Curriculum 2009 – LYV09SY (in English)

LAUREA UNIVERSITY OF APPLIED SCIENCES

Common and elective studies, Laurea Tikkurila, LYV09SY

CURRICULUMS AT LAUREA

Learning Concept at Laurea

Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The integration of these tasks has led Laurea to seek solutions that optimise our ability to respond to
challenges. The aim is to produce graduates and who are investigative developers of their work and of the
workplace. We also hope to produce research-based development initiatives for the competence required at work,
with visible effects in our operating environments.
As members of an information society, we are caught in a flood of information. Information no longer has to be
provided; the most important thing is to learn to process and filter it to obtain important data to use and apply to
one’s own learning and development projects. Laurea also places importance on ensuring that students grow into
skilled experts. Participation in development projects allows students to handle real work processes and to learn to
use tools as concepts and skills. The work-oriented development projects provide learning for individuals and for the
target community. They also generate new knowledge for developing and reforming the labour market.


As members of an information society, we are caught in a flood of information. Information no longer has to be
provided; the most important thing is to learn to process and filter it to obtain important data to use and apply to
one’s own learning and development projects. Laurea also places importance on ensuring that students grow into
skilled experts. Participation in development projects allows students to handle real work processes and to learn to
use tools as concepts and skills. The work-oriented development projects provide learning for individuals and for the
target community. They also generate new knowledge for developing and reforming the labour market.

Learning environment

Laurea’s learning environment facilitates competence development for learners, organizations, region and partners.
The learning environment is a physical and psychological space that expresses the current culture, nature, time,
community and practices of development work. Thus, it forms a comprehensive operating environment for
competence development. The aim of the learning environment is to facilitate the achievement of learning results
while supporting the generation of new know-how and interaction within the operating environment. The learning
environment is an implementation of Laurea’s target-oriented development.
The learning environment utilizes internal and external networks and is in constant interaction with the world of work.
New knowledge and skills are acquired in authentic problem-solving and development tasks, which make the
complexity of the real world an object for competence development. Regional influence increases through enriching
communities and the networks that they form. Students use projects to learn the basics of networking, social skills
and communication with experts in the field. The meeting points between the industry and the study units are
significant in terms of the growth of expertise and competence development. Students grow into developers by
carrying out development tasks and by interacting in competence networks.


Students make use of diverse information sources and tools in their studies. Interactive learning environments are
used to create a framework for structuring learning so that it offers situations, challenges and tools that help learners
to utilize their own thought resources. The learning process becomes a continuous problem-solving process, with a
focus on research, development and generating new competence. Conscious and systematic development work is
used to formulate ideas and practices that boost development, and to generate new know-how. The result is a
creation, a new operating method, a model or a product.

The creation of innovative processes is easier in structures that allow space for informal creativity, innovation and
the promotion of things that motivate different participants internally. This work is characterised by communality and
a socio-cultural environment for learning. It is important to create a spirit of development.
Development work takes place in projects that combine competences from various fields of study. Project teams
consist of students, trainees, lecturers and workplace experts whose competences interact at the practical level.
Students use projects to complete study units, job placements or theses. Lecturers do not organize and set targets
for the project teams’ activities in advance; instead, the team members take joint responsibility for this. Students
receive experience of the culture of expertise and of working as equal experts. They increase their self-management
and set their own targets. Thus projects facilitate an unlimited learning process, where no glass ceilings are set by
curricula, textbooks or instruction. Learning by Developing enables individuality in learning.
Practical applications of innovative learning environments include initiatives and projects carried out as innovative
environments in networks, as well as various operating spaces designed for learning and development, skill hubs
and development labs. Work consists of collaboration based on shared expertise, which is supported by methods of
sharing competence, such as tutoring, lecturing sessions, demonstrations, team meetings, feedback events and
seminars.


Students

In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between lecturers, experts from the labour market and students. The cooperation is based on responsible
commitment to the project. All participants are seen as learners, because the development projects aim to produce
change and generate new things. Partnership also means mutual respect and appreciation for diverse skills. The
progress of the development project depends on sharing competence and building new competence out of different
areas of expertise. Students participate as partners who increase their competence by learning how to use new
tools and by taking part in various research and development initiatives. Competence is founded on research-based
knowledge, understanding the professional context, handling the necessary tasks and managing various workplace
situations, to the extent that these skills are needed for each student’s degree. In the development projects,
students learn as individuals while also participating in shared learning and in producing new know-how.

Lecturers

The role of lecturers in development projects can be described as that of an expert, a participant and a pedagogical
leader, who facilitates the students’ growth and development into experts in their fields. Laurea’s lecturers are in
other words researchers and developers, influential players in regional development and teachers.

Published reports by those teachers that work as researchers demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. Some teacher act as developer and are
responsible for identifying and refining the processes of development projects. The third role of lecturers is in
workshops, which transmit and share cultural knowledge, and provide students with tools. Lecturership also involves
partnerships with the labour market. The industry experts participating in development projects contribute the
knowledge contained in workplace competence, while lecturers ensure that evidence-based data are available for
explaining this competence. They join forces to produce new know-how for developing and reforming the labour
market.

Competence evaluation

The evaluation of competence in Learning by Developing directs future choices and demonstrates how well targets
have been met. Competence is seen on the one hand as knowledge of information, skills and values, and on the
other hand as experiential competence, which includes individuals’ and their community’s know-how. Evaluation in a
development project looks at individuals’ and the project community’s learning, the progress and significance of
different processes, and the results achieved.
Evaluation is based on the objectives provided in the competence-based curriculum. These objectives define the
requirements that students have to meet to achieve their degrees. The generic competences describe the
competences shared by all Laurea students as meta-competence placed in a professional context. Themes, on the
other hand, define the substance of subject-specific competence, which is deepened by the generic competences.
The generic competences build a level of education needed at a higher education institution and at work;
meanwhile, the themes build competence needed for employment. The generic competences are defined on three
levels. Students choose the level they wish to achieve in each generic competence together with their tutors, and
these desired levels are used as a basis for the study plan. Progress in the generic competences is measured
qualitatively through portfolios. The study units are graded on a scale of 1 to 5. These grades are shown on the
students’ degree certificates.


LAUREA´S GENERIC COMPETENCES
Laurea´s generic competences

In addition to core competence in the field, five general areas have been defined at Laurea which are important for
professionals in all areas to master. These are called generic competences. The generic competences are
developed during the studies, and the level of competence is also evaluated. The curriculum’s generic competences
have been determined by analysing shared competences needed in different employment sectors in the future.
The shared generic competences for all degree programmes are:
· ethical competence
· globalisation competence
· innovative competence
· reflective competence
· network competence


Generic competences are closely linked to the contents of the study units.

The generic competences are structured through levels. Each competence has been categorized further, comprising
the personal competence level, organisational competence level and social reform level. The targeted generic
competence levels have been defined in the curriculum for each degree programme. All Laurea BA students must
reach at least the personal competence level in all generic competences. In the case of many generic competences,
the social reform level cannot be achieved until in connection with a Master’s degree.

