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

The teaching takes place with in-person attendance on campus. The working methods vary between lectures and student-active learning methods.

The course provides an in-depth insight into the different support systems -the employment market, the family, the voluntary sector and the welfare and social assistance services are linked in Norway and in other European countries. This provides an insight into how class, gender, and demographic changes has influenced the development of welfare measures. Key normative reasons for welfare measures, such as justice, equality and solidarity are highlighted. Challenges to the welfare state, such as demographical changes, immigration, globalisation, privatisation and exposure to competition are discussed in light of existing research. Welfare policy for children is discussed as a separate topic.

Language of instruction is Norwegian.

None.

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

Knowledge

The student has

• advanced knowledge about what characterises the Norwegian welfare state and the Nordic model in relation to the welfare states in other European countries, such as the United Kingdom, Germany and countries in southern Europe
• knowledge about the factors that have created different characteristics of the welfare systems, highlighting class, gender and demography
• advanced knowledge about the labour market, and the politics of the labour market and the Norwegian workfare policy
• thorough insight into the family's role as a support system, changes in family patterns, and different family policy measures
• thorough insight into the factors that create poverty and social exclusion for different demographic groups, including children
• advanced knowledge of how economic, demographic, political and ideological changes influence welfare policy
• thorough insight into what globalisation might mean for the development of welfare and welfare measures in Norway and other countries

Skills

The student is capable of

• analysing similarities and differences between welfare measures in Norway and other countries
• analysing welfare measures in light of existing socio-political principles and ideologies
• problematising analytical categories and measurement instruments in welfare research
• applying key theories and concepts in his/her own written work

General competence

The student is capable of

• discussing positive and negative aspects of different types of socio-political measures and dilemmas in welfare policy
• assessing how current social changes and changes in attitudes and values, influence welfare policy, and the frameworks and content of work in the health and social services

The teaching takes place with in-person attendance on campus, and the working method switches between lectures and seminars. Students are expected to play an active role.

No coursework requirements or compulsory activities.

The exam in the course is an individual supervised exam of 6 hours.