SBV4100 Child Welfare and Society Course description

The course places child welfare in a social, historical and socio-political context The organisation of childhood and the position of children in the family and in society are discussed and analysed in light of the state’s role in children’s upbringing, the relationship between the state and family, and different understandings of family and parenthood. Parenting practices are analysed in light of living conditions, life experience, gender, majority/minority and class. The course will examine social inequality at the structural, cultural and relational levels. The welfare state’s schemes, services and professions are key factors in efforts to achieve the goals of evening out social inequality and improving living conditions. At the same time, addressing the needs of children and their families presents moral and ethical challenges in policy-making, service development and professional practice. 

The language of instruction is Norwegian. 

None. 

After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:  

Knowledge 

The student has 

• advanced knowledge of the child welfare service’s position and duties in the Norwegian welfare services, and the child welfare service’s social remit in a social policy context  

• in-depth knowledge of the main features of the child welfare service’s history at the national level and an understanding of child welfare in a comparative and international context  

• knowledge of international conventions and national immigration policy in light of child welfare legislation, as well as knowledge of the special rights of indigenous peoples and national minorities and their consequences for child welfare work 

• advanced knowledge of the role of the state in children’s upbringing. 

• advanced knowledge of what children’s and families’ living conditions and life experience mean for their everyday lives, practices, relationships and encounters with the support system  

• in-depth knowledge of basic social science concepts such as power, structure/actor, social inequality and marginalisation  

• in-depth knowledge of perspectives on children and families from minority backgrounds, including indigenous peoples and national minorities, as well as knowledge of the significance of living conditions, labour market participation, education, upbringing, marginalisation, racism and discrimination for how people exercise the role of parent   

• in-depth knowledge of how violence, crime, substance abuse, poverty, health issues and disabilities affect children and families’ living conditions, relationships and everyday life  

Skills 

The student can 

• analyse and discuss child welfare phenomena on the basis of social science theory and research  

• analyse problems relating to child welfare on the basis of the discipline’s history, traditions, distinctive nature and place in society  

• analyse and take a critical approach to the child welfare service’s position of power in society and its importance for cooperation with children, young people and parents   

General competence  

The student can 

• critically analyse and reflect on how power relations and political guidelines constitute conditions for child welfare work  

• analyse and reflect critically on how attitudes, language and cultural norms and values influence child welfare work  

• analyse relevant professional ethical issues in child welfare work  

Teaching methods vary between lectures and student-active learning methods. 

The following coursework requirements must have been approved in order for the student to take the exam:  

• Coursework requirement 1: An individual written assignment with a scope of 4-5 pages. The assignment will be read and assessed by two fellow students before the person with course responsibility assesses the assignment, with the enclosed comments by the fellow students, and decides whether or not it is approved.  

The purpose of the coursework requirement is to further develop the students’ academic writing skills and their ability to express themselves clearly and accurately in writing.  

The required coursework must be completed and approved by the stipulated deadline in order for the student to take the exam. If the coursework is not approved, the student will be given the opportunity to submit an improved version once by a given deadline.

The exam in the course is an individual oral exam. Forty-five minutes are set aside for each candidate.  

No aids are permitted.  

Grade scale A-F.

The oral exam is graded by one internal and one external examiner. 

Cecilie Neumann