Opetussuunnitelma
2010
Sosiaali-, terveys- ja liikunta-ala
Laurea Otaniemi
Ammattikorkeakoulututkintoon johtava koulutus
Curriculum
2010
Social Services, Health and Sports
Laurea Otaniemi
Bachelor's degree programmes
Opetussuunnitelma · Sosionomikoulutus (SSG), Laurea Otaniemi · Ryhmä SSG10SN
Opetussuunnitelma 2010 – SSG10SN (englanniksi)
Curriculum · Degree Programme in Social Services (SSG), Laurea Otaniemi · Group SSG10SN
Curriculum 2010 – SSG10SN (in English)
Curriculum 2010 – SSG10SN (in English)
Show text version
LAUREA UNIVERSITY OF APPLIED SCIENCES
Degree Programme in Social Services (Laurea Otaniemi, sote), SSG10SN
Learning concept at Laurea
Universities of applied sciences have three tasks set by law: research and development, regional development, and
pedagogy. The effective integration of these three tasks has been seen as one of the keys to the successful
completion of Laurea's statutory duties. The aim for Laurea is to produce competent graduates who become
research-oriented developers of their work and their fields. A further aim is to develop and renew labour market
competence through research and to produce innovations that make use of multidisciplinary competence to have an
impact on our surroundings.
Laurea's learning concept is embodied in the Learning by Developing model, which has been rewarded by the
Finnish Higher Education Evaluation Council. The objective of learning is competence, which is visible as new ways
and means of working, and which allows for renewal of the labour market and the field. Learning by Developing
takes place in workplace-oriented projects in which students, lecturers, workplace experts and customers work
together to develop innovative solutions.
Students are seen as partners who, as their competence develops, are able to take on increasing responsibility and
make use of their creativity to complete research and development tasks. Students acquire competence in learning
environments comprising diverse workshops and labs. Professional competence is constructed out of the integrated
combination of empirical data, a deep understanding of it, and skills in doing and handling situations. Working
together to build knowledge-based skills leads to competence that allows students to manage diverse situations in
the constantly changing world of work.
Learning at Laurea progresses through an orientation of skills. Scientific data is significant as a tool. Learning directs
students to process knowledge and to select ethically significant knowledge that can be utilised and applied in
development projects that correspond to their degrees. Laurea places importance on ensuring that students grow
into skilled experts who can renew the labour market. Workplace-oriented development projects as learning
environments allow for genuine learning, the construction of partnership networks, the application of meaningful
experiences and the development of creativity and research orientation. In the work-oriented development projects,
individuals and the target community develop their competence together. In addition, they generate new knowledge
for developing and reforming the labour market.
Learning environments
The aim of the learning environment is to facilitate the achievement of learning outcomes while supporting the
generation and development of new competence. Laurea's learning environments utilise internal and external
networks and are in constant interaction with the workplace. Regional influence increases through 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. Students grow into developers by carrying out development tasks and by interacting in
competence networks.
Practical applications of learning environments include initiatives and projects that form innovation environments for
the community, as well as various operating spaces designed for learning and development, competence hubs and
development labs.
The student's role and responsibility in learning
In Laurea’s work-oriented research and development projects, the concept of partnership implies cooperation
between teachers, experts from the labour market and students. The cooperation is based on responsible
commitment to the development project. Studying at Laurea requires critical thinking, problem-solving skills, self-
directiveness, a proactive attitude and cooperation skills from students. The studies place a focus on an
independent attitude. In development projects, all participants are seen as learners, because the projects aim to
produce change and generate something new. Partnership also means mutual respect and appreciation for diverse
skills. The progress of the development project requires sharing competence and building new competence out of
different areas of expertise. Students participate as partners who build their competence by obtaining new tools and
by taking part in various research and development initiatives.
The teacher's role at Laurea
The teacher's role in development projects can be described as that of an expert, a participant and a pedagogical
leader. The teacher cannot transfer competence to students but guides the student's learning process.Depending on
their roles, Laurea's teachers are both researchers and developers, influencers in regional development, and
pedagogues. Teachers who work as researchers publish reports that demonstrate the effectiveness of development
projects as reformers and developers of competence in the labour market. As a developer, a teacher is responsible
for ensuring the progress of a development project.
Structure of the curriculum
Laurea’s curricula are based on themes and study units. A theme refers to a wider competence area that typically
requires that a student master several study units within the subject area. The contents of the themes and study
units cover the core vocational competence in the field. Annual themes form an umbrella for studies from the
perspective of increased professional growth. The curriculum contains the nationally defined generic competences
(see Table 1) as part of the objectives set for the themes or study units. Mastering the generic competences
ensures vocational education that meets the requirements set for the level to be obtained at universities of applied
sciences, and mastering the themes builds competence needed in working life.
Table 1. National generic Competences (Arene 2010)
Generic competences Description of the competence, bachelor level
LEARNING COMPETENCE • is able to self-evaluate and develop one’s
competence and learning style orientation
• is able to retrieve and analyze information and
evaluate it critically
• is capable of taking responsibility for
collaborative learning and sharing knowledge in
teams
ETHICAL COMPETENCE • is able to take responsibility for one’s own
actions and for the consequences of these
actions
• is able to work according to the ethical principles
of the subject field
• is able to take other people into account in one’s
actions
• is able to apply the principles of equality
• is able to apply the principles of sustainable
development
• is capable of social influencing using one’s know-
how and based on ethical values
WORKING COMMUNITY COMPETENCE • is able to operate as a member of a work
community
• is able to operate in communicative and
interactive situations in working life
• is able to utilize information and communications
technology in one’s subject field
• knows the working life in one’s subject field and
is able to create personal contacts in working life
and to operate in professional networks
• is capable of decision making in unpredicted
situations
• is ableto apply the principles of organizational
management and leadership in working life and
has abilities for supervision tasks
• possesses entrepreneurial skills
INNOVATION COMPETENCE
• is able to conduct research, development and
innovation projects applying the existing
knowledge and methods of the field
• is able to work in projects
• is capable of creative problem solving and
development of working methods
• is able to find customer-oriented, sustainable and
profitable solutions
INTERNATIONALIZATION COMPETENCE • possesses communicative competence
necessary for one’s work and for professional
development in the subject field
• is able to operate in a multicultural environment
• takes into account the effects of and
opportunities for internationalization development
in one’s own field
Competence evaluation
Competence evaluation is based on the objectives described in the curriculum. These objectives define the
requirements that students have to meet to achieve their degree titles. Competence evaluation shows how well the
set objectives have been met. On the one hand, competence is seen as knowledge, skills and values, and on the
other hand, as experience. Evaluation through development projects looks at an individual's and the project
community's learning, the progress and significance of different processes, and the results achieved.Study units are
evaluated on a numerical scale of 0 to 5 or on a pass/fail (H/0) basis. The evaluations apply criteria developed for
evaluating the competence of students at the beginning of their studies and at graduation (see Table 2). The
evaluation criteria for each study unit are given in the study unit's syllabus.
Table 2. Evaluation criteria for initial stage and graduation stage students
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
EXCELLENT • Apply professional concepts • Apply professional concepts
expertly. expertly and extensively, and
grade 5 manage the big picture.
• Comply with occupational safety • Develop occupational safety of
Students are able to: instructions responsibly and their operating environment.
independently. • Develop operating methods by
• Justify activities using research comparing, combining and
knowledge. selecting research knowledge.
• Work independently and take • Work independently and
initiatives in line with objectives. innovatively in line with objectives.
