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Last update: MORAVEC (15.05.2015)
The aims of the study unit are that the student: - Understands the important basic philosophical concepts of the person - Understands the importance of biography and socialisation in forming personal and professional identity - Clarifies own self image and identity - Develops observational and analytic skills in new social environments - Is able to reflect on the impact of biography on observation, reflection, analysis of phenomena and acting - Appreciates and is able to work with personal uniqueness and identity as valuable starting points for professional social and community development work - Is sensitive to the diversities of background of other students, service users and colleagues in a work setting - Is able to analyse the specific nature of professional identity as a social service worker - Is able to identify the basic specific nature and professional identity in diaconal work This study unit content includes: - Basic understandings of the person in European philosophical thinking - Basics of ethnography and other approaches to fieldwork as research and practice - Practice of the exposure method as an orientation to professional social and community work and diaconal practice - Practice of reflection and feedback - The specific nature of professional identity as a social service worker - Relationship of social work and community development work - Professional identity and multi-professional work - Diaconal social work as a professional vocation and identity - Social and community development work as diaconal practice - Definitions of diaconia as church social service work Process of the Study Unit Week 2-3 Mag. Tony Addy (Responsible teacher) “Own roots” assignment 1 cr. Week 5 Mag. Jouni Kylmälä & Mag. Tony Addy (responsible teacher) Contact teaching and practical training using exposure orientation & ethnography; each day 13 hours (individually 8 hours) (1,5 cr.) Week 6 PhDr. Bohumila Baštecká, PhD. Online lecture and supervising the assignment on developmental psychology on Fronter + contact week seminar on it (1,5 cr.) Mag. Tony Addy (Responsible teacher) Whole semester forum discussion on Fronter Diaconal social work, social and community development work as a vocation, focus on difference between personal motivation and position and the role and position of a professional worker. (1 cr.) |
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Last update: MORAVEC (15.05.2015)
Basic literature and study aids: Hunt S., (2005) The Life Course: A Sociological Introduction: New York Palgrave Macmillan. (240 pages) Parrish, M., Social Work Perspectives on Human Behaviour Jenks, C., (1996) Childhood, London, Routledge: (192 pages) Hutchison, E.D., Dimensions of Human Behavior: The Changing Life Course, 2010, New York, Ch. 1 (download from: http://www.corwin.com/upm-data/16295_Chapter_1.pdf (37 pages) Make Change Yourself, Handbook, 2011, Český Tešĭn, interdiac, pp 5 - 24
Recommended literature: Hutchison, E.D., The Life Course Perspective: A Promising Approach for Bridging the Micro and Macro Worlds for Social Workers, Families in Society; Jan-Mar 2005; 86, Alliance for Children and Families. Sudbury, J., Human Growth & Development, London, Routledge, 2009 On the definition of social work see International Federation of Social Workers (2000): On an understanding of Diaconal Social Work see Danish Diaconal Council (2008) (www.eurodiaconia.org |
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Last update: MORAVEC (15.05.2015)
Consultations: 36 hours contact teaching; 3 hours supervision by responsible teacher;
Individual work: 96 hours distance learning: e-learning on Fronter, doing assignments in groups on Fronter and writing an essay individually, reading for assignments. |