.
-Youth services are introduced.
-Students learn relevant legislation and youth policy.
-Students are introduced with preventive, outreach and rehabilitative youth work.
-Students develop understanding on the challenges that the youth face in the society.

Location and time

Attendance to the orientation of the course and the final workshop days is compulsory.

Materials

Introduction to Finland´s Youth Act 2017. http://minedu.fi/en/legislation-youth

Youth Guarantee. http://minedu.fi/en/policies-and-development-youth

The National youth work and youth policy programme 2020–2023. Publications of the Ministry of Education and Culture 2020:4. http://urn.fi/URN:ISBN:978-952-263-887-8

Ministry of Education & Culture. Areas of youth work in Finland. http://minedu.fi/en/youth-work

Students are introduced further material during lectures.
Ministry of Education & Culture. Youth policy, areas of youth, legislation, funding. https://okm.fi/en/youth

Peltola, Maria (2010) Youth Work in Finland. Finding ways for intercultural opening. The Finnish Youth Research Network. Web Publications 38. Helsinki. http://www.nuorisotutkimusseura.fi/images/julkaisuja/youthwork.pdf

Tolonen, Tarja (2013) Youth Cultures, Lifestyles and Social Class in Finnish Contexts in Young, 21, 1, 55-75. https://journals-sagepub-com.anna.diak.fi/doi/pdf/10.1177/1103308812467671

Vuori, Pekka (2013) Development of young population groups in Helsinki. in Kvartti, 3, 26-31. https://www.kvartti.fi/en/articles/development-young-population-groups-helsinki

Wood, Jason,Westwood, Sue & Thompson, Gill (2014) Youth work: preparation for practice. Hoboken: Taylor & Francis.( e-book available) https://diak.finna.fi/Record/diana.107199

Trejos-Castillo, Elizabeth (2013) Youth : Practices, Perspectives and Challenges, Nova Science Publishers, Inc, Hauppauge, New York. (e-book available) http://anna.diak.fi:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=564169&site=ehost-live

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.
Alternative way of completing the study module must be agreed with the responsible teacher and/or study guidance counselor two weeks before the beginning of the study module the latest.
The alternative way of completing WYO study module is individual assignment.

Assessment methods and criteria

More information available at:
https://www.diak.fi/en/assessment/ (initial stage)

Evaluation scale

0-5

Objective

The students will be able to:
• have an advanced knowledge of academic English especially as used in the thesis work
• understand the formal structure of the thesis
• produce linguistically appropriate academic English text especially in the form of a thesis
• analyse the linguistic aspects of presented idea papers and thesis proposals

Content

Contents:
• Advanced knowledge of academic English
• Formal structure of the thesis
• Production of linguistically appropriate academic English text (thesis idea paper, thesis proposals)
• Analysis of the linguistic aspects of presented idea papers and thesis proposals

Teaching methods

Lectures, discussion, "mini-seminar", background articles, presentations.

Location and time

4th term.
Helsinki, Kalasatama Campus.

Materials

Material provided by the teacher.

Completion alternatives

Written assignments and presentation.

Employer connections

--

Exam schedules

No exam.

International connections

--

Student workload

54 h.

Content scheduling

During contact weeks: 2x1,5h.

Further information

--

Assessment methods and criteria

Evaluation is based on submitted written assignments.

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• understand different theories and concepts in substance abuse and addictions
• understand the legislation and policies related to substance abuse and addictions
• understand different services in rehabilitation
• use methods in identifying substance abuse and addictions
• apply work methods and advanced counselling skills in work with people with substance abuse problems

Content

Contents:
• Theories and concepts of substance abuse, alcohol abuse, drug abuse, drugs, addictions, game addiction
• Legislation and services
• Different treatment approaches
• Methods in identifying substance abuse or addiction
• Work methods and advanced counselling skills in work with people with substance abuse and addictions problems

Teaching methods

Lectures, written assignments and final workshop.Individual studying on given study materials.

Location and time

Spring semester 2024.

Materials

Will be given in the beginning of the study unit

Completion alternatives

Possibility to get RPL/AHOT if equivalent studies and study credits are carried out in a University or University of Applied Sciences. Possibility to get AHOT/RPLby work experience from direct client work in the field complemented with a reflective essay and exam

Employer connections

Visiting lecturer from rehabilitation unit.