Operations are often flexible, Activities are mostly creative,
systematic, development-oriented, focused on developing the
creative and active. workplace and distinctly
• Select the appropriate professional.
techniques and models for • Select, combine and develop
activities, and justify the choices. appropriate techniques and models
• Act in customer-oriented ways for activities.
and according to the situation. • Take initiatives and act
• Promote group activities. responsibly in customer relations,
• Able to critically apply ethical and understand the meaning of
principles in the subject field in customer relationships for the big
one's conduct and tasks. picture.
• Develop and renew activities of
multidisciplinary teams.
• Critically apply ethical principles
in the subject field in complex and
unanticipated situations.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS GRADUATION STAGE
STUDENTS
GOOD • Apply professional concepts • Apply professional concepts
systematically. expertly.
grade 3 • Apply occupational safety • Take care of occupational safety
instructions in their activities. for themselves and the work
Students are able to: • Justify, compare and analyse community, and perceive
their activities using general development objects.
guidelines. • Select methods of operation in
• Able to cope independently in accordance with research
different tasks in each operating knowledge and guidelines.
environment. • Work systematically and critically
• Apply acquired techniques and in line with objectives in complex
models diversely. situations. Operations are often
• Act professionally in customer flexible, systematic, creative and
situations. active.
• Work in a group in line with • Select the appropriate
objectives. techniques and models for
• Justify their activities in activities, and justify the choices.
accordance with ethical principles. • Prioritise and maintain customer
relationships.
• Promote group activities.
• Critically apply ethical principles
in the subject field in one's conduct
and tasks.
BACHELOR'S DEGREE INITIAL STAGE STUDENTS
GRADUATION STAGE
STUDENTS
SATISFACTORY • Apply most important/individual • Apply professional concepts
and appropriate professional systematically.
grade 1 concepts, and indicate their • Comply with occupational safety
familiarity with the knowledge base. instructions responsibly and
Students are able to: • Act safely, although activities are independently.
often schematic/ experimental/ • Justify and analyse their
fumbling/ self-involved. activities using general guidelines
• Comply with rules and and in accordance with evidence-
intructions, and justify their based information.
activities using provided • Act professionally and
instructions. responsibly in unanticipated
• Act appropriately under guidance. customer and problem situations.
• Use acquired techniques and • Work independently in different
models. tasks in each operating
• Take customers into account in environment.
their actions. • Apply acquired techniques and
• Act as group members. models diversely
• Act in accordance with ethical • Act in customer-oriented ways
principles. and according to the situation, and
understand customer needs.
• Work in a group in line with
objectives.
• Act and justify their activities in
accordance with ethical principles.
Degree programme's quality evaluation and development
The quality of Laurea’s operations is monitored and developed with the quality assurance system (picture 1.). The
aim of the quality assurance system is e.g. to extensively guarantee the quality of education and of other activities,
systematically produce quality-related data for the development of the operations and to promote recognition of
insufficient quality.
Processes have been described as support for Laurea’s basic operations. The core process is the Learning by
Developing process, its implementation is supported by the Education process, the Strategy and Management
process and the HR process.
Strategy Implementation Plan, where the critical success factors and their indicators have been defined, functions
as a tool for monitoring and evaluating operations. Central indicators for a degree programme’s quality assurance
are e.g. progress of studies, learning through research and development, dropout rate, completion of studies and
development of compentence in graduating students. The results according to the indicators are discussed annually
and based on them the appropriate measures for the development of operations are defined.
Besides the data related to critical success factor indicators, Laurea also collects other feedback and evaluation
data in order to develop the quality of a degree programme. The degree programme specific curriculum is evaluated
annually. In addition to personnel also students and working life representatives take part in the evaluation.
Students’ most important channel of evaluating and developing operations is the student feedback system. Student
feedback system includes feedback questionnaires that measure the quality of education, student’s professional
growth and student wellbeing as well as immediate feedback. Collecting feedback data, its systematic processing
with students and personnel as well as versatile exploitation of the data enable continuous quality development in
education.
Students are actively involved in different development teams both on Laurea and local unit levels. Consultation
meetings between student union LAUREAMKO and the steering group are organised regularly. The aim of the
meetings is to take into account the students’ points of view in the development of the operations. The consultation
meetings are held both on Laurea and local unit levels. Student members participate also in Laurea’s internal audits
which are organised once an academic year. Through the internal audits students contribute to the quality
development of education and other operations.
Laureas curriculum as a part of the European Higher Education Area
Finnish higher education institutions have reformed their curricula in accordance with the creation of the European
Higher Education Area, i.e., the Bologna Process. The EU's strategic objectives regarding education also guide
education in Finland. The Bologna Process covers a total 46 of countries, including some outside the EU. The aim
of the Bologna Process is to establish a consistent, compatible and attractive Higher Education Area in Europe by
2010.
To promote the adoption of internationally understandable, 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 first-cycle (Bachelor’s) degree, after which they have the opportunity to
obtain a Master’s degree. The requirement for access to Master’s training is an undergraduate degree plus three
years’ work experience. The long-term objective is that approximately 20 per cent of Bachelor’s graduates will take a
Master’s degree.
Finnish universities of applied sciences adopted ECTS (European Credit Transfer and Accumulation System) credits
in 2005. In the ECTS, one academic year equals 60 credits. The ECTS is a student-centric system. It is based on
the student workload needed to achieve the targets set for each degree programme.
The curricula describe the learning outcomes and competence. From the point of view of promoting international
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 targets to concrete competence requirements and
definitions in the labour market.
Laurea’s competence-based curriculum takes into account the demands of the Common European Framework.
Studies are accumulated in the form of credits, and study units form larger modules. Competence is defined in terms
of the students’ learning outcomes. Currently resources are being directed towards further enhancing the ability of
the curriculum implementations to generate new competence and innovations for Laurea’s operating environment.
Sources:
The Bologna Process
http://www.minedu.fi/OPM/Koulutus/artikkelit/bologna/index.html
Global challenges and sustainable development in the curricula
The activities of the higher education institutions are based on responsibility, sustainable development and
understanding and appreciating diversity within the higher education community.
A suggested measure of the Strategy for the Internationalisation of Higher Education Institutions is that the higher
education institutions will increase education and research cooperation based on national and international
networking in order to contribute to the attainment of the goals of the UN Decade of Education for Sustainable
Development 2005-2014. Laurea’s curricula will be developed according to the Strategy for the Internationalisation
of Higher Education Institutions 2009-2015. Out of Laurea values sense of community and social responsibility
represent these perspectives most clearly. Moreover, ethical competence of the generic competences of university
of applied sciences degrees also means the ability to apply the principles of sustainable development in one’s own
work. Functioning in the globalising world requires the higher education institutions to critically consider the ethicality
of their operational principles.
The goal is that all Finnish degree programmes have at least 30 cr. of studies in foreign language in their curricula.
The local units proceed towards this goal gradually. In some degree programmes the goal has already been
reached. The goal is also to produce competence that enables participating in solving global problems and building
activities on an ethically sustainable foundation.
Source: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm23.pdf?lang=fi
Operating environment
The operating environment for social services is changing. Globalisation, changes in the economy and industry, and
technological advances are reflected in the lives of individuals, families and communities. The aging of the
population, multiculturalism, increased socioeconomic differences and environmental issues set new challenges for
social services. The social service structure is shifting towards customer-oriented and network-based services. The
significance of immediate communities and private services is growing in welfare service production. Responding to
the challenges of social services requires new types of creative and technological solutions in service production.
Laurea's area of operation is characterised by population growth, technological development, networks with other
higher education institutions as well as internationality and multiculturalism. Lifestyles in the region of Uusimaa vary
from an urban culture to rural community cultures. The aging of the population will be a major challenge for welfare
services in Uusimaa in coming years. Other challenges are related to supporting the everyday lives of families with
children living in widely different conditions, to various social problems and to factors that cause social
marginalisation, such as unemployment, homelessness, addiction and mental health problems and crime.
