TEGP1000 Praksis, 1.år Emneplan

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.

An individual written in-depth paper on a topic chosen by the student. The students will work on the assignment throughout the course. The answer paper must have 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.  

A selection of self-chosen readings, which comprises of 300 pages must be attached in the assignment.

Students who were absent for a valid reason or who fail the exam may take a resit/rescheduled exam in the same format as the ordinary exam. If the student fails the exam, they will be given one opportunity to submit an improved version of the assignment for assessment.  

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

Lise Cecilie Kleppe and Anne Britt Djuve.

Grade scale A-F.  

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

Ragnhild Fugletveit

• An introduction to different models of understanding and explanatory models for the development of substance abuse and addiction problems, including different types of intoxicants and their effect 
• The relationship between substance abuse and mental health and experience with targeted measures and forms of treatment 
• Women and substance abuse 
• How to be a child and grow up around substance abuse in the family 
• Patient rights, cooperation and the division of roles as a consequence of the Coordination Reform 

In all of the above topics, emphasis will be placed on conversation with users about substance abuse and the consequences it may have on their own and other’s life situations.

Grade scale A-F.

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