Exam schedules

On general exam days

International connections

-

Student workload

135 hours.

Content scheduling

First period of Spring semester.

Further information

Course has to be completed prior PRA2.

Assessment methods and criteria

Evaluation is based on written assignments and attending the final workshop.

Evaluation scale

0-5

Objective

The students will be able to:
• understand the core concepts and the theories of mental health and wellbeing
• reflect on the current issues in mental health and know the common types of mental health problems
• understand mental health legislation in relation to different mental health services
• understand the different types of mental health services and how to refer service users to mental health services
• understand the different methods and interventions in mental health social work
• use a recovery-oriented, community-based approach in work with people with mental health problems

Content

Contents:
• Concepts, theories and approaches to mental health and wellbeing
• Current issues in mental health and in the treatment of mental health problems
• Mental health services and legislation
• Methods and interventions in mental health social work
• Community based mental health services and mutual support organizations

Evaluation scale

0-5

Objective

The students will be able to:
• recognise research, development and innovation processes in a working life context
• recognise different research methods and data analysis methods
• understand the thesis process
• understand aims, theoretical concepts, methods and ethics in the thesis process
• write a thesis idea paper

Content

Contents:
• Research, development and innovation process in a working life context
• Research methods and data analysis methods
• Thesis process
• Aims, theoretical concepts, methods and ethics in thesis process
• Thesis idea paper

Teaching methods

- Orientation lecture
- Online lectures
- Method workshops
- Independent work

Location and time

08.01.2024 - 18.02.2024
The lectures and workshops will be in Zoom.

Materials

Kivirinta, M., Nylund, M. ,& Vesterinen, O. (Eds.) (2020). Community-Based Participatory Research (CBPR) : Guide 2.0. (Diak Opetus 8). Diakonia-ammattikorkeakoulu. https://libguides.diak.fi/cbprguide

Other literature will be available in Diakle.

Completion alternatives

- There are no alternative options.
- All required assignments need to be completed to complete the study module.

Exam schedules

- Dates and deadlines for tests and exams will be informed in the beginning of study module.

Student workload

- The study module includes 3 ECTS. This means 81 hours work for a student (3 x 27 hours).

The study module contains the following assignments:
- Literature search
- Thesis idea paper
- Research method workshops and tests

Content scheduling

The study module contains:
- Orientation lecture for thesis process in Diak (obligatory).
- Literature search
- Lectures and workshops on research methods (qualitative and quantitative) and research ethics.

Further information

- RES01 (Participatory and Research-Oriented Development 1) study module is the basis for writing a thesis in Diak:
https://www.diak.fi/en/thesis/
- The following lectures require mandatory participation: orientation, literature search, research methods and research ethics and thesis idea paper workshop.
- RES01 need to be completed and passed before the student can continue to RES02: to write a thesis idea paper and a thesis proposal.

Assessment methods and criteria

The study module is assessed: pass/ to be resubmitted
To pass RES01 (3 ECTS), the student needs to participate to obligatory lectures and complete all required assignments and tests:
- The following lectures require mandatory participation: orientation, literature search, research methods and research ethics and thesis idea paper workshop.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

RES01: Pass or to be resubmitted

Objective

The students will be able to:
• know the stages of developmental and life crises and traumatic stress reactions
• understand the different methods, interventions and approaches in crisis work to support individuals and communities
• recognise actors, practices and services in crisis work
• understand and recognise the importance of self-care methods in dealing with secondary traumatic stress in client work

Content

Contents:
• Stages of developmental and life crises and traumatic stress reactions
• Interventions, methods and approaches in crisis work
• Actors, practices and services in crisis work
• Secondary traumatic stress and self-care in client work

Teaching methods

The students will be able to:
• know the stages of developmental and life crises and traumatic stress
reactions
• understand the diff erent methods, interventions and approaches in crisis
work to support individuals and communities
• recognise actors, practices and services in crisis work
• understand and recognise the importance of self-care methods in dealing
with secondary traumatic stress in client work

This course is divided into three parts, and it will be completed in the following order:
1. Crisis and crisis interventions (2 cr)
2. Crisis work: services, practices and legislation (2cr)
3. Reflections on professional development and crisis work (1 cr)

In addition to the scheduled lectures, there will also be distance learning sessions. These distance learning sessions will be in zoom and will help students with learning assignments.
Learning assignments includes an infographic, a crisis intervention plan and a seminar presentation.