Bachelors of Social Services graduating from the Degree Programme in Social Services find employment in a wide
range of positions in social services, most commonly as social welfare workers, counsellors, senior counsellors,
kindergarten teachers, family workers or project managers. Bachelors of Social Services can function in various
tasks that require expertise, such as planning, implementing, evaluating, coordinating and developing.
Expertise
The aim of the degree programme is to train experts in social services involved in education, rehabilitation,
prevention and maintenance of functional ability. The value base of social services is founded on respect for people
and social justice. Graduates function as experts and supporters of people in everyday life in the field of social
services.
The field of social services consists of working with people. Interaction, empathy, responsibility, individual and group
management, and holistic encounters with people form the core competence of the field. It is important that
customer work acknowledges the circumstances of people in changing social situations.
The degree programme trains experts in the broad field of social services, which enforces customer participation.
Competence in social service methodology and operating procedures, an investigative and developmental
approach, reflective expertise, evaluation, quality of operations and management are important.
Competences
The competence of a Bachelor of Social Services is based on social and behavioural science theory. The main
methodological foundations are related to social work, social pedagogy, and a creative and functional orientation.
The core competences of a Bachelor of Social Services are (Mäkinen et al. 2009):
• Ethical competence in social services
Bachelors of Social Services have adopted the values and professional ethics in social services, and commit to
function accordingly
• Competence in customer work
Bachelors of Social Services are able to create professional interaction, which involves customer participation. They
are able to support and guide various kinds of customers and customer groups, applying different theoretical
approaches and methods.
• Service system competence in social services
Bachelors of Social Services are familiar with the service systems and legislation that support welfare and social
functional ability. They are able to function in multidisciplinary networks and participate in service development.
• Skills in social analysis
Bachelors of Social Services understand the relationship between individuals and society, and can evaluate and
analyse social phenomena from various theoretical approaches.
• Reflective development and leadership competence
Bachelors of Social Services have adopted a reflective and investigative approach to work. They are able to
evaluate the theoretical starting points of their activities, and develop and manage competence, work communities
and services in the field of social services in multidisciplinary cooperation.
• Community competence and social influence
Bachelors of Social Services understand the operating principles and cultures of communities, and are able to
enforce communality and participation. They are able to take part in value discussions and impact decision-making.
Competence, professional skills and expertise can be seen as meeting points between the quality requirements
related to work and the competence of employees. Competence refers to applying skills in a social environment,
such as a work organisation.
Professional Growth and Annual Themes
Education in social services is founded on a concept of humanity that emphasises development opportunities,
activity and resources. Learning situations promote active information processing and focus on a creative,
experiential and interactive approach. The starting points for learning lie in reflecting on forms of interaction and
experience and critically examining one’s own experiences and information structures built during life. Throughout
their studies, students are encouraged to adopt a research-oriented and developmental approach, to increase their
ethical awareness and to assume critical ethical reasoning and responsibility.
The initial stages of the degree create the preconditions for developing the necessary competences for the field of
social services through Learning by Developing. The basic level at the start of the studies emphasises an ethical
and reflective approach to work, customer interaction skills and familiarisation with the multidisciplinary framework of
social services. As the studies progress, the applier level examines work in a wider context, and provides teaching
in the work models and methods in social services. Students evaluate their activities in relation to the general
practices and methods of the sector. The developer level at the later stage of studies focuses on social awareness
and developing work in social services. Students look at their own activities and the work they carry out in the
workplace in relation to social trends and values.
Laurea Otaniemi – Empowering People and Companies
Laurea Otaniemi, operating in Active Life Village, specializes in the areas of wellbeing and business. In Active Life
Village, Laurea’s collaborators include the city of Espoo and various companies from the areas of healthcare and
wellbeing. In a unique way, Laurea Otaniemi empowers co-operation between students, personnel, experts and the
other partners in the metropolitan area and especially in the Espoo area, creating new expertise and business for
different activators in the near environment.
Students in the multidisciplinary Laurea Otaniemi will be active operators right from the beginning of their studies. As
they progress in their studies, students become active and influential in working life as well as in the working
community. Active Life Village’s solutions, supporting both wellbeing and entrepreneurship which are made in a
research laboratory and also in projects based on real working life, join our activities together. Students, service
users, companies and organizations, experts and researchers work together genuinely. The most well-known
innovations of the unit are interactive CaringTV® and Helsinki Metropolitan Entrepreneurship Academy’s
“Entrepreneurship Tuesday.
Diagram 1. Annual Themes
Description of the Degree Programme
Diagram 2. Internationality of Studies
Degree Title
Bachelor of Social Services
Degree
Degree in Social Services, Health and Sports
Scope and Duration of Studies
210 cr., 3.5 years
Education in social services at Laurea University of Applied Sciences and the operating environment of Active Life
Village aims to produce competence in the field. A novel learning environment enables to develop new types of work
practices. A range of laboratories – the Activity lab, Habitat lab and CaringTV with its studios - enhance the
development of future expertise and competence. The studies are designed so that basic professional competence
is achieved during the first two years of study, and the studies progress in accordance with the personal study plan
during the third and fourth years.
The scope of the degree programme is 210 credits (cr.). It is divided in accordance with the Polytechnics Act
into basic studies, professional studies and elective studies, practical studies and thesis (423/2005).
Structure of the curriculum
BASIC STUDIES 30 30
PROFESSIONAL STUDIES 105 165
- THESIS 15
- PRACTICAL STUDIES (WORK 45
PLACEMENT)
ELECTIVE STUDIES 15 15
Total 210
The Degree Programme in Social Services includes compulsory basic studies (30 cr.). The aim of the basic studies
is to provide students with a broad understanding of the status and significance of social services in society as well
as the required competences for working in the field. Other aims of the basic studies are to familiarise students with
the foundation for research and development and communication, and to provide them with the necessary language
skills. The aim of the professional studies (90 cr.) and elective professional studies (15 cr.) is for students to
understand the key topics related to the core competences of social services, so that graduates are able to function
in tasks related to social services and participate in developing the work community. The objective of the practical
studies (45 cr.) is to provide a guided introduction to the most important practical aspects of work, particularly in
social services, and to the application of know-how in the workplace. The aim of the thesis is to develop and
demonstrate the students' skills in applying their knowledge and expertise. (423/2005). The aim of the elective
studies (15 cr.) is to deepen and broaden their competence in various themes and competences. Students should
choose study units to align the content of their studies with their own personal interests and career objectives. The
degree programme includes 30 cr. in international studies in the English language. Students can use optional
studies and elective studies as well as various projects and practical studies to build their own learning paths to
support their competence.
International elements are included in all studies at Laurea. Students have access to international studies provided
under Laurea's degree programmes. In addition, Laurea offers a network of some 150 partners around the world.
Diagram 3 Structure of the Curriculum
At Laurea, learning is based on participation in development projects for actual employers. Learning springs from
partnerships between lecturers, students and experts from the sector. Development projects and workshops allow
individual and social learning, the generation of new know-how, as well as the production of innovation in the form of
new products, operating models and work cultures. Students acquire methods in research and development and
project work, and learn how to operate in development projects throughout their training. Guidance and self-
assessment support the personal, ethical and professional growth needed for the field. International operations form
an important part of the degree programme.
The degree programme consists of five themes: Achieving Expertise in Social Services (30 cr.), Customer and
Community Empowerment (75 cr.), Welfare Services and Social Influence (35 cr.), Developing Work in Social
Services (55 cr.), and Elective Studies (15 cr.)
The degree includes 45 cr. in practical work to further professional development. There are three work placement
periods during the degree:
• Customer Work Practice (15 cr.) is included in the Customer and Community Empowerment theme, and is
generally completed at the beginning of the second year.
