BV1700 Introduction to Child Protection and Child Welfare Course description

The course provides an introduction to the social mandate of the child welfare services and the role of the child welfare officer within the Norwegian welfare system. Students are introduced to the history of child welfare and its welfare policy objectives, with particular emphasis on the distribution of tasks and responsibilities within the welfare system in general and within the field of child welfare in particular. The course also provides an introduction to ethical guidelines for professional practice as a child welfare officer.

The course also focuses on general aspects of children’s upbringing as a foundation for working with children, young people, and families in vulnerable life situations. Students are introduced to social, cultural, and material conditions related to upbringing, childhood, socialization, learning, development, and everyday and family life. Particular emphasis is placed on the significance of children’s and young people’s everyday lives and development. Through an introduction to creative methods, students gain insight into their own role as future child welfare officers and into how early experiences may influence encounters with children and caregivers. There will be opportunities for reflection on one’s own reactions and emotions, and on how creative methods can be applied in practical child welfare work. The course provides introductory knowledge and skills related to relational work, appreciative communication, and children’s participation.

The language of instruction is Norwegian, but some teaching will be carried out in English.

No prior knowledge required.

Upon completion of the course, the student will have achieved the following overall learning outcomes, defined in terms of knowledge, skills, and general competence:

Knowledge

The student

• has knowledge of the societal mandate of the child welfare services and the distribution of tasks and responsibilities within the welfare administration
• has knowledge of how the design of health and social policy influences priorities and professional practice within the child welfare field
• has broad knowledge of childhood, socialization, and learning, as well as an understanding of children, young people, and families in vulnerable life situations
• has knowledge of interaction and development-supportive care for children and young people
• has knowledge of different forms of parenthood, family life, and family policy frameworks
• has knowledge of the significance of cultural and socioeconomic factors and living conditions for children’s and young people’s everyday lives and development
• has knowledge of their own profession and the historical development of the child welfare field
• has familiarity with theoretical perspectives relevant to the child welfare field
• has knowledge of how creative methods and activities can be used in relational work with children and young people

Skills

The student

• is able to reflect on the complex role of the child welfare officer as a professional practitioner
• is able to apply activities that promote play, learning, inclusion, mastery, and participation
• is able to apply knowledge of communication and relationship-building in interactions with children and young people in a society characterized by diversity

General Competence

The student

• has familiarity with key health and social policy issues, the development of the welfare state, and the welfare state professions
• is able to reflect on how personal reactions, emotions, and previous experiences influence encounters with others
• is able to reflect on their own previous understanding, attitudes, and values related to childhood, family, and upbringing

Teaching is conducted through physical attendance on campus. Learning activities include lectures, self-study, group work, skills training in groups, a short practice in a school setting, and other teaching methods as required. Ongoing follow-up and guidance are provided throughout the course.

In order to be eligible to take the exam, the student must have the following compulsory activities approved:

• Compulsory assignment 1:Skills training focused on working with personal attitudes and self-reflection through the use of creative and aesthetic methods, 6 days.
• Compulsory assignment 2:A one-week short practice at an after-school program (AKS/activity school), as well as two days of preparatory and concluding seminars.

An overall attendance requirement of 80% applies. In cases of absence exceeding 20%, an extensive alternative compulsory assignment will be assigned to compensate for the absence. In cases of absence exceeding 40%, the student will lose the right to take the exam.

Each student is responsible for ensuring that their attendance is properly documented. The requirement for active attendance in skills training and the short practice is based on the need for students to acquire competencies and practical skills that form part of the course’s learning objectives and cannot be achieved solely through reading the syllabus and/or taking the examination.

The examination in this course consists of an individual oral examination with a duration of approximately 40 minutes. The time frame includes both the examination and the assessment, with oral feedback provided

No aids are allowed.

Graded scale A-F.

Internal and external examiners are used to grade all candidates.

Karine Maria Porpino Viana

Svein Erik Fuglestad

The course is equivalent to the courses BV1100 Child Welfare in the Welfare State - Mandate, Profession, and Professional Self-Understanding and BV1200 Psychosocial Perspectives - Children’s Upbringing and Development.