Completion alternatives

Alternative way of completing the study module is only possible upon specific circumstances/criteria (i.e. sickness etc.). Personal reasons such as travel and work are not considered as acceptable criteria.

Alternative way of completing the study module must be agreed with the responsible lecturer and/or study guidance counselor two weeks before the beginning of the study module.

In this study module the alternative way of completing the study module consists of submitting a crisis intervention plan that should be submitted by the end of Spring 2023. The details of the crisis intervention plan will be given by the responsible lecturer.

Student workload

Orientation, face-to-face lectures, online lectures (1 cr)
Independent learning, learning assignments, seminar (4 cr)
Student´s workload is approximately 26h 40min per credit that is divided between different learning tasks during the study module.

Further information

The study module requires skills to use Diak´s online learning area.
Diak guidelines are followed in AHOT / RPL process.

Assessment methods and criteria

Assessment of CRI study module is based on Diak´s assessment criteria. The assessment is based on the middle phase learning (semesters 4-6) of Diak assessment criteria.

Evaluation scale

0-5

Objective

The students will be able to:
• identify strategies in civic action and voluntary work
• apply different models of civic action and participation
• analyse the role of professionals in relation to different actors in civil society
• plan and implement different activities of voluntary work in communities
• recognise practices of power in civic action and voluntary work

Content

Contents:
• Strategies in civic action and voluntary work
• Models in civic action and participation
• Role of professionals in relation to actors in civil society
• Planning and implementation of voluntary work activities in communities
• Practices of power in civic action and voluntary work

Teaching methods

Lectures
Group work
Panel discussion or interviews with activists and volunteer coordinators

Location and time

8.1.2024-3.3.2024
Lectures and seminars: Helsinki campus
Guidance session for assignments: Zoom

Materials

Basic reading list for assignments (more reading materials will be provided in the beginning of the study module)

Aiken, M. & Taylor, M. (2019). Civic Action and Volunteering: The Changing Space for Popular Engagement in England. Voluntas: International Journal of Voluntary & Nonprofit Organizations, 30(1), 15–28.

Borkman, T. (2021). Self-help/mutual aid groups and peer support : A literature review. ProQuest Ebook

Gammage, R. J., & Foster, J. L. (2017). Leadership in community mutual support groups for mental health: A qualitative case study from the leaders’ perspective. Journal of Community & Applied Social Psychology, 27(6), 463–475.

Evers, A. & von Essen, J. (2019). Volunteering and Civic Action: Boundaries Blurring, Boundaries Redrawn. Voluntas: International Journal of Voluntary & Nonprofit Organizations, 30(1-14).

Batsleer, J., Rowley, H., & Lüküslü, D. (Eds.). (2022). Young people, radical democracy and community development. Policy Press.

Chaney, P., & Jones, I. (Eds.). (2022). Civil society in an age of uncertainty : Institutions, governance and existential challenges. Policy Press.

Bell, K., & Reed, M. (2021). The tree of participation: A new model for inclusive decision-making. Community development journal.

Dull, B. D., Hoyt, L. T., Grzanka, P. R., & Zeiders, K. H. (2021). Can White Guilt Motivate Action? The Role of Civic Beliefs. Journal of youth and adolescence, 50(6), 1081-1097.

Eliasoph, N., & Cefaï, D. (2021). Bringing the Civic Landscape into Being: How Varied Patterns of Civic Action Respond to and Create Dilemmas in Empowerment Projects. International journal of politics, culture, and society, 34(2), 217-235.

Igalla, M., Edelenbos, J., & van Meerkerk, I. (2019). Citizens in Action, What Do They Accomplish? A Systematic Literature Review of Citizen Initiatives, Their Main Characteristics, Outcomes, and Factors. Voluntas (Manchester, England), 30(5), 1176-1194.

McCabe, A., & Harris, K. (2021). Theorizing social media and activism: Where is community development? Community development journal, 56(2), 318-337.