• Professional Work Methods Practice (15 cr.) is included in the Welfare Services and Social Influence theme, and is
generally completed at the beginning of the third year.
• Developing Work in Social Services Practice (15 cr.) is included in the Developing Work in Social Services theme,
and is generally completed in the third or fourth year.
Graduates of the Bachelor of Social Services degree can gain a kindergarten teacher qualification (Act on
Qualification Requirements for Social Welfare Professionals, Section 272.7, and Decree 608, which entered into
force on 1 August 2005) by completing 60 cr. in Early Childhood Education and Social Pedagogy. (Attachment:
Decision of the Managing Director 31/2007, including a list of the required studies for the qualification.)
Elective studies (15 cr.) can be used to deepen or broaden the students’ competence. Students may complete
elective studies from their own or from external degree programme selections. Students can complete individual
study units from external degree programmes. They can also complete elective studies from external degree
programmes.
The degree includes a thesis of 15 cr.. During the thesis process, students grow professionally towards expertise,
acquiring an investigative and developmental approach.
Quality assurance process
Self-assessment of the curricula of each degree programme is implemented at Laurea Otaniemi periodically each
academic year. The areas to be evaluated are determined by Laurea's Pedagogical Team. Also student and
workplace representatives participate in the assessment as far as possible. Implementation of the self-assessment
of the curricula for each degree programme is the responsibility of the director of the local unit. The curricula are
also developed by means of a questionnaire on study workloads targeted at students. The implementation of
Laurea's curriculum reform is monitored and supported through both self-assessment and external evaluation.
Students are supported throughout their studies by guidance services, which provide necessary guidance and
ensure that the studies progress in accordance with the personal study plan. Staff can participate regularly in
Laurea's guidance and tutoring training. Tutoring is developed through student feedback questionnaires related to
studies and the monitoring of study progress.
The welfare of students is promoted through various services related to health care. A welfare questionnaire for
students is one of the main development methods of student welfare services.
Accessibility of physical conditions and structures are charted at Laurea in order to develop the welfare of students.
This takes place in each local unit in cooperation with the nurse, special education teacher, educational host/
hostess and senior lecturer. Accessibility of local units is examined regularly in joint annual meetings.
The purpose of Laurea's student feedback system is to produce systematic and comparable data for use in quality
assurance, operational development, and strategic, operational and pedagogical planning. Feedback is gathered
regularly from all degree students.
In order to meet objectives, the survey questions are derived from the contents and competence targets related to
different stages of study, from Laurea's shared quality targets and from strategic objectives. To monitor the quality of
competence produced, some feedback content relates to Laurea's shared generic competences (study unit
feedback) and the competences of graduates nationwide (summary feedback questionnaires).
The content, development and uniformity of the student feedback system is the responsibility of Laurea's quality
assurance system development theme, while its implementation and the use of the generated data are in the ambit
of local unit directors and feedback coordinators together with other quality coordinators in the unit. The outcomes of
the student feedback questionnaires are processed jointly by students and staff in accordance with the agreed
procedure of the local unit. The outcomes should be used diversely in developing Laurea's operations. The student
feedback system is developed through self-assessment.
Negotiation meetings between LAUREAMKO and management comprise joint discussion events. The aim of the
meetings is to consider the views of students in developing operations. At Laurea Otaniemi, division representatives
of LAUREAMKO, local unit directors and development directors convene on a regular basis.
Feedback on development methods is processed in each degree programme and at an annual development event
of Laurea Otaniemi. The director of the local unit is responsible for arranging the development event and for
deciding how feedback should be handled during the event. The development procedures agreed on the basis of
the feedback are documented in a service manual, and summaries on the related procedures and outcomes are
entered on the Intranet pages of Laurea Otaniemi under 'Quality Assurance'. A coordinator and target schedule is
appointed for each development procedure. The unit director monitors the implementation of the development
procedures.
Laurea monitors and improves quality using a quality assurance system. The quality assurance system describes
Laurea's operational processes, related monitoring and evaluation targets, as well as the methods and procedures
for developing operations.
Learning by Developing is defined as one of Laurea's four critical success factors. The quality of the degree
programme is evaluated in connection with evaluating the development method outcomes of the educational
process that supports the LbD process. The educational process includes the handling of centralised student
applications and student affairs services as well as the implementation of the curriculum in accordance with the
Pedagogical Strategy. The aim is that students will develop learning and professional growth in line with their
personal study plans, and that studies will progress smoothly.
In addition to the curriculum process, the aim of the study planning process is to outline worktime plans for staff as
well as study provision and the study implementation plan during each academic year. The aim of the study
implementation process is to arrange study services, so that studies progress smoothly in line with the study plan,
students graduate within the study entitlement period, and the discontinuation rate remains low. Each student must
have a personal tutor, and receive the necessary guidance at all stages of study. Career and recruitment services
aim to promote the employment of students. Alumni activities allow students to keep in contact with Laurea after
graduation.
1. year 2. year 3. year 4. year
OP STUDIES 60 60 60 30
G007 ACHIEVING EXPERTISE IN SOCIAL SERVICES
G0016 Achieving Expertise in Social Services 5
G0017 Achieving Expertise in Social Services II 5
G0018 Research and Development Methods I 5
G0019 Ethics in Social Services 5
G0020 English in Social Services 5
00194 Preparatory Studies in English 3
00202 Initial Test in English Skills 0
G0021 Swedish in Social Services 5
00634 Oral skills in Swedish 0
00635 Written skills in Swedish 0
00203 Initial Test in Swedish Skills 0
00195 Preparatory Studies in Swedish 3
00636 Written skills in Finnish 0
00637 Oral skills in Finnish 0
00453 Initial Test in Finnish language 0
00522 Preparatory Studies in Finnish 3
G008 EMPOWERING CLIENT WORK AND
COMMUNITY
G0022 Client-Oriented Interaction and Group Processes 10
G0024 Supporting Growth and Education 5
G0025 Theoretical Approaches in Social Services 5
G0026 Client Work Project 10
G0027 Client Work in Practice 15
G0028 Child and Family Welfare 10
G0032 Supporting Activities through Expression and 5
Creativity
G0114 Anti-Oppressive Client Work 5
G0115 Social Problems and Marginalisation 5
G0116 Empowerment and Senior Citizenship 5
G009 WELFARE SERVICIES AND SOCIAL
INFLUENCE
G0029 Changes in the Welfare Society 5
G0030 Welfare Service Production and Social Influence 5
G0023 Empowering Expression 10
G0031 Professional Work Methods in Practice 15
G010 DEVELOPING WORK IN SOCIAL SERVICIES
G0033 Research and Development Methods 2 5
G0092 Developing Work in Social Services and 5
Occupational Welfare
G0095 Developing Work Practice 15
G0164 Thesis 5 10
G0096 Working with Challenging Children 5
G0097 Working with Adolescents 5
G0099 Pedagogical Alternatives 5
G0100 Alternative Ways of Education 5
G0102 Let's Play 5
G0103 Multicultural Early Childhood Education and 5
School
G0104 Crisis and Mental Health Work 10
G0105 Substance Misuse Work 10
G0106 Media and Welfare work 5
G0107 Multicultural work 10
G0108 Ethical Activities in Professional Work 5
G0109 For Career or for Life 5
G0110 Challenging Management Situations 5
G0111 Crisis and Mental Health Work 5
G020 ELECTIVE STUDIES
G8195 EA-ryhmä 2
G8196 Lääkehoito 3
60 60 60 30
G007 ACHIEVING EXPERTISE IN SOCIAL SERVICES, 30 cr
Description:
· What is it like to study at a university of applied sciences?
· What type of professional competence is necessary in social services?