Ethical competence

Morals refers to an individual’s conception of right and wrong, whereas ethics refers to moral choices to which the
individual is consciously committed. Ethics is a systematic attempt to understand moral conceptions. It consists of
ethical rules and principles, virtues and values. In the generic competence of ethical competence, morals and ethics
are fundamentally linked together, because students’ moral competence forms a basis for their ethical competence.
Ethical competence consists of four components: (1) ethical sensitivity; (2) ethical motivation; (3) moral-ethical
problem-solving; and (4) ethical implementation skills.

In order for student activities to be ethical, they must be sensitive to ethical problems contained in different
situations. Ethical sensitivity refers to the ability to recognise the special characteristics, needs, rights and
responsibilities of each party. It includes awareness of how one’s own actions affect other people’s well-being, and
involves envisaging and anticipating various action plans and their consequences for each party. Empathy and the
ability to put oneself in another’s position form the core of ethical sensitivity. Students also need knowledge of the
special characteristics of major customer groups and ethical problems in the sector. Ethical sensitivity is
characterised by professional interaction skills, which are a target for active development throughout each degree.

Ethical motivation refers to committing to moral-ethical values and taking responsibility for one’s own actions. The
students’ responsibility grows from the personal level to the communal and social levels. In order to develop their
ethical motivation, they must also know the value bases of their fields and participate in discussions on values.

Moral-ethical problem-solving refers to the ability to solve ethical problems through critical argumentation. It requires
consideration of various possible solutions, as well as knowledge and application of the ethical norms and
approaches of the field. Continuously developing competence includes the skill to solve problems in interpersonal
relationships, work communities, communities and the global environment, and the ability to justify these solutions.

Moral implementation skills refer to the ability to take target-oriented action to solve ethical problems (negotiation
and conflict-solving skills), as well as the courage to act in accordance with ethical values, even in complex
situations. In order for professional activities to be ethically sustainable, competence must be developed in all these
areas of ethical competence..

Levels of ethical competence

At the personal competence level, students are able to:
•    reflect on their own values and the consequences of their actions on other people’s well-being
•    work with a basis in the profession’s values, following ethical principles
•    apply the field’s ethical norms to problem-solving
•   examine situations from different parties’ perspectives
•   work in a tolerant and understanding way in multicultural networks
•   apply ethical principles to R&D projects


At the organisational development level, students are able to:
•    take into account the special characteristics, needs and rights of major customer groups in their work
•    build customer-oriented interactions and work dialogically
•    assume responsibility for the welfare of the community and the ethics of the work done
•    examine ethical issues from the point of view of the organisation and the community
•    develop fair methods of proceeding in their work


At the social reform level, students are able to:
•    critically reflect on their own attitudes and prejudices
•    actively participate in social debates on values
•    assume responsibility at social and global levels
•    make arguments in favour of fair social and global changes
•    solve conflicts and influence issues


Globalisation competence

Globalisation refers to series of events and processes that cause the world to merge into a single, all-encompassing
social system. In other words, globalisation refers to the processes by which things acquire worldwide scope.
‘Globalised’ refers to worldwide phenomena and the results of the globalisation process: a fully integrated world.
Sustainable development in relation to globalisation is a globalised political programme, whose aim is to increase
welfare with environmental responsibility, within the limits of environmental capacity.

Global interaction can be classified as financial, cultural, political or social interaction. The science of
globalisation also includes questions of ecology and biology. Sustainable development brings all these dimensions
together, with the aim of observing economic growth, cultural diversity, social welfare and ecology in politics and
practice.

Levels of globalisation competence:

At the personal competence level, students are able to:
•    make use of international sources of information in the field
•    take into account the effects and opportunities of multiculturalism and internationalisation on their fields
•    recognise the significance of their professional actions in relation to global interactions and sustainable
     development
•    evaluate their own value bases from the point of view of sustainable development and globalisation, and apply
     them to their work


At the organisational development level, students are able to:
•    take into account the effects of their own sector and its organisations on sustainable development, responsibility
     and international connections
•    promote the values of environmental and social responsibility in organisations in the sector, taking into account
     global interactions
•    apply responsibility for sustainable development to an organisation in the sector
•    work in international networks


At the social reform level, students are able to:
•    recognise the global nature of social issues and the characteristics of sustainable development
•    critically evaluate social values and practices from the point of view of sustainable development, taking into
     account global interactions
•   make arguments at social level, applying the principles of sustainable development and taking into account
    global effects


Innovative competence

All of the processes of our modern society are undergoing constant changes. Laurea has followed the examples of
the EU and Finland in choosing a positive attitude towards change as one of its strategic operating methods. The
aim is not just to cope with change but also to see it as an opportunity, which requires constant innovation in order
to be embraced. According to these strategies, future professionals must have abilities in innovation, so it is
essential to include innovative competence in Laurea’s generic competences.

Innovation refers to a novelty that is implemented to generate added value productively. There are three separate
elements to this definition: 1) novelty; 2) implementation; and 3) added value. In other words, an idea by itself is not
an innovation, nor does a wealth of ideas make a person an innovator.

The innovation process can be divided into three stages: continuous evaluation of the situation; generating
innovative ideas; and carrying out an implementation project. Innovation can take place on five levels: individual,
team, organisation, network and societal level.

At the personal innovation competence level, students learn to be innovative reformers at individual and
professional group levels. In addition, they should be able to participate in the implementation of change initiatives in
their immediate work environments.

At the organisational innovator level, students can start up innovation work in their own teams and use all the
innovation tools that exist in the organisation’s framework. In the increasingly network-oriented operating models of
the future, organisational innovators should also support active reforms as part of an informal network.

At the social innovator level, students can complete the tasks of the previous levels as well as continuously monitor
and analyse the operation of networks and the society. They can take larger frameworks into account in all change
processes and motivate people to work towards shared goals.

Levels of innovative competence:

At the personal competence level, students are able to:
•    analyse their own thought processes, knowledge and actions
•    plan, organise and develop their own work
•    set targets and turn them into appropriate, concrete actions
•    come up with new ideas, working creatively, expressing their thoughts and convincing others to participate in
     developing them
•    use various ideation methods
•    manage themselves, work during change and in diverse projects
•    conduct intermediate and final evaluations of a project


At the organisational development level, students are able to:
•    monitor and analyse an organisation’s work processes and results
•    use benchmarking in developing their work
•    use diverse teamwork methods
•    lead projects, processes and networks or participate in leading them in ways that inspire commitment in others
•    link innovation to an organisation’s strategic targets
•    take into account the nature and demands of innovation work


At the social reform level, students are able to:
•    gather ideas from a network, convince others of them and link them to the social framework
•    ensure that participants in innovation work are sufficiently committed (guidance, encouragement)
•    create and commercialise innovations
•    participate productively in innovation networks, and identify and investigate innovation mechanisms
Reflective competence




Reflection constitutes critical analysis of the principles, starting points and consequences of one’s actions.
Reflection can target the present moment or the past.

In the reflection of earlier experiences, an individual gives meaning to events. A new meaning makes development
possible. As cognitive skills and concepts develop, an individual is able to deal with broader entities, differentiate
phenomena and observe new ones more clearly.

In reflection of the present moment, simple, previously unconscious routine actions become conscious activity. In
critical reflection, an individual’s whole meaning-producing perspective changes as tacit knowledge becomes visible,
transforming learned matters into action. Critical reflection implies a relationship with communities, concepts and
theories.

