BV1400 Psychosocial perspectives – Child neglect, violence and sexual abuse Course description

This course provides an introduction to topics related to children and young people in vulnerable life situations. Core topics are the different impacts of neglect, domestic violence and sexual abuse, and the students will gain knowledge of the consequences of violence and sexual abuse for the child’s development. The course also provides knowledge of how these topics are handled by professionals in the field of child care and welfare.

The teaching programme ‘The Same Child - Different Arenas’ (INTER1100) will be taught at the start of the course. See INTERACT’s website for a more detailed description of the content of INTER1100: https://www.oslomet.no/forskning/forskningsprosjekter/interact

None.

Knowledge

The student

· has acquired understanding and knowledge from research and the field of practice of different types of child neglect, violence and sexual abuse

· has knowledge of the psychological consequences of being subjected to neglect, domestic violence and sexual abuse as a child

· has knowledge of risk and protection factors related to neglect, violence and sexual abuse

· has knowledge of how child welfare officers can contribute to identifying and helping children who have experienced violence and sexual abuse

· has knowledge of how neglect, violence and sexual abuse can be understood in light of different theoretical perspectives and disciplines

Skills

The student

· can refer to knowledge of neglect, violence and sexual abuse when working on issues related to child care and welfare

· can reflect on the relationship between neglect, violence and sexual abuse and gender, ethnicity, religion and view of life, functional impairment, sexual orientation, gender identity, gender expression and age

General competence

The student

· has insight into relevant issues related to neglect, violence and sexual abuse

· can share points of views about why and in which ways neglect, violence and sexual abuse are relevant to the practice of child care and welfare

· can reflect on their own behaviour when interacting with others

The course is taught through lectures, self-study, group work and other teaching methods as needed.

Language of instruction: Norwegian

Research-based knowledge is often unavailable and not well-adapted to use in practice. It can therefore take a long time before research is applied in practice. Knowledge translation (KT) is about how knowledge from research can be made more practical via different forms of ‘translation’ and contextualisation. KT entails mutual cooperation between society, the field of practice, research, users and other parties with the common goal of achieving a better basis for decision-making in professional practice and society as a whole. The purpose of KT is to reduce the gap between what we as a society know through research and what we actually do, known as the know-do gap.

The course covers a number of different strategies and interventions with a view to making research easier to use in practice. The course is organised into six sub-topics:

• Part 1: KT terminology
• Part 2: KT theories
• Part 3: KT strategies 1
• Part 4: KT strategies 2
• Part 5: KT interventions
• Part 6: KT criticism

The course is developed through a cooperation with the KT network organisation ‘Sense of Science’.

The exam is an individual written home exam over 72 hours with a scope of 8-9 pages. Font and font size: Calibri 12-point. Line spacing 1.5. The approved citation style APA for assignments must be complied with.

Candidates who fail or who were absent from the ordinary exam for a valid reason can take a resit/rescheduled exam.

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

Knowledge

The student

• can discuss the main features of challenges relating to the knowledge base for decision-making in society and what can prevent research from being applied
• can discuss what knowledge translation is, including definitions, theories, models and methods used in the field
• can describe the differences between the tradition of knowledge translation and knowledge-based practice (KBP), quality improvement and implementation science, with respect to objectives, models and application in the field of practice

Skills

The student

• can analyse and apply definitions, theories, models and methods within the tradition of knowledge translation in order to bring society into the research, as well as use research in decision-making and innovation processes in society
• can critically evaluate and discuss research-based knowledge, its possibilities, limitations and relevant areas of use
• can make research-based knowledge more accessible for society through research dissemination and communication
• can use research as a source in the development of theories, methods and tools

General competence

The student

• can analyse and understand the relationship between research and society
• can plan a knowledge translation project in line with recognised international models for knowledge translation

The course will use varied, student-active work methods and is organised in line with the flipped classroom principle, where teaching sessions at the university and digital and written supervision support the video lectures. Seminars at the university will be a combination of lectures, seminars and workshops.

During the course, the student will complete an independent work involving planning a knowledge translation project relevant to their own practice. The work begins with a practical KT workshop. Individual supervision will be given on the assignment work (written feedback on the draft assignment). The work is then edited to form an examination assignment, which then takes the form of a knowledge translation project plan.

None.