· What skills and tools are necessary in social services and related studies?
The student will be able to:
· Manage their own studies at a university of applied sciences in line with the Learning by Developing model
· Learn about the different tasks and operating environments in social services, and the required skills
Content:
The theme forms an understanding of the concept of learning at a university of applied sciences, and the starting
points and objectives of professional competence and development in social services.
G0016 Achieving Expertise in Social Services, 5 cr
The student is able to:
evaluate, plan and manage their learning and work while applying the LbD model.
Contents of the study unit:
· How and why is the Learning by Developing model adopted for studies at Laurea?
· How can students evaluate, plan and develop their learning process?
· Where do students receive support for their studies?
· How can students communicate in the learning community?
Study unit description:
The study unit familiarises students with the process of developing into an expert in social services and studies in
the field, as well as provides study and communication skills.
G0017 Achieving Expertise in Social Services II, 5 cr
The student is able to:
Students are able to examine the operating environments, professions and professional skills in social services
Students are aware of the nature of work in social services and the professional requirements
Contents of the study unit:
· How have social services and professions in the field developed into their present form?
· What is the nature of work in social services in different operating environments?
· What are the necessary skills in social services?
Study unit description:
The study unit familiarises students with the field of social services and the development of related professions.
G0018 Research and Development Methods I, 5 cr
The student is able to:
• Knowing how to acguire information
• Recognising the ethical dimensions of research and development
• Forming an understanding of the research and development process, selecting appropriate methods and using
them critically
• Knowing the principles of qualitative and quantitative research
• Knowing the principles of investigative and argumentative writing
Contents of the study unit:
· How do you develope your acguire knowledges ?
· What is the research process like?
· What does an investigate approach mean?
· What is argumentative writing?
Study unit description:
The study unit examines the foundations for research and development. It familiarises with argumentative writing,
the foundations for research methods.
G0019 Ethics in Social Services, 5 cr
The student is able to:
• reflect upon the nature and professional development of social work
• integrate the fundamental ethical, theoretical and practical bases of the profession to inform their own values
and personal development
• acquire knowledge of the theoretical foundations of social work and their related service environments
• know the value-base and ethical principles of social work be self-reflexive
Contents of the study unit:
• How do we understand human worth and human rights?
• What is the value foundation of social welfare work?
• Why are ethical principles necessary in work?
• What are the ethical principles which guide social welfare work?
• Why should we be sensitive towards ethical issues, ethical problems and ethical dilemmas in our work?
• Why are professional codes of social work ethics necessary in our work and how are they applied in practice?
• Why is promoting sustainable development important in modern society?
Study unit description:
Questions of human worth and human rights, Values, morals and ethics, ethical reflection, ethical responsibility,
socially sustainable development, ethical principles in social services, Professional codes of ethics, ethical case
studies.
G0020 English in Social Services, 5 cr
The student is able to:
· Communicate and effectively use different communication forms in the English language within the work
community and multicultural environment
· Communicate on the topics of their field of expertise
· Apply information gathered from sources in a foreign language
· Understand the significance of structural and terminological analysis
· Attain skill level B.2. as defined in the Common European Framework
Contents of the study unit:
· What type of communication skills are required in social services?
· What are the main situations in social services which require using a foreign language?
· What type of analysis skills of linguistic structures and terminology are required in social services?
Study unit description:
The study unit provides communication skills in the English language required in social services. It also familiarises
with structural skills and key situations and contents in social services in English. The metalingustic skills of students
develop during the study unit.
Previous studies:
Pass in the initial English language test or completed preparatory studies in the English language.
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.
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.
G0021 Swedish in Social Services, 5 cr
The student is able to:
· Use oral and written Swedish in their work environment
· Communicate on the topics of their fields of expertise using various channels
· Apply information gathered from sources in the Swedish language
Attain skill level B1.2. in the Swedish language as defined in the Common European Framework
Pass the civil service language proficiency certificate in oral and written Swedish with a Good or Satisfactory grade.
Contents of the study unit:
· What type of communication skills are required in social services?
· What are the main situations in social services which require using Swedish?
· How do students make use of their Swedish language skills in the work community?
Study unit description:
The study unit provides communication skills in the Swedish language required in social services. It also familiarises
with structural skills and key situations and contents in social services in Swedish.
Previous studies:
Pass in the initial Swedish language test or completed preparatory studies in the Swedish language.
00634 Oral skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating oral skills in Swedish.
00635 Written skills in Swedish, 0 cr
Study unit description:
This study unit is for evaluating written skills in Swedish.
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.
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.
00636 Written skills in Finnish, 0 cr
00637 Oral skills in Finnish, 0 cr
00453 Initial Test in Finnish language, 0 cr
00522 Preparatory Studies in Finnish, 3 cr
Study unit description:
Students who fail an initial test must take
preparatory studies in the language at the
start of their studies. The preparatory studies
count as credits for elective studies, if the student’s language skills are not sufficient and s/he has been guided to
complete these studies.
G008 EMPOWERING CLIENT WORK AND COMMUNITY, 75 cr
Description:
· How to encounter and guide various kinds of clients, client groups and communities?
· How to respect clients, and comply with ethical principles in interaction situations?
The student will be able to:
In terms of professional growth, the theme is situated towards the beginning of the process, where the students’
professional development is apparent as the growth of ethical awareness, a consideration of values and an increase
in professional interaction and customer work skills with regard to individuals, groups and communities.
Content:
Supporting client and community empowerment forms a core competence area in social services. The
theme emphasises client interaction and the methodologies of client work.
G0022 Client-Oriented Interaction and Group Processes, 10 cr
The student is able to:
· Consider the values that underlie their own thoughts and actions
· Specify the emotions caused by various client situations and the underlying personal beliefs
· Create client-oriented and empathetic interaction when working with individuals and groups
Contents of the study unit:
· How to build interaction based on trust, and how to develop it using professional tools?
· How do the values, beliefs and feelings of an individual affect interaction?
· How to creatively promote individual and group activities?
· How to evaluate and develop leading a group?
Study unit description:
The study unit examines the construction and development of client-oriented interaction. The analysis begins
through identifying and becoming aware of personal values, beliefs and feelings. Interaction is observed from the
angles of group activities and leading a group.
G0024 Supporting Growth and Education, 5 cr
The student is able to:
· Analyse their own development and related factors
· Consider the development of individuals and related factors
· Support and guide various kinds of customers and customer groups at different stages of growth and development,
and in various circumstances.
Contents of the study unit:
· How does individual development progress, and what are the related risk factors?
· How can growth and development be influenced through education?
· How to support growth in different situations?
Study unit description:
The study unit examines development from childhood to old age in different environments. Students become familiar
with what constitutes normal or deviant development, and related risk factors. Supporting education can affect
normal or deviant development.
G0025 Theoretical Approaches in Social Services, 5 cr
The student is able to:
· Apply different theoretical approaches in social services in client situations with individuals and groups
· Select, use and evaluate client work methods in a systematic and target-oriented way
Contents of the study unit:
· What are the theoretical approaches and methods of client work in social services?
· What are the methodological traditions in social services?
Study unit description:
The theoretical approaches and methods of social services are examined through different theoretical frameworks,
and the way these can be used in client work is considered.
G0026 Client Work Project, 10 cr
The student is able to:
· Understand the diversity of the social services clientele
· Take into account the significance of culture in client work
· Encounter and guide various clients and client groups, always respecting customers and following the ethical
principles of social services.
Contents of the study unit:
· What are the special features of clients in social services?
· How to encounter and guide different types of customers and client groups while considering their situation?
Study unit description:
The study unit prepares students to work with different types of clients in social services in a natural environment.
Support stems from the needs and situation of the clients.
