SFV4300 The Intersection of Social Categories in Social Work Course description

In the social sciences, social categories, such as gender, social class, ethnicity, 'race', sexuality, and age, have traditionally formed separate research fields, often attached to different theories. A result of this division has been that such categories are often portrayed as isolated variables in people's lives. Criticism levelled at such interpretations makes the point that they do not sufficiently address the dynamism that emerges when several categories intersect. Is importance attached to the category "man" or to the category "ethnic minority"? Does the category "woman" offer the same room of opportunity for all those who are categorised or identify as women? Do the categories "young", "boy", "immigrant", have another meaning attached to them than "young", "boy", "Norwegian"?

The course looks at theories that address how such categories have different meanings depending on the combination with other categories. The course offers theoretical, methodological and practical opportunities to explore the dynamism that emerges in the interaction between key social categories. During the course, we will work at making these types of analyses relevant for social work in general.

Language of instruction is Norwegian.

None.

The students will learn about child welfare assessments, issues and processes during the notification of concern, investigation and preventive measures phases of the municipal child welfare service’s work. The course will provide an introduction to how children’s care situations are investigated, as well as adaptation, implementation and follow-up of voluntary preventive measures in cooperation with the child and their family. The teaching material will build on and expand the students’ knowledge of neglect. The course will give the students knowledge of and skills in conducting professional assessments of children’s care situations.  

The student must have completed and passed the first year of the Bachelor Programme in Child Welfare.

Knowledge

The student

·         has knowledge of key child welfare topics, issues and processes during the notification of concern, investigation and preventive measures phases of the child welfare service’s work  

·         knows how knowledge of neglect, violence and sexual abuse can be used in child care and welfare assessments of the child’s best interests  

·         has knowledge of different methods and voluntary preventive measures used in work in the child welfare service  

·         knows how knowledge of development-supportive care, child-parent interaction can be used to assess children’s care situations  

·         has knowledge of working with families and networks and of inter-agency and inter-professional cooperation in the child welfare service  

·         has knowledge of the child’s right to participation and how to facilitate such participation in practice  

·         has knowledge of cultural diversity and insight into child welfare work with minorities in the child welfare service, including the use of interpreters

·         has knowledge of the impact of interdisciplinary, inter-agency and inter-professional collaboration in the child welfare service's work with reports, investigations and assistance measures

·        Has knowledge of the possibilities for innovative design of measures in the work of the child protection service

Skills

The student

·         can apply an interdisciplinary knowledge base to assess, adapt and follow up expedient measures in the child welfare services 

·         can apply knowledge of development-supportive care and child-parent interaction when assessing children’s care situations

·         can apply applicable legislation, rules and guidelines, including ensuring children’s and parents’ rights and participation    

·         can apply knowledge of cultural diversity and demonstrate multicultural understanding and cultural sensitivity when working with children, young people and parents/guardians in the child welfare service 

·         can apply a broad and interdisciplinary knowledge base in cooperation with children, young people and families 

·         has insight into and can analyse and critically reflect on documentation that forms part of the child welfare service’s work   

·         can interpret and analyse information and observations in order to make professional assessments of children’s care situations

·         can apply knowledge of neglect, violence and sexual abuse in child care and welfare assessments of the child’s best interests  

·         can apply professional knowledge to communicate and cooperate appropriately with children, young people and their guardians in different phases of the child protection agency's work 

General competence

The student

·         can critically reflect on knowledge bases, methods and power relations in the child welfare service’s work with children, young people and families

·       can use knowledge, skills and experience to demonstrate understanding, empathy and recognition when working with children, young people and families in vulnerable life situations

·         can build relations, cooperate and communicate in a way that promotes safety and security, inclusion and participation

·         has insight into his/her own preconceptions, attitudes and values ​​and the importance of relational competence in professional child welfare work

The course is taught through lectures, self-study, group work, skills training with and without the use of filming and other teaching methods as needed.

The course includes skills training in writing and documentation carried out across the three courses: BV2200, BV2300 and BV2600, and skills training in professional communication carried out across the same three courses: BV2200, BV2300 and BV2600.

The course has two compulsory activities:

1. Skills training in writing and documentation carried out across the three courses: BV2200, BV2300 and BV2600. Attendance for skills training is calculated across the three courses in BV2600. 

The attendance requirement for compulsory teaching activities is 80% and requires active participation. If a student's overall absence exceeds 20%, a comprehensive coursework requirement is set to compensate. If a student's overall absence exceeds 40%, they lose the right to take the exam in BV2600. 

Each student is responsible for ensuring that their attendance is documented. The length of the teaching days will vary, and it is each student's own responsibility to stay informed about the teaching schedule.

2. Skills training in professional communication carried out across the three courses: BV2200, BV2300 and BV2600. Attendance for skills training is calculated across the three courses in BV2600.

The attendance requirement for compulsory teaching activities is 80%. If a student's overall absence exceeds 20%, a comprehensive coursework requirement is set to compensate. If a student's overall absence exceeds 40%, they lose the right to take the exam in BV2600. 

Each student is responsible for ensuring that their attendance is documented. The length of the teaching days will vary, and it is each student's own responsibility to stay informed about the teaching schedule.

An individual written home exam over 72 hours with a scope of 8-10 pages. Font and font size: Calibri 12-point. Line spacing 1.5. The approved citation style APA for assignments must be complied with.

All aids are permitted, as long as the rules for source referencing are complied with.

Grade scale A-F.