Thus reflection is a thought process. Reflection is dialogue and problem-solving based on proven arguments. In
open dialogue between people, different perspectives provide new challenges. Learners participating in dialogue
can look at different perspectives in order to create shared meanings. Deep thought gives time and space for
solving encountered problems by examining and investigating them using research methods.

In order to extend their understanding of themselves in relation to other students, customers, work communities or
writers, students need skills in self-examination, critical peer evaluation and analysis of their own resources. Self-
management emphasises communality and shared participation. Critical awareness helps students to identify their
own learning opportunities and the factors that affect them. Shared reflection on their own activities allows students
to test their thoughts and share them with others. Reflection means professional growth and competence led by
human metacognitive abilities. In the process of becoming an expert, reflection forms part of an investigative and
developmental approach towards work.

Levels of reflective competence:

At the personal competence level, students are able to:
•    evaluate their own learning and competence and formulate a personal development plan
•    identify development challenges and understand problems
•    develop their competence independently and with others, and share what they have learnt in a work community
•    assume a role in a group/team
•    acquire and analyse information systematically


At the organisational development level, students are able to:
•    work dialogically, collaboratively and with self-evaluation
•    evaluate their self-management and professional competence as part of a community
•    evaluate their own work as part of a group, community or professional field
•    work during change, identifying and making use of various opportunities for learning and action
•    critically justify the principles of their work
•    apply the concepts of development challenges appropriately


At the social reform level, students are able to:
•    analyse their own actions in relation to social and historical backgrounds
•    evaluate and develop the functionality of regional operating methods and models
•    evaluate systematic information that has been structured, produced and written, and develop social activities on
     the basis of it


Network competence
The generic competence of network competence encompasses a broad range of competences, from individual
communication skills to organisation networking and strategic network leadership. Communication is essential to
communality and a functioning society. Only with communication can we create shared meanings. Networking and
the development of network processes are fuelled by interpersonal and interorganisational communication. In order
for social and economic structures to become networked, new kinds of skills and attitudes are needed in the
network’s participants. Dialogue and interaction are essential resources of a networked society. Laurea’s aim is to
promote and develop its students’ network competence in diverse ways, creating innovative network competence
models.

Network competence refers to time-based management of internal and external efficiency in order to significantly
increase the efficiency of common practices. Network competence can include networking and network leadership.
Network competence and strategic networks are often synonymous. Networking, on the other hand, is a
cooperation model for companies and organisations, and may involve operators from various fields. Network
leadership is the model used to manage a network.

Network competence is largely based on the communication skills of the people participating in the networks in
question. Without communication and interaction, there can be no functioning networks. Organisations must be able
to operate flexibly in a changing operating environment and also to influence the development of the environment. A
learning organisation has communication and interaction skills as a central tool for creating functioning networks and
developing network competence.

The generic competence examines network competence on three levels. The personal competence level (basic
level) focuses on developing communication skills and participation in networks. This is the basic level of network
competence, which must be mastered by all Laurea students. It is important for students to obtain good
communication skills in order to communicate effectively in various situations. Students must also be able to take on
active, target-oriented roles in networks.

The organisational developer level (intermediate level) centres on understanding the strategic significance of
network competence and partnerships, as well as on analysing and reflecting on his or her own actions from the
point of view of the company. Graduates must be able to identify strategic partnerships, promote the organisation’s
networking with their actions and create new network relationships. The most important thing is a proactive,
developmental approach towards network operations.

The social reformer level (advanced level) requires the ability to analyse the operation of entire strategic networks
in relation to their environment. This level is achieved by top experts in network competence. Graduates have the
ability to lead strategic networks (orchestration) and to anticipate complex social development trends (visioning).

Levels of network competence:

At the personal competence level, students are able to:
•    present things in writing, verbally and visually using various communication styles
•    act in situations requiring professional communication and interaction
•    identify various team work models and work in teams
•    participate collaboratively and actively in a network
•    take into account cultural differences and work with people with different cultural backgrounds


At the organisational development level, students are able to:
•    participate in and manage negotiations
•    participate in group communications
•    communicate on topics related to their specialist fields to a lay audience
•    develop the networked operations of a professional organisation
•    take initiatives in developing a network


At the social reform level, students are able to:
•    work as experts in communication situations
•    plan communications from a strategic point of view, and work with the media
•   initiate networked operations and lead a strategic network
•   adopt a developmental and predictive approach to work, and influence the work environment
•   monitor and analyse networks’ operating models


European higher education area

LAUREA´S COMPETENCE-BASED CURRICULUM FORMS PART OF THE EUROPEAN HIGHER EDUCATION
AREA

Finnish higher education institutions have reformed their curricula in accordance with the Bologna Process, i.e., the
creation of the European Higher Education Area. The EU’s strategic targets for education also apply to Finnish
education. Each country has its own education system; this diversity is still taken into account, but cooperation and
mobility are also needed to allow the citizens of different countries to benefit from the diversity, rather than turning it
into a restriction. The Bologna Process started in 1999 at a conference of ministers responsible for higher education.
After that, Ministerial Conferences have been arranged regularly, with the latest one in Leuven in 2009. Currently
the process involves 46 countries, some from outside the EU. The aim of the Bologna Process is to establish a
consistent, compatible and attractive Higher Education Area in Europe by 2010.

The objectives of the process are:
• adoption of easily readable degree structures
• adoption of comparable degree structures
• establishment of a system of credits
• promotion of European cooperation in quality assurance
• increasing mobility
• participation of higher education and students
• lifelong learning
• promotion of European dimensions in higher education
• cooperation between higher education and research


To promote the adoption of easily readable, comparable degrees, the process has created a system based on two
main cycles: undergraduate (Bachelor level) and graduate (Master level). Finland has adapted its degree structure
to align it with this European objective. In universities of applied sciences, the two-cycle degree is implemented in a
way that students obtain a Bachelor’s degree, after which they have the opportunity of obtaining a Master’s degree.
The requirement for Master’s degrees is an undergraduate degree plus three years’ work experience. The long-term
objective is that approximately 20 per cent of Bachelor’s-degree graduates will take a Master’s degree.

The establishment of a system of credits refers to the ECTS (European Credit Transfer and Accumulation System).
Most European countries are adopting this credit system based on the amount of work in each academic year. In
the ECTS, one year of study produces 60 credits. The ECTS was adopted more than ten years ago; initially it
applied primarily to student exchanges, but now all credit accumulation (previously transfer) measurements are
made according to the system. Finnish universities of applied sciences adopted ECTS credits in 2005.

The ECTS is a student-centric system, based on the student workload needed to achieve the targets set for each
degree. The students’ learning process is intended to be the focal point of curricula, which define learning outcomes
and competences. Curricula should move away from a focus on individual subjects and the starting points of
teaching towards a model that observes the holistic development of students and supports professional growth. This
model is referred to as the competence-based curriculum.