G0027 Client Work in Practice, 15 cr
The student is able to:
· Encounter various kinds of clients and client groups
· Build client-oriented interaction
· Discern the basic task of the work community and organisation
· Participate actively and responsibly in a work community
· Set personal professional competence targets and evaluate one's professional growth
· Act in accordance with the ethical principles of social services
Contents of the study unit:
· What type of customer work in social services does the work placement involve?
· How to evaluate one's personal professional development?
Study unit description:
The study unit involves learning basic client work skills in practice through a work placement.
Previous studies:
Client-Oriented Interaction and Group Processes 10 cr.
Supporting Activities through Expression and Creativity 5 cr.
Supporting Growth and Education 5 cr.
Theoretical Approaches in Social Services 5 cr.
Diverse Customer Relationship Project 10 cr.
or equivalent studies
G0028 Child and Family Welfare, 10 cr
The student is able to:
· Act as educators and supporters of family empowerment
· Evaluate the interest of the child when acting as an expert in child and family welfare
· Apply the work mehtods of early childhood development and child welfare
· Comply with the foundations of early childhood development and child welfare in their work
Contents of the study unit:
· What is childhood, and how has it changed?
· How does the family influence the education and welfare of a child?
· What is child-orientation, educational partnership and participation?
· What is early childhood education and child welfare?
· What are children's rights and the child's interest in early childhood education and child welfare?
· What are the foundations for child welfare and early childhood education and related services?
· What type of work methods are applied in child welfare and early childhood education?
Study unit description:
The study unit examines the key concepts and working methods related to empowering children and families and
promoting welfare. Working methods that are in line with the transformation of childhood and the principles of
children's rights and the child's interest serve as the starting points for child-oriented work, family participation and
educational partnership. Professional work methods are based on the legislation, theoretical foundations and
services related to early childhood education and child welfare.
Previous studies:
Supporting Growth and Education 5 cr., or equivalent studies
G0032 Supporting Activities through Expression and Creativity, 5 cr
The student is able to:
use expressive methods, and guide customers in a creative and empowering way
Contents of the study unit:
· What do expression and creativity mean?
· What is the significance of expression and creativity for people?
· How to guide customers to express themselves?
Study unit description:
The study unit examines expression and creativity and related guidance as resources for people and activities.
G0114 Anti-Oppressive Client Work, 5 cr
The student is able to:
• study the effects that factors such as ethnicity, mental challenge, and addiction have on creating structural
inequalities, as well as the manner in which these effect individual clients and groups
• reflect on the role power imbalances and oppression play in the process of social exclusion
• identify that different disempowered client groups have particular needs which necessitate specific, culturally
competent working methods
• recognize the political nature of reflective social work practice in its aim to challenge social exclusion
• internalise the theoretical framework of anti-oppressive social work practice including its key foundations of
empowerment, client partnership, networking, and social change
• develop professional skills and client-centred methods required for crisis & mental health work, substance
misuse work, and multicultural social work
Contents of the study unit:
• What is professional social work based on Anti-Oppressive practice?
• What are the practical implications for multicultural work, crisis and mental health work and substance misuse
work?
• Why should the principles of Anti-Oppressive practice be a professional priority?
• How do we develop supportive partnerships and networks in creating social change?
• What is the meaning of empowerment and how is it applied in client work?
Study unit description:
Anti-Oppressive client work introduces students to the foundations of anti-oppressive social work theory & practice
and its application in working with different client groups.
G0115 Social Problems and Marginalisation, 5 cr
The student is able to:
encounter different types of people respectfully, as well as support their participation
Contents of the study unit:
· Why does marginalisation occur?
· What types of participatory methods are available for preventing marginalisation?
Study unit description:
The study unit seeks to understand and analyse the underlying phenomena of marginalisation and to produce skills
to support participation in adult social services.
G0116 Empowerment and Senior Citizenship, 5 cr
The student is able to:
• Recognise the particular characteristics and effects of the ageing process at both an individual and societal
level.
• Be able to use empowerment methods in working with senior citizens.
• Work with senior citizens in multicultural environments.
• Work in multi professional teams and networks.
• Analyse and critique their own values and assumptions about senior citizens.
Contents of the study unit:
• How does ageing affect the individual and society?
• What is the effect of an ageing population on our societies, cultures and economic systems?
• Why is empowering senior citizens a policy priority?
• What is empowerment in relation to “senior citizens” and how do we empower them?
• How is ageing seen differently by different cultures?
• How do social services support the aged?
• How do we work with senior citizens and their physical, psychological and social needs.
Study unit description:
The course addresses the increasing and different demands being made on welfare services to meet the needs of
an ageing population. The course also examines alternative empowerment methods to working with senior citizens.
G009 WELFARE SERVICIES AND SOCIAL INFLUENCE, 35 cr
Description:
· What do welfare and deprivation mean?
· What is the nature of the Finnish social and welfare system?
· What are the underlying values, targeted issues and adopted methods of social services in promoting welfare?
The student will be able to:
make use of their knowledge of the social service system in their work and in developing the sector.
Content:
The theme analyses welfare and related factors, and examines the character of the Finnish social service system
and ways to promote the welfare of citizens.
The theme also presents diverse influencing methods in social services.
G0029 Changes in the Welfare Society, 5 cr
The student is able to:
· Analyse changes in society and the social state applying concepts of social sciences
· Understand the importance of change in the daily lives of citizens and in the context of social services
· Reflect on the factors that influence their personal welfare
Contents of the study unit:
· What is welfare?
· What does the concept of a social state mean, and why does it exist?
· What alternatives are available for the transformation of Finnish society?
· What types of development and competence needs will social services face?
Study unit description:
The study unit analyses changes in Finnish society and the Finnish welfare state, as well as related goals and
challenges in a globalised world.
The study unit analyses the effects of social change on the living conditions of communities and citizens.
G0030 Welfare Service Production and Social Influence, 5 cr
The student is able to:
· Apply their knowledge of social security and social services to their work
· Apply welfare technology in customer work
· Understand the starting points and principles of a entrepreneurship-oriented work method
· Apply different influencing methods in various operating environments
Contents of the study unit:
· How can legislation steer service and social security production?
· What are the elements of the social security and social service system, and what are the related services and
benefits?
· What alternative methods are used in social service production?
· What are the development challenges of services and social security?
· What types of issues do professionals in social services seek to influence, and why?
· What types of influencing methods are available in civil society and social work?
Study unit description:
The study unit examines social security, the social service system and legislation related to social services as well
as different service production methods in Finland. The study unit also discusses the changing nature, goals and
methods of social influence.
G0023 Empowering Expression, 10 cr
The student is able to:
· Use expressive methods diversely
· Search and strengthen the nature and value of personal expression that results in aesthetic aspects
Contents of the study unit:
· How to develop personal expression?
· Why is developing personal expression important for work in social services?
Study unit description:
The study unit strengthens the personal expression of students. The therapeutic, communal and empowering nature
of expression as well as its aesthetic aspects provide a more in-depth approach to one's work.
Previous studies:
Supporting Activities through Expression and Creativity 5 cr., or equivalent studies
G0031 Professional Work Methods in Practice, 15 cr
The student is able to:
· Support and guide different customers and customer groups in a target-oriented way
· Evaluate themselves as growing professionals in relation to the methods of the field and the challenges of
customer work
Discern the basic task of the work community and organisation
· Participate actively and responsibly in a work community
· Act in accordance with the ethical principles of social services
Contents of the study unit:
· What are the work methods in social services?
· How to evaluate one's personal professional development?
· How to act responsibly in a work community?
Study unit description:
The study unit involves learning basic customer work skills in social services through a work placement.
