SOSV3101 Social Work Pratice in School Settings Course description

Active efforts with pupils in school settings can prevent non-attendance and drop-out from school, and represents a new work arena for social workers. Research shows that the number of pupils with socio-emotional difficulties is increasing in Norwegian schools, and that the school system can maintain or amplify existing social differences. The number of schools that employ a social worker has increased but appointing a social worker is not yet legally required. This course is about how we can achieve a more inclusive school, with room for and safeguarding of the diversity of pupils, by combining the expertise of several professions in the school. It is important for our students and for social workers and educators employed by a school to know how social care expertise can be implemented in an educational arena. 

The student must have passed all exams in the first and second year of the programme.  

Cities in Norway, and Oslo in particular, have become increasingly heterogeneous with rising social inequality, residential segregation and social exclusion. Social inequality is unevenly distributed between city districts, and people living in districts characterised by ethnic, cultural and religious diversity are more likely to be affected by poor living conditions. The term ‘superdiversity’ is used to emphasise that in these city districts, diversity means so much more than just ethnic diversity. Other key variables include differences in rights status, labour market experience, family practices and family sizes, residential segregation and local responses from the population and public service providers. ‘Superdiversity’ refers to the complexity that arises from the combination of these circumstances. Students taking this course will acquire knowledge of and perspectives on particular challenges associated with social work in a city setting. The course takes as its point of departure the citizenship perspective, whereby the purpose of social work is to give as many people as possible a real possibility to live a qualitatively good life characterised by participation and a sense of mastery.

The language of instruction is Norwegian.

All exam papers are assessed by one internal and one external examiner. 

None.

After completing the course, the students are expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence: 

Knowledge

The students

• have broad knowledge of theory and concepts related to ethnic, religious and cultural diversity and social inequality (superdiversity)
• have knowledge of diversity, social inequality and social problems in and between different districts in the City of Oslo
• are familiar with research and development work on how social structures, racism and discrimination can contribute to the persistence and reinforcement of social inequality

Skills

The students can

• update their knowledge of the geographical concentration of diversity and social inequality in the city
• apply knowledge of superdiversity in social work practice to promote participation, coping skills and change
• reflect on the significance of their own ethnic/cultural background in their social work practice  

General competence 

The students 

• have knowledge of how a concentration of social problems and intersectionality in a city district can give rise to challenges for the district’s population
• can reflect critically on how social structures, racism and discrimination can contribute to the persistence and reinforcement of social inequality

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

No coursework requirements or compulsory activities.

The exam is an individual home exam over a period of 72 hours (3 days). The exam paper must have a scope of 8-10 pages. Font and font size: 12-point Calibri. 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.

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

Grade scale A-F.