From the point of view of promoting mobility, curricula must be internationally understandable. The aim of
standardising the structures and learning targets of degrees is to improve the conditions for mobility within and
between higher education institutions during the studies, and also in the workplace, after graduation. In terms of the
recognition and comparability of degrees taken in different countries, it is important to link learning outcomes to
concrete competence requirements and definitions in the labour market. These are the objectives of the “Tuning
Educational Structures in Europe” project. It has defined a number of shared generic competences that are
independent of subjects and fields of study, as well as subject-specific (professional) competences for certain
degrees.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, while study units are larger entities. Competence is defined in terms
of the students’ learning outcomes. The generic competences defined at Laurea correspond with the national and
European learning outcomes considering the generic competencies and the objectives set for Bachelor-level
degrees in the “Joint Quality Initiative” -network. Comparisons have shown globalisation and innovative competence
in particular to be unique, so they are well suited to describing the competence produced at Laurea from the point of
view of an international university of applied sciences specialising in service innovations. Laurea’s innovative efforts
in relation to the competence-based core curriculum are a proactive response to the challenges of international
competitiveness in the Helsinki metropolitan area. Currently resources are being directed towards further enhancing
the quality of the curriculum’s implementations in generating new competence and innovations for Laura’s operating
environment.

Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html

Tuning Educational Structures in Europe
http://europa.eu.int/comm/education/policies/educ/tuning/tuning_en.html
                                                                  1. year
OP      STUDIES
01291   Building confidence in presentations                                1,5
00498   Student tutoring                                                     3
00202   Initial Test in English Skills                                       0
00203   Initial Test in Swedish Skills                                       0
01188   Narrative and bibliotherapy methods                                  5
01159   Evaluation and development in early childhood education              5
01185   Lääkehoito sosiaalialalla                                            3
01184   Orientation to Psychotherapies                                       5
01181   Nutrition and wellfare                                               5
01179   Development of Quidance and Teaching Skills                          5
01178   Collective Expertise                                                 5
01177   Welfare Entrepreneurship Venture                                     5
00305   Basic Finnish                                                        5
00846   Wellbeing in internationalising society                             10
00669   English for managers and professionals                               5
01114   Intensive English                                                    5
01099   Working Methods in Senior and Elderly Care                          10
01105   Family Work in Russia                                                5
00064   Professional Development in Practice III                            10
00030   Child-Focused Work and Supporting Parenthood                        10
01095   Developing Care of Older Adults                                      5
01096   Health Assessment                                                    5
00845   Social and Health Care in Finland                                    5
00844   Social and Health Care in Cultural Perspective                       5
00843   Health-Promoting Environment                                         6
01097   International Orientation for Exchange Students                      5
01003   Marginalisaation erityiskysymykset                                  10
00032   Becoming an Inspirer                                                10
00073   Welfare Entrepreneurship                                             5
00632   Career planning in the life-span                                     5
01103   Support course to be a friend to a schoolchild                       3
01110   Growth in groups                                                     2
01104   WhatAboutMedia - children and young people in workshop               3
        activities
01176   Basic Image Processing with Photoshop                                3
01175   Excel Basics                                                         3
01224   Ups and downs in a relationship                                     1,5
00580   Topical questions in Finnish Family work                             5
00189   Preparatory Studies in Mathematics                                   3
00194   Preparatory Studies in English                                       3
00195   Preparatory Studies in Swedish                                       3
                                                                             0
01291 Building confidence in presentations, 1.5 cr

The student is able to:
- tunnistaa ja analysoida esiintymisjännitystään

- käyttää omaa itsetuntemustaan pohtiessaan esiintymisjännitykseen liittyviä syitä

- löytää keinoja hallita esiintymisjännitystään

Contents of the study unit:
- orientaatiotehtävä aiheeseen

- esiintymisjännitys

- esiintymisjännityksen ilmenemismuodot

- kokemukset esiintymisjännityksestä

- selviytysmiskeinoja esiintymisjännitykseen

Study unit description:
Ryhmässä käsitellään esiintymiseen liittyviä kokemuksia ja harjoitellaan esiintymistä. Tavoitteena on lisätä
itseluottamusta, esiintymisvarmuutta ja myönteisiä kokemuksia harjoitusten avulla. Opintojaksolla perehdytään
aikaisempiin tutkimuksiin ja muuhun materiaaliin.


00498 Student tutoring, 3 cr

The student is able to:
• understand the objectives and operating methods of the university of applied science and their degree programme
• plan ways of encouraging and motivating new students
• orientate new students in the local learning environment and culture
• market Laurea and its opportunities for studying
• use the communicating and marketing skills needed in marketing Laurea
• act as mentors for students who need special support
• actively promote well-being in a work community

Contents of the study unit:
• intensive training shared by all Laurea student tutors
• planning of the tutoring process at each unit
• orientation of new students
• marketing Laurea’s studying opportunities
• acting as a student tutor
• developing competence in personal guidance and counselling

Study unit description:
The competence gained in the study unit relates to orientating new students and to behaving responsibly in typical
situations requiring student tutoring at Laurea or one of its units. Competence is based on understanding Laurea’s
objectives and the basic principles of its operating culture.


00202 Initial Test in English Skills, 0 cr

Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.


00203 Initial Test in Swedish Skills, 0 cr

Study unit description:
At the beginning of their studies, all students who have English and/or Swedish qualifications on prior certificates
required for studies at Laurea, or who have received previous instruction in English and/or Swedish take initial tests
in these languages. The initial tests are the same for all fields of study and may only be taken once. Students who
transfer between degrees within Laurea do not have to retake the test. The test is used to check the students’
starting level before language studies begin. Students who fail the test must take preparatory studies in the
language at the start of their studies. Having passed the preparatory studies, students obtain credits for inclusion in
elective studies.


01188 Narrative and bibliotherapy methods, 5 cr

The student is able to:
Opiskelija osaa käyttää narratiivisia ja kirjallisuusterapeuttisia menetelmiä työskennellessään eri asiakasryhmien
kanssa sosiaali- ja terveysalalla.

Contents of the study unit:
Narratiivinen lähestymistapa

Narratiivisuus asiakastyössä

Kirjallisuusterapian suuntauksia

Kirjallisuusterapian käyttö asiakastyössä


01159 Evaluation and development in early childhood education, 5 cr

The student is able to:
• jäsentää keskeisiä varhaiskasvatuksen arvioinnin ja kehittämisen lähtökohtia ja käsitteitä
• hankkia ja soveltaa tutkivalla otteella ajankohtaista tietoa ja muodostaa ammatillista näkemystä
varhaiskasvatuksen arvioinnista ja kehittämisestä lasten ja vanhempien osallistumisen näkökulmasta
• antaa ja vastaanottaa arviointia ja vertaispalautetta opiskelijakollegoiltaan omaa että toisen ammatillista osaamista
vahvistaen.