G010 DEVELOPING WORK IN SOCIAL SERVICIES, 55 cr
Description:
How is work in social services researched and developed?
How can participation and management help the work community to develop its own work?
What is management and human resources management?
The student will be able to:
The theme is scheduled for the last stage of studies. It focuses on enhancing development and leadership skills and
on deepening professional competence. Students select advanced elective studies that promote their professional
development.
Content:
The theme examines the work community and its members as workers and developers, as well as management,
which supports the development of work and the work community. The theme also considers management as a
phenomenon and human resources management. The theme emphasises learning research and development
methods and deepening professional competence.
G0033 Research and Development Methods 2, 5 cr
The student is able to:
• To use in a professional manner general and specialised research concepts
• To apply qualitative and quantitative analysis methods.
• To critically apply ethical research principles.
Contents of the study unit:
• What different types of qualitative and quantitative analysis methods are there?
• How do you apply qualitative and quantitative information retrieval to analytical approaches?
• How do you apply ethical research principles in practice?
Study unit description:
The study unit examines how to acquire, process and critically evaluate information. The goal is to manage a
research and development process
Previous studies:
Research and Development Methods I
G0092 Developing Work in Social Services and Occupational Welfare, 5 cr
The student is able to:
· Act as responsible members, leaders and developers of work communities and networks
· Develop and manage competence, work communities and services in the field of social services as
multidisciplinary cooperation.
Contents of the study unit:
· What does developing work in social services mean?
· What is leadership and management?
· How to develop a functional work community?
· What is occupational welfare?
Study unit description:
The study unit examines developing work in social services, leadership and management as well as ways to
promote the welfare of work communities.
G0095 Developing Work Practice, 15 cr
The student is able to:
· Apply different theoretical approaches and work methods appropriately and evaluate them.
· Define development targets from the perspectives of the labour market
· Work in a team and in a community of experts
· Evaluate their own competence, development work and results in accordance with the development targets
· Critically evaluate their own professional ethics and the ethical principles of the work community and the field
Contents of the study unit:
What does developing work in work communities and networks in the field of social services mean?
Study unit description:
The study unit involves learning to develop work in social services through a work placement.
G0164 Thesis, 15 cr
The student is able to:
Students can present well-grounded, work-related development proposals.
They can conceptualise the phenomena of the workplace with a basis in research data.
They can use appropriate research and development methods for generating new information.
They can participate in development projects, working responsibly in a team with employers and other partners.
They can evaluate their own work and decisions critically.
They can manage the big picture, presenting their ideas logically and with justifications.
Contents of the study unit:
What are theses and their different stages? (familiarisation with the thesis process and development project, coming
up with a subject, thesis plan describing the background and objectives of the thesis, main data from previous
research on the subject, the research and development methods used as well as the implementation plan, carrying
out the work for the thesis, reporting and publishing the thesis, maturity test)
Study unit description:
Theses form part of Laurea’s research and development work. They help students to grow professionally and are
linked to the employment sector and to regional development. Theses are used to develop work and work practices,
and can produce widely applicable innovations.
Previous studies:
Research and Development Methods 1 and 2
G0096 Working with Challenging Children, 5 cr
The student is able to:
analyse the specific needs of child welfare customers, and support them.
Contents of the study unit:
· What do learning difficulties mean?
· What are the most common mental health problems of children?
· How do the mental health and substance abuse problems of parents affect the welfare of their children?
· What specific issues arise in child welfare?
Study unit description:
The study unit examines the socioemotional problems, special features of language development and sensory
integration affecting learning of children. Mental health and substance abuse problems of children and parents
require particular skills for working with children.
Previous studies:
Supporting Growth and Education 5 cr., Child and Family Welfare 10 cr., or equivalent studies
G0097 Working with Adolescents, 5 cr
The student is able to:
analyse the problems of young people and support their welfare.
Contents of the study unit:
· What types of learning diffuclties do young people have?
· What types of substance abuse and mental health problems do young people have?
· What types of crime do young people commit?
· How to work with the specific issues related to young people?
Study unit description:
The study unit focuses on deviant development and behaviour of young people. It discusses learning difficulties,
substance abuse and mental health problems of adolescents as well as the nature of crime committed by them. In
addition, the study unit evaluates different work methods for working with young people.
Previous studies:
Supporting Growth and Education 5 cr., Child and Family Welfare 10 cr., or equivalent studies
G0099 Pedagogical Alternatives, 5 cr
The student is able to:
· Evaluate and perceive the impact of pedagogical ideologies on education and the educator
· Strengthen their own educational awareness, and apply it to their educational work
Contents of the study unit:
· What types of pedagogical ideologies exist?
· What does educational awareness mean?
· What types of pedagogical styles exist?
· What types of pedagogical alternatives and emphases currently exist?
Study unit description:
The study unit focuses on different pedagogical ideologies, the educational awareness of the educator and
pedagogical styles. As far as possible, students become familiar with existing pedagogical alternatives and
emphases in practice, such as Waldorf, Montessori, Freinet, Reggioemilia, Freire, language immersion, nature
education, creative education, home schooling, etc.
Previous studies:
Supporting Growth and Education 5 cr., Child and Family Welfare 10 cr., or equivalent studies
G0100 Alternative Ways of Education, 5 cr
The student is able to:
• evaluate and see the influence of educational ideologies on the education and on the educators.
• deepen one’s own educational consciousness and recognize its posibilites in education.
Contents of the study unit:
• What kinds of educational ideologies are there/exist?
• What does educational consciousness mean?
• What kinds of educational styles are there/exist?
• What kinds of alternative ways of education exist nowadays?
Study unit description:
Educational ideologies, educational consciousness and educational styles are in the main interest in this study unit.
The attention being focused to the alternative ways of education nowadays such as Steiner, Montessori, Freinet,
Reggioemilia, Freire, language immersion, nature, religion, creativeness, education at home etc.
Previous studies:
Supporting Growth and Education 5 cr., Child and Family Welfare 10 cr., or equivalent studies
Early Childhood Education and Special Education 5 cr, Early Childhood Education 10 cr., or equivalent studies
G0102 Let's Play, 5 cr
The student is able to:
· Understand play as an important work method in activities with children, and support their play
· Plan and arrange children's environments, so that they steer children through play in line with targets
· Use story-crafting as a work method for children and adults
· Listen to a child and plan activities accordingly
Contents of the study unit:
· What is play?
· What is the signficance of play for children?
· How to observe play?
· How to support play?
· How to design play environments?
· What does listening to a child mean?
· What is story-crafting?
· How can story-crafting function as a mediator between the traditions and play traditions of people of different ages?
Study unit description:
The study unit focuses on play and its significance and possibilities in the everyday lives of children at different
ages. Observing play and listening to the child serve as a starting point for planning activities and guiding learning in
a child-oriented way. Story-crafting is a tool for listening and participating for all ages.
G0103 Multicultural Early Childhood Education and School, 5 cr
The student is able to:
· Enhance participation of children from different cultures
· Use multicultural work methods that promote learning
· Be sensitive to the characteristics of different cultures, and acknowledge these in their work
Contents of the study unit:
· What does multiculturalism mean in early childhood education and at school?
· What cultures, nationalities and languages exist in Finland?
· What types of participatory, multicultural work and learning methods have been developed?
· What types of challenges does multiculturalism create for educators?
Study unit description:
The study unit familiarises with different cultures, nationalities, languages and related pedagogical challenges in
early childhood education and at school. Good practices generated from multiculturalism projects support the
participation and learning of children from different cultures. If possible, the study unit includes visits to a
multicultural pedagogical environment.
Previous studies:
Supporting Growth and Education 5 cr., Child and Family Welfare 10 cr., or equivalent studies
G0104 Crisis and Mental Health Work, 10 cr
The student is able to:
• Critically analyse different aspects of crisis and mental health work.