McGinnis, E., & Mitra, D. (2022). Civic action and student voice. Education, citizenship and social justice, 17(3), 268-281.

Taylor, M. (2020). Reflections on ‘community organizing for social action’, CDJ Thinkery, July 2019. Community development journal, 55(4), 704-709

Completion alternatives

- Can be agreed with the responsible teacher and Study Guidance Councellor before the study module or during the first week of the study module.

Employer connections

- Work life partners are activist and employees in various organisations in social services and NGOs.

Exam schedules

- No exam.

Student workload

1 ECT= 27 hours of students' work load.
5 ECTS= 135 hours of students' work load.

Content scheduling

Orientation
Lectures
Independent and group work with assignments
Panel discussion or students' presentations in a final seminar

Further information

- If the student is not able to participate to the study module and complete the assignments in given time frame, there will be an exam on a general exam day. This will be agreed with the responsible teacher.

Assessment methods and criteria

- The final written assignment is grade: 1-5/to be resubmitted
- Other assignments: pass/to be resubmitted.

Evaluation scale

0-5

Objective

The students will be able to:
• apply research, development and innovation methods in a working life context
• implement the thesis with an innovative and reflective approach to social services and the community work setting
• understand the meaning of evaluation and analysis in research, development and innovation processes
• give and receive constructive feedback in the thesis process
• write a thesis manuscript

Content

Contents:
• Research, development and innovation methods in a working life context
• Implementation of a thesis in a social services and community work context
• Evaluation and analysis of research, development and innovation processes
• Constructive feedback in the thesis process
• Thesis manuscript

Evaluation scale

0-5

Objective

The students will be able to:
• apply relevant social sector specific approaches, methods and legislation in a professional manner
• promote equality, inclusive practices and advocacy work
• analyse societal and ethical problems in work settings
• reflect on the different values and possible value conflicts in a work community
• recognize and evaluate possible developmental needs and practices in working life
• apply project management skills (as applicable)

Content

Contents:
• Approaches, methods and legislation in the placement context
• Equality, inclusive practices, advocacy work
• Analysis of societal and ethical problems
• Reflection on possible value conflicts
• Developmental needs in working life
• Project management skills (as applicable)

Teaching methods

Placement orientation, placement, supervision, reflective workshops, final reflective workshop.

Two online reflective workshops during the placement period. Dates for the reflective workshops are given in the beginning of the placement by supervising teachers.

PRA3 placement can take place in project work or similar in the social services field that does not involve direct client work.

Location and time

In Finland or abroad.

Materials

As applicable to the placement environment.

International connections

Placement can be done as part of exchange programme.

Student workload

PRA3 16 ECTS practical training + PRA3 reflective workshops 2 ECTS is 486 hours in total (1 ECTS = 27 hours of work)

Content scheduling

Students attend placement orientation prior to the placement. Individual supervision and reflective workshops take place during the placement. Final reflective workshop is in the end of the placement.

Assessment methods and criteria

Pass-fail

Evaluation scale

Hyväksytty/Hylätty

Objective

The students will be able to:
• understand different definitions of and approaches to social work
• understand the basic history of social work
• understand different approaches to ethics and values in social work
• understand the skills and competences of a Bachelor of Social Services and their relation to professional identity
• understand the relevant legislation
• reflect on the development of professional identity

Content

Contents:
• Definitions of social work
• Different roles of social work in society
• History of social work
• Values and ethics in social work
• Skills and competences of a Bachelor of Social Services
• Relevant legislation
• Different fields of social work
• Development of professional identity

Evaluation scale

0-5

Objective

The students will be able to:
• recognise their own personal creativity and assets as a part of wellbeing and professional identity
• use their own personal creativity and assets in social work and community work
• understand aims and approaches in creative, art-based and action-based methods in social work and community work
• apply creative, art-based and action-based methods in diverse communities
• support people’s social activity

Content

Contents:
• Creativity and assets as part of professional identity
• Creativity and assets in social work and community work
• Aims and approaches of creative, art-based and action-based methods in social work and community work
• Applying creative, art-based and action-based methods in diverse communities
• Social activity

Evaluation scale

0-5