Contents of the study unit:
• Varhaiskasvatuksen arvioinnin ja kehittämisen keskeisiä lähtökohtia ja käsitteitä
• Arvioinnin eettisiä periaatteita
• Lasten ja vanhempien osallisuus varhaiskasvatuksen arvioinnissa ja kehittämisessä


01185 Lääkehoito sosiaalialalla, 3 cr

The student is able to:
Opiskelija osaa lääkehuoltoa koskevista säädöksistä sosionomin vastuualueen
Opiskelija osaa toteuttaa asiakkaalle sosionomin työnkuvaan kuuluvaa lääkehoitoa


Contents of the study unit:
Lääkehuoltoa koskevat säädökset
Lääkkeenantomuodot ja lääkkeenantotavat sekä lääkkeiden yleiset vaikutukset elimistössä
Lääkelaskutoimitukset ja hoitomääräyksen mukainen lääkeannostus
Aseptiikka lääkehoidon toteuttamisessa
01184 Orientation to Psychotherapies, 5 cr

The student is able to:

· tarkastella oman ajattelunsa ja toimintansa taustalla olevia arvoja, niiden lähtökohtia ja vaikutusta omaan
toimintaansa


· tunnistaa eri psykoterapeuttisten lähestymistapojen arvopohjat ja perusperiaatteet


· soveltaa psykoterapeuttista asennoitumista asiakastyöhön




01181 Nutrition and wellfare, 5 cr


01179 Development of Quidance and Teaching Skills, 5 cr

The student is able to:
Opiskelija osaa:
- suunnitella, toteuttaa, analysoida ja arvioida valitsemaansa ohjaus- tai koulutustapahtumaa.
- hyödyntää oppimiskäsityksiä ja opetussuuntauksia ja teorioita
- ottaa huomioon asiakkaan tarpeet ohjausta ja koulutusta suunnitellessaan ja toteuttaessaan.
- kehittävän ja uudistavan asenteen ohjauksen ja koulutuksen suunnittelussa ja koulutusmateriaalin tuottamisessa.
- itsensä jatkuvan ja monipuolisen ammatillisen kehittämisen


01178 Collective Expertise, 5 cr

The student is able to:
Opiskelija osaa:
- analysoida kollektiivisen työn, asiantuntijuuden ja tiedon käsitteitä
- kehittävän työntutkimuksen perusteet
- suunnitella kollektiivisia työyhteisön kehittämisprojekteja


01177 Welfare Entrepreneurship Venture, 5 cr

The student is able to:
· analysoida omaa ajatteluaan, tietojaan ja omaa toimintaansa
· suunnitella, organisoida ja kehittää omaa toimintaansa
· asettaa tavoitteita ja konkretisoida ne tilanteenmukaisesti
· toimia idearikkaasti, luovasti ja ideoita kiteyttäen sekä saada muut idean kehittämiseen mukaan
· käyttää erilaisia ideointimenetelmiä
· johtaa itseään sekä työskennellä muutoksessa ja erilasissa ympäristöissä


00305 Basic Finnish, 5 cr

The student is able to:
• learn the main principles of the Finnish language
• understand and use the most common expressions in Finnish in everyday situations

Contents of the study unit:
• everyday situations (e.g. requesting and giving information, travelling by public transport, using a post office)
• discussions about everyday subjects (oneself, family, living conditions, etc.)
• basic grammar, vocabulary and pronunciation

Study unit description:
The course provides an introduction to the Finnish language. Students will reach level A1 in accordance with the
Common European Framework.


00846 Wellbeing in internationalising society, 10 cr

The student is able to:
- analysoida alueellisen hyvinvoinnin haasteita elinolo-, asukas- ja asiakaslähtöisesti. Opiskelija tuntee suomalaisen
hyvinvointipalvelujärjestelmän ja osaa analysoida sitä suhteessa muihin alueellisiin ja kansainvälisiin hyvinvoinnin
tuottamisen tapoihin. Opiskelija ymmärtää sosiaalityön uuteen asiantuntijuuteen ja kansalaisnäkökulmaan liittyvät
haasteet sekä osaa analysoida omaa asiantuntijuuttaan. Opiskelija osaa toteuttaa tarveanalyysin ja suunnata
kehittämistoimintaa sen pohjalta.

Contents of the study unit:
• hyvinvointivaltio ja -yhteiskunta, hyvinvoinnin tuottamisen tavat kansainvälistyvässsä yhteiskunnassa
• avoin ja dialoginen asiantuntijuus
• kansalaisuus ja kansalaisyhteiskunta
• tarveanalyysi


00669 English for managers and professionals, 5 cr

The student is able to:
• communicate in international professional environment

Contents of the study unit:
• Written and oral English for business administration and security management

Study unit description:
The course emphasizes language skill in English important for managers and professionals. It develops students’
communication skills for varying managerial situations.


01114 Intensive English, 5 cr

The student is able to:
Tämä englannin intensiivikurssi on tarkoitettu opiskelijoille, jotka ovat suorittaneet englannin pakollisia opintojaan jo
useaan kertaan, mutta eivät ole saaneet kurssista suoritusmerkintää. Kurssia ei ole suunnattu jo annetun arvosanan
korottajille, sillä kurssin lopussa opiskelijat tekevät heiltä puuttuvan englannin kurssin kurssikokeen tai muun
puuttuvan kurssisuorituksen. Intensiivikurssille ei voi osallistua, jos koko kurssi on suorittamatta. Intensiivikurssilla
voi suorittaa vain puuttuvan kurssin osasuorituksia.

Contents of the study unit:
Pääpaino kurssin suorittamisessa on englannin kirjoittamisessa, sanavaraston laajentamisessa ja hallitsemisessa
sekä yksilöllisten tavoitteiden mukaisesti myös suullinen ilmaisun opettelemisessa ja vahvistamisessa.

Kurssin sisältö muokataan jokaiselle opiskelijalle yksilöllisesti, ja luennoilla käsitellään kaikille yhteisiä asioita. Etänä
opiskelijat suorittavat heille yksilöllisiä tehtäviä ja toimivat vertaispalautteen antajina sekä pareittain että
pienryhmissä. Jokainen opiskelija tähtää oman puuttuvan kurssinsa loppukokeen ymv. suorittamiseen tämän
kurssin viimeisellä luentokerralla.

Kurssin alussa jokainen opiskelija haastatellaan englanniksi yksilöllisesti, jotta saadaan kattava kuva opiskelijan
oppimistyylistä, kielitaidosta ja haasteellisimmista kielen oppimisen osa-alueista. Haastattelu on suositeltava, sillä
sen tuloksia käytetään hyväksi myös kurssin loppukokeen laatimisessa. Jos kurssikoe on jo läpäisty, voi kurssilla
tarpeen mukaan myös suorittaa muita puuttuvia osasuorituksia.

Study unit description:
Valmistautuminen:
Opiskelijoita pyydetään ottamaan ensimmäiselle luentokerralle mukaan seuraavat tiedot/ dokumentit:
1. Kopio edellisestä hylätystä loppukokeesta (jos mahdollista) ja edellisen opettajan yhteystiedot
2. Kopio opintorekisteriotteesta
3. Suoritettujen kurssien koodi ja toteutuskerran koodi
4. Edellisiä englannin kirjoitelmia, tehtäviä tai muuta tärkeäksi kokemaasi materiaalia
5. Sanakirja, jota aiot kurssin aikana käyttää (Internet-sanakirja ei käy)
Arviointi:

Kurssisuoritus arvioidaan seuraavasti, soveltaen seuraavia osa-alueita yksilöllisesti:
1. Suullinen ilmaisu (puhumisen harjoittelu, arjen kielitaito, haastattelu, presentaatio ymv) tai
2. Kirjallinen ilmaisu (ammattisanaston hallinta, kirjoittamisen perusteet, CASE-kirjoitelma, portfolio ymv) tai
3. Loppukokeen suorittaminen JA
4. Vertaispalautteen antaminen
Arviointi perustuu opiskelijan kyseistä kurssista aiemmin suorittamiin osasuorituksiin ja niiden numeerisiin
arviointeihin. Puuttuvat osasuoritukset/ puuttuva osasuoritus lisätään Winhaan ja kaikkien osasuoritusten keskiarvo
painoarvoineen muodostaa kurssin loppuarvioinnin.