• Use different professional methods in working with clients in crisis situations.
• Recognise how individuals from other cultures may experience crisis and mental health problems differently.
• Work in a project using co-operative and multi-professional approaches and methods.
Contents of the study unit:
• How do we respond to, and support clients in crisis, who may also have suicidal thoughts?
• What kinds of methods are available for use in helping traumatized people or people with mental health
problems?
• What is preventive mental health and crisis work, as opposed to reactive intervention?
• What might be the effects of trauma on an individual, family or community?
• How might individuals from different cultures define, experience and respond to crisis and mental health
problems?
• How can we generally promote good mental health?
Study unit description:
The study unit investigates current issues in crisis and mental health work. It examines methods of helping people
who have experienced traumatic events or have problems with mental health. An essential part of crisis and mental
health work is preventive work and the promotion of good mental health. Part of the study unit is delivered in
projects together with working life partners.
G0105 Substance Misuse Work, 10 cr
The student is able to:
• Develop their individual expertise in a particular form of substance misuse.
• Recognise and identify different types of hazardous substances that may be misused and lead to addiction and
dependency.
• Work professionally with substance misusers who may also be addicted and dependent.
• Analyse in working situations the complex and multifaceted characteristics of substance misuse in society.
• Internalise and integrate ethical and anti-oppressive practice principles into their own studies and professional
practice in substance misuse work.
Contents of the study unit:
• Why do people misuse substances and then become and stay addicted and dependent?
• What is the cost, harm and damage done to individuals and communities by substance misuse?
• How do cultural differences affect different forms of substance misuse?
• What is dual diagnosis and self medication?
• How would you complete a substance misuse risk assessment?
• How can substance addicted and dependent people be helped?
Study unit description:
The course introduces theoretical and practice approaches and methods to substance misuse problems.
Intervention methods such as zero tolerance harm reduction, dual diagnosis and risk assessment approaches are
critically examined. Substance misuse work looks at the various cultural aspects and issues related to changing
perceptions of recreational use and misuse, addiction, dependency and legality. The basis of the substance misuse
work course will be in working life projects.
G0106 Media and Welfare work, 5 cr
The student is able to:
• Critically analyse media culture and its effects on society
• Apply social media concepts in developing innovative, creative and empowering welfare projects and services
• Use audio visual equipment to storyboard, film, record and edit a media project.
• Use basic audio visual methods to produce social media as a tool in welfare work.
Contents of the study unit:
• What is social media?
• How does the media inform and influence our society and culture?
• How can audio visual technology support the achievement of welfare objectives?
• How can social media empower welfare clients and influence society?
Study unit description:
Media and Welfare Work is an initial introduction to the use of audio visual methods as creative, outreach and
empowerment tools in welfare work. It also addresses issues of how media and welfare work help to bridge the
digital divisions in society caused by media and technological marginalisation.
G0107 Multicultural work, 10 cr
The student is able to:
• function effectively in a multicultural working environment
• demonstrate multicultural competence in using empowering & client-centred methods with individuals and
groups from minority backgrounds.
• cooperate with multicultural projects in working life.
Contents of the study unit:
• What is culturally sensitive and competent multicultural practice?
• How is the quality of life of minorities reduced by various processes of structural discrimination?
• Why do we need to develop different social work approaches for different client groups?
• How do we become self-reflective and responsive practitioners in working with minority groups?
Study unit description:
Multicultural Work develops professional skills in culturally sensitive and competent multicultural practice based on
anti-racist and anti-discriminatory approaches. It further focuses on issues of domestic violence and minorities,
European and Finnish Immigration and integration policy, and structural discrimination and encourages students to
critically interrogate their own work within the framework of current social work theory.
Previous studies:
Anti-Oppressive Practice
G0108 Ethical Activities in Professional Work, 5 cr
The student is able to:
Students are able to identify and analyse ethical problems in their work and immediate community
Students are able to apply ethical theories and approaches in crisis situations
Students are able to reflect on their own activities in relation to their personal values and in relation to the value
foundation of social services and the principles of sustainable development
Contents of the study unit:
Why is it important to develop ethical problem-solving skills?
How can ethical sensitivity be developed?
How to analyse and solve ethical problems using different ethical approaches?
How to function in environments that display different values?
Study unit description:
The study unit aims to stimulate the development of ethical sensitivity in professional competence and to advance
skills in ethical problem-solving.
G0109 For Career or for Life, 5 cr
The student is able to:
· Evaluate the starting points of their professional orientation and succeed in developing suitable career choices
· Steer their personal career paths on the basis of evaluating and developing their skills
· Apply useful methods in career planning and market their own competence
Contents of the study unit:
How to build a career based on one's life course?
How to implement spontaneous, systematic career planning?
What are the necessary tools for planning one's professional career?
Study unit description:
The study unit focuses on the employment situation of the sector, and students evaluate their own professional skills
and develop career planning tools.
G0110 Challenging Management Situations, 5 cr
The student is able to:
Students are able to analyse different problem situations and produce alternative solutions
Students understand the possibilities of management in solving problem situations
Students are able to examine the issues at hand as responsible social actors
Contents of the study unit:
How do problem situations arise at the workplace, and what are their effects?
How do managers perceive their responsibility, opportunities and role in solving problem situations?
What methods are available for solving different problem situations?
Study unit description:
The study unit focuses on different conflict situations at the workplace. Clarifying the situation and identifying the
problems lead to developing related solutions.
G0111 Crisis and Mental Health Work, 5 cr
The student is able to:
Students understand the nature of crises and their effects on the life course
Students learn about the different work methods of psychosocial support and crisis work
Students have an understanding of the service system and the implementation of mental health work
Contents of the study unit:
How do crises affect life, and how to get through them?
What types of professional work methods are used in crisis work?
What is mental health work and its work methods?
Study unit description:
The study unit focuses on crises in life and getting through them, as well as psychosocial support in crisis work.
Different professional crisis work methods are discussed. The study unit also looks at mental health, mental health
problems and the foundations for mental health work, as well as the related service system and work methods.
G020 ELECTIVE STUDIES, 15 cr
Description:
The theme is be made up of study units chosen by the student from Laurea’s language studies, Laurea’s shared
studies or another degree programme’s curriculum. Any studies completed at another institution (university of
applied sciences, university, Online University of Applied Sciences, foreign institution), that cannot be recognised for
the degree programme but that the student wishes to include in the degree, should be classified under this
theme.COMPETENCE
Students use elective studies to deepen and broaden their competence in various themes and skills. Students
should choose study units to align the content of their studies with their own personal interests and career objectives.
The student will be able to:
The theme is be made up of study units chosen by the student from Laurea’s language studies, Laurea’s shared
studies or another degree programme’s curriculum. Any studies completed at another institution (university of
applied sciences, university, Online University of Applied Sciences, foreign institution), that cannot be recognised for
the degree programme but that the student wishes to include in the degree, should be classified under this
theme.COMPETENCE
Students use elective studies to deepen and broaden their competence in various themes and skills. Students
should choose study units to align the content of their studies with their own personal interests and career objectives.
Content:
The theme is be made up of study units chosen by the student from Laurea’s language studies, Laurea’s shared
studies or another degree programme’s curriculum. Any studies completed at another institution (university of
applied sciences, university, Online University of Applied Sciences, foreign institution), that cannot be recognised for
the degree programme but that the student wishes to include in the degree, should be classified under this
theme.COMPETENCE
Students use elective studies to deepen and broaden their competence in various themes and skills. Students
should choose study units to align the content of their studies with their own personal interests and career objectives.
G8195 EA-ryhmä, 2 cr
G8196 Lääkehoito, 3 cr