Kurssi luennoidaan osittain suomeksi, jotta kielioppiasiat on helpompi hahmottaa, mutta suullisissa osuuksissa
työskennellään englanniksi.


01099 Working Methods in Senior and Elderly Care, 10 cr

Contents of the study unit:
Opiskelija perehtyy vanhussosiaalipalvelutyön ja gerontologisen kuntoutuksen viimeisimpiin tutkimuksiin ja eri
menetelmiin, erityisesti sosiokulttuurisiin menetelmiin. Opiskelija syventää moniammatillisen vanhustyön verkosto-
osaamistaan.

Study unit description:
Sisältöinä:
Moniammatillinen ja verkostoituva sosiaalipalvelutyö
Gerontologinen kuntoutus ja kuntouttava työtapa
Sosiokulttuuriset menetelmät


01105 Family Work in Russia, 5 cr

Contents of the study unit:
Opiskelija
- tutustuu Venäjän kulttuuriin ja sosiaali- ja terveydenhuoltoon
-osaa toimia ja soveltaa ammatillista osaamistaan Venäjällä osallistumalla työhön omassa tiimissä mentorin johdolla
-saa tukea persoonalliseen ja ammatilliseen kasvuunsa mentoreiden ohjauksen ja oman tiimin avulla
-osaa tunnistaa ja käsitellä kulttuurieroavaisuuksia ja niiden herättämiä tunteita ja ristiriitoja muiden kanssa
-ymmärtää paremmin erilaisia kulttuureja ja erilaisuutta sekä osaa toimia monikulttuuristen asiakkaiden kanssa.

Study unit description:
Toiminta Venäjällä tukee Kikkerin kylän ja Volosovan alueen perheiden arjesta selviytymistä yhdessä paikallisten
toimijoiden kanssa.

Toiminnan tavoitteina ovat
-perheiden ja vanhusten selviämisen tukeminen heidän omissa kodeissaan Kotipartion avulla
-Kikkerin palvelutalon toiminnan kehittäminen
-Kikkerin kylässä asuvien yksinhuoltajien perheiden arjesta selviytymisen tukeminen
-yhteistyön ja toiminnan kehittäminen Volosovan toimintakeskuksen ja lastenkodin kanssa
-yhteistyön mahdollisuuksien selvittäminen Volosovan sairaalan ja Sairaanhoito-opiston kanssa.


00064 Professional Development in Practice III, 10 cr

The student is able to:
• plan, implement and evaluate nursing in order to promote customers’ health and well-being in life’s turning points
• adapt the latest evidence-based knowledge of nursing, medicine and other sciences to nursing and to justifying
their actions

Contents of the study unit:
• planning, implementing and evaluating nursing in order to promote customers’ health and well-being in life’s
turning points
• planning, implementing and evaluating palliative nursing
• planning, implementing and evaluating terminal care
• multiculturalism and cultural nursing
• rehabilitation-promoting approach to work

Study unit description:
Knowledge-based and skill-based professional competences are integrated into the health care environment and
the students’ skills become evident in their professional growth and development. Students evaluate their learning
and skills and prepare personal development plans. Job placements are supervised, and support for professional
development comes from self-evaluation, peer evaluation and the supervisors’ evaluation
The job placements to promote professional development take place in Laurea’s learning environments and
projects, as well as in basic public health centres, special health care units, private companies, associations,
organisations and ICT networks or other welfare networks.


Previous studies:
Students must have completed the studies promoting professional development set in their personal study plans
before Job Placement III.


00030 Child-Focused Work and Supporting Parenthood, 10 cr

The student is able to:
• arvioida perheen voimavaroja ja tuen tarpeita edistääkseen lapsen, nuoren ja perheen hyvinvointia
• vahvistaa lasten, nuorten ja perheiden kulttuurisia ja sosiaalisia voimavaroja yhteisöissä ja yhteiskunnassa
• arvioida ja hyödyntää kriittisesti asiantuntijaosaamistaan
• kehittää lapsi- ja perhelähtöisiä toimintamalleja systemaattisesti tietoa jäsentäen
• tunnistaa ja analysoida lapsen etuun liittyviä eettisiä ongelmia

Contents of the study unit:
• perhelähtöinen työskentely sekä vanhemmuuden tukemisen ja perhetyön menetelmät
• lapsilähtöinen työskentely
• ennaltaehkäisevä lastensuojelutyö ja lapsen etu
• monikulttuurinen kasvatustyö
• lapsen ja nuoren kasvun erityishaasteet


01095 Developing Care of Older Adults, 5 cr


01096 Health Assessment, 5 cr


00845 Social and Health Care in Finland, 5 cr

The student is able to:
- understand the Finnish social and health care system in the context of national and international health policy
- identify and evaluate the social and health needs in individual
and community level in Finland compared to his/ her own country
- recognise differences and similarities in the social and health care
service systems, health care programs, laws and regulations compared to his/ her own country
- recognise differences and similarities in methods of health promotion and health education compared to his/ her
own country
- plan, implement and evaluate individual or family or community –focused guidance.

Contents of the study unit:
- global and national trends in health issues, social and health policy
- social and health problems in Finland and in other countries, prevention of diseases
- health care service systems, service and care chains, regulations, organisations
- evidence based health promotion, community-focused methods of health promotion
- guidance, consulting and networking in nursing, welfare technologies in
guidance.

Study unit description:
Self directed preparatory assignment, lecturers, study visits, group work, seminars, individual tutorial support.


00844 Social and Health Care in Cultural Perspective, 5 cr

The student is able to:
- be aware of his/her cultural and professional knowledge and skills in the multicultural and multidisciplinary issues
- gain more cultural know-how and competence in working in international
environments and society
- evaluate their own value bases from the multicultural and multidisciplinary point of view
- recognise the significance of their professional actions in relation to global interactions and sustainable
development

Contents of the study unit:
- study abroad - learning and living in different culture
- students experiences of cultural differences, living and learning abroad
- social and health education in different countries
- ethical issues and special questions in different cultures, fields of social and health services
- health promotion and mental health issues in different countries
- using the know-how of seniors in different countries
- International week at Tikkurila Laurea in March 2009

Study unit description:
The competence in this study unit focuses strongly to cultural and globalisation issues in social and health care. This
unit includes also every year an International seminar and week which has a specific topic each year as “Joint
activities and learning in the field of Health Care and Social Services”. In this study unit will be presented some of
the latest results and progress in the research and development projects that are on going in cooperation with the
international partners of Tikkurila Laurea. Visiting international exchange students together with Laurea students
have a possibility to present current topics from their own perspective.


00843 Health-Promoting Environment, 6 cr

The student is able to:
- understand and identify factors affecting health and the environment
- assume responsibility for developing the health and safety of the environment
- to support the health of an individual, family and community

Contents of the study unit:
Maternity care/ Reproductive health 3 cr ECTS
- global challenges to reproductive health
- family nursing / parenthood
- promoting the health of the woman and her family during the pregnancy and postpartum

Community nursing 3 cr ECTS

- environment and community as a concept
- national and international health care action plans promoting well-being and
health of the population (e.g. Health 2015 public health programme)
- environmental health effects and their prevention
- community profile and analysis

Study unit description:
The competence gained in the study unit relates to managing health promotion in various human communities and
environments. It is based on an environment-, community-focused and family-based operating models. The focus is
on influencing the environment’s physical, social and symbolic elements as well as promoting the well-being and
health of the population.


01097 International Orientation for Exchange Students, 5 cr

The student is able to:
Ennen vaihtoa:
Opiskelija osaa perusteet kohdemaansa historiasta ja kulttuurista ja ymmärtää niiden vaikutuksen jokapäiväiseen
elämään.
Opiskelija osaa hahmottaa oman ammattialansa käytännön toimintaa vieraassa kulttuurissa ja soveltaa ammatillista
osaamistaan.
Opiskelija osaa työskennellä erilaisten asiakasryhmien kanssa sekä erilaisissa työyhteisöissä.


Vaihdon aikana:
Opiskelija osaa tunnistaa ja käsitellä mahdollisia kulttuurieroavaisuuksia ja niiden herättämiä tunteita.
Opiskelija osaa toimia kohdemaan kulttuurissa ja oppii tunnistamaan ja arvostamaan erilaisuutta.


Vaihdon jälkeen:
Opiskelija ymmärtää paremmin erilaisia kulttuureja ja erilaisuutta, osaa toimia monikulttuuristen asiakkaiden kanssa.
Opiskelija tunnistaa erilaisten asiakasryhmien ja kulttuurien herättämiä tunteita ja ristiriitoja ja käsittelee omia
tunteitaan muiden kanssa.

Contents of the study unit:
- Kansainvälinen opiskelu ja käytännön järjestelyt
- Optiman työtilan hyödyntäminen kansainvälisessä vaihdossa

Study unit description:
Oppimistehtävät, jotka kuuluvat valmennukseen:

- Kirjallinen suunnitelma käytännön järjestelyistä ennen vaihtoa: Opiskelija kirjaa itse muistettavat asiat ennen
vaihtoon lähtöä ja aikatauluttaa ne omaa vaihtoon lähtöään ajatellen. Muistettavia asioita ovat mm. tarvittavat
lomakkeet (Kela, vaihtokoulu, apuraha jne.), asunnon hankkiminen (mistä ja milloin), rokotukset jne.
Täytä myös lomakkeet Go Abroad -työtilasta: Before exchange / Assignments
Suunnitelma katsotaan yhdessä oman koordinaattorin kanssa.

-Optimassa on kaksi virtuaalista kv-valmennuksen työtilaa:
 - YY7139 Valmennus kansainväliseen vaihtoon
 - Go Abroad – Laurean yhteinen virtuaalinen työtila kaikille vaihtoon lähteville opiskelijoille.
Hyödynnä seuraavia työtilan osioita:

B= Before the exchange,


01003 Marginalisaation erityiskysymykset, 10 cr
The student is able to:
• perehtyä ja toimia valitsemallaan osaamisalueella osallisuutta vahvistaen ja asiakkaan kuntoutumista edistäen
• ohjata asiakasta yleisiin ja erityispalveluihin


Contents of the study unit:
• osaamisalueen palvelujärjestelmien, verkostojen ja työmenetelmien tunteminen
• yleis- ja erityispalvelujärjestelmät ja palveluohjaus

Study unit description:
Opintojakson toteutuksissa voi painottua
• huono-osaisuus, köyhyys, työttömyys, asunnottomuus sekä niihin vaikuttaminen
• päihde- ja mielenterveysongelmat sekä päihde-, kriisi-, mielenterveys- ja kriminaalityö
• seksuaalivähemmistöt
• sukupuolisensitiivinen sosiaalityö, mies- ja naiserityinen erityinen työ
• sosiaaligerontologinen työ
• vammaisuus ja vammaistyö
• etniset vähemmistöt ja monikulttuurinen sosiaalityö


Previous studies:
Asiakastyön harjoittelu - opintojakso sekä vähintään 10 op vaihtoehtoisia syventäviä opintoja tai vastaavat tiedot.


00032 Becoming an Inspirer, 10 cr

The student is able to:
• hyödyntää omia luovia voimavarojaan toimiessaan innostajana
• toimia tavoitteellisesti, suunnitella, ohjata ja arvioida luovan toiminnan ryhmäprosesseja asiakkaan yksilöllisten ja
yhteisöllisten tarpeiden ja voimavarojen suunnassa
• soveltaa moniaistisia, eheyttäviä ja osallistavia työskentelytapoja asiakkaan arjessa ja erilaisissa yhteisöissä

Contents of the study unit:
• musiikin, draaman, kuvan ja liikkeen kieli
• sosiokulttuurinen työ
• terapeuttinen luova toiminta


00073 Welfare Entrepreneurship, 5 cr

The student is able to:
• recognise their own strengths as entrepreneurs
• recognise customer potential for an operating environment which uses an investigative, innovative approach
• predict opportunities arising in the operating environment
• create a realistic, customer-oriented, profitable business plan

Contents of the study unit:
• operating environment analyses
• internal company analyses
• business ideas and business plans
• planning the finances and funding of a start-up company
• choosing a form of enterprise and the rules steering business activities

Study unit description:
The study unit looks at entrepreneurship from the point of view of service competence. Welfare entrepreneurship
and opportunities latent in the operating environment. Designing a welfare service business.


00632 Career planning in the life-span, 5 cr
The student is able to:
The student investigates his/her life-span, choices, values and career history in order to map his/her career path.
The student will obtain tools for career planning and will be capable to evaluate and market his/her competencies.
The student will set goals for developing own competencies and will plan his/her career. The student knows his/her
possibilities in the work market today and in the future and knows how to use the information as part of career
planning.

Contents of the study unit:
Getting into the Finnish work market, writing an application and CV
Marketing ones competencies and personal networking
Life choices and career planning
Flexible career and life-long development
Meeting changes and controlling them
Alternative ways to get into work market
Self-assessment, writing a career plan, discussions in the Optima environment, application and CV. The material
and learning assignments are in Optima.


01103 Support course to be a friend to a schoolchild, 3 cr

The student is able to:
Opiskelija osaa toimia tukihenkilönä lapselle ja nuorelle. Opiskelija saa
tietoa tukihenkilötoiminnasta, lapsen ja nuoren elämäntilanteista ja
haasteista yhteiskunnassa. Opiskelija saa harjoitusta lapsen tai nuoren
henkilökohtaiseen kohtaamiseen.

Contents of the study unit:
Tukihenkilön rooli ja vastuu, tukihenkilösuhteen luominen ja
ylläpitäminen, vuorovaikutus tukisuhteessa, kouluikäisen lapsen/nuoren
hyvinvointiin liittyvät näkökulmat, oppilashuoltotyö,
Tikkurilan/Hakunilan alueen perheiden palvelut

Study unit description:
Aiheeseen tutustutaan Hakunilan alueen työntekijöiden luentojen sekä opintokäyntien avulla.

Tukihenkilö –opintojakson jälkeen on mahdollisuus toimia tukihenkilönä Hakunilan alueen koululaiselle, joko
pienemmälle tai
isommalle. Jotta tukihenkilöstä olisi lapselle mahdollisimman suuri hyöty, tukihenkilöltä toivotaan vuoden mittaista
sitoutumista.
Opintojakson suorittaminen ei velvoita tukihenkilöksi ryhtymiseen. Tukihenkilönä toimiville on järjestetty työnohjaus
ja tukihenkilöinä
toimiville maksetaan kulukorvausta.


01110 Growth in groups, 2 cr

Contents of the study unit:
Elämäntaito - opintojaksolla löydetään keinoja ehkäistä stressiä, uupumusta ja masennusta. Tavoitteena on lisätä
tietoisuutta omista mielialoista ja taitoja vaikuttaa niihin. Opintojaksolla opiskellaan työkirjan tehtävien avulla
toimintojen, ajatusten, ongelmanratkaisutaitojen ja sosiaalisten suhteiden vaikutusta mielialaan. Opintojaksolla
rakennetaan oma työkalupakki masennuksen ehkäisemiseksi ja lievittämiseksi.
Elämäntaito - opintojakso on tarkoitettu ammattikorkeakouluopiskelijoille, joilla on lieviä masennus-uupumusoireita.
Tämä opintojakso ei ole terapiaa vaan jaksamista ja selviytymistä tukevaa ryhmätoimintaa.


Study unit description:
Opintojaksolle osallistuminen edellyttää kurssikirjan ostamista (7 euroa), jonka opiskelija lunastaa ensimmäisellä
kurssitapaamisella. Opintojaksolle otetaan kymmenen opiskelijaa, jotka pystyvät osallistumaan kaikille kymmenelle
kerralle.
Opintojakson puitteissa tavataan kymmenen kertaa viikoittain 2 tunnin ajan. Ensimmäisen kerran tavataan
1.10.2009 klo. 16.00 – 18.00. Seuraavat kerrat ovat 8.10., 15.10., 22.10., 29.10., 5.11., 12.11, 19.11, 26.11. ja
3.12.2009 klo. 16.00 – 18.00.


01104 WhatAboutMedia - children and young people in workshop activities, 3 cr

The student is able to:
Opiskelija saa valmiudet järjestää lapsille tai nuorille
toiminnallinen työpaja, käyttäen hyväksi mediakasvatuksellisia keinoja.

Contents of the study unit:
Mediakasvatus, nuorten omaehtoinen toiminta, toiminnalliset
menetelmät, ryhmän ohjaaminen, lasten ja nuorten mediamaailma,
projektin suunnittelu, tiedotus ja markkinointi.

Study unit description:
Opintojakso on tarkoitettu opiskelijalle, joka kaipaa käytännön tekemistä teoriatiedolla höystettynä. Opinnon aikana
toteutetaan
pareittain mediapaja joko ylä- tai alakoululaisille. Pajakertoja
järjestetään 6 tai 7. Opintojaksoon kuuluu myös verkko-opiskelua, joka toteutetaan yhteisesti
Hyvinkään Laurean kanssa. Koko opintojakson ajan tukenasi ovat muut
opiskelijat sekä opettajat. Opintojaksolla 80%:nen läsnäolo (yhden
4h kerran voit olla poissa), poissaolo korvataan korvaavalla tehtävällä.
Lähiopetusta n. 20 tuntia.

Previous studies:
Ei lähtötasovaatimuksia.


01176 Basic Image Processing with Photoshop, 3 cr

The student is able to:
• digitaalisen kuva
• värijärjestelmät
• kuvan koko ja resoluutio
• kuvan peruskäsittely
• kuvan peruskorjaukset
• syvääminen
• tasojen käyttö
• tallentaminen

Contents of the study unit:
Keskeiset toiminnot Photoshop-ohjelmalla (versio CS2)

Study unit description:
Opiskelija saa valmiuksia Photoshop-ohjelman eri toimintoihin.

Previous studies:
Tietotekniikan perusteet


01175 Excel Basics, 3 cr

The student is able to:
• käyttää yleisempiä laskentakaavoja
• muotoilla taulukoita
• tehdä kaavioita ja muotoilla niitä
• lajitella tekstiä ja lukuja sisältäviä taulukoita sekä suodattaa tietoja
• hakea tietoa laajoista taulukoista

Contents of the study unit:
Keskeiset taulukkolaskenta-, grafiikka- ja tiedonhallintatoiminnot

Study unit description:
Opiskelija saa valmiuksia taulukkolaskentaohjelman eri toimintoihin.

Previous studies:
Tietotekniikan perusteet


01224 Ups and downs in a relationship, 1.5 cr

The student is able to:
Opimme kurssilla omien taustojen merkitystä parisuhteelle, parisuhteen vaiheita, roolimalleja, tunteiden
tunnistamista, ristiriitojen käsittelyä, viestintää, yksinäisyyden ja kumppaniin kohdistuvien toiveiden käsittelyä,
seksuaalisuutta sekä pettymysten ja eron selvittelykeinoja.
Kurssi sopii kaikille, jotka haluavat kehittää parisuhdetaitojaan riippumatta siitä, onko kurssin aikana yksin vai
yhdessä.

Contents of the study unit:
Kurssi evästää osallistujaa suhteen luomisen, seurustelun ja yksinäisyyden syheröissä sekä selventää omaa kuvaa
suhteissa muihin ihmisiin.

Study unit description:
Työtapoina käytämme toiminnallisia menetelmiä, lyhyitä alustuksia ja keskustelua.


00580 Topical questions in Finnish Family work, 5 cr

The student is able to:
- kuvata perheen kehitysvaiheet ja hahmottaa niihin liittyviä erityispiirteitä
- tunnistaa terveen ja toimivan perheen keskeiset piirteet
- hyödyntää omassa työssään perhetyön menetelmiä
- hahmottaa perhetyön näkemyksen osana omaa ammatillista orientaatiotaan
- kuvata perhetyön keskeisiä ajankohtaisia haasteita

Study unit description:
- Opiskelija syventyy tarkastelemaan omaa käsitystään perhetyöstä osana omaa
ammatillista työorientaatiotaan. Hän tutustuu perhetyön työmenetelmiin ja
rohkaistuu hyödyntämään niitä omassa työssään. Osaaminen ilmenee opiskelijan
kyvyssä tarkastella perhettä kokonaisuutena ja hän tunnistaa perheen
kehityksessä erilaisia vaiheita. Osaaminen rakentuu opittujen käsitteiden ja
aiemman osaamisen sekä vertaisryhmässä opitun kokonaisuudessa


00189 Preparatory Studies in Mathematics, 3 cr

The student is able to:
• demonstrate the basic skills of mathematical applications required by his / her field of study

Contents of the study unit:
• recapitulation of upper secondary school mathematics

Study unit description:
Student practices his / her mathematic skills and develops preparedness to complete studies in
mathematical applications within the main courses.
00194 Preparatory Studies in English, 3 cr

The student is able to:
• master basic English vocabulary and grammar
• use various methods for improving their language skills

Contents of the study unit:
• main structures of the English language
• basic English vocabulary

Study unit description:
Students improve their skills in communicating in English as preparation for completing actual studies in the
language.


00195 Preparatory Studies in Swedish, 3 cr

The student is able to:
• master basic Swedish vocabulary and grammar
• use various methods for improving their language skills

Contents of the study unit:
• main structures of the Swedish language
• basic Swedish vocabulary

Study unit description:
Students improve their skills in communicating in Swedish as preparation for completing actual studies in the
language.