Students will acquire knowledge of user related perspectives and of user influence in the planning, implementation and evaluation of interventions for the improvement of clients' quality of life. There is a major focus upon the relation between the individual and the social educator. Students will experience work with attitudes and values.
Students will also be able to analyse the abilities and potential of individuals. They will gain specific knowledge related to children and youth and their parents. Students will acquire communicational skills working with individuals, and they will be able to develop the ability to collaborate with various groups with different social objectives, excercising respect and empathy. Another vital learning opportunity includes the organisation of working methods which may reduce the use of any kind of force towards disabled people with a challengig behaviour.
All previous courses in the programme must be passed.
User influence and user decisions are focused, as well as the main principles of person-centred planning. Students will gain knowledge and skills related to the planning of interventions, and they will learn how to legitimise their objectives and actions. Students will also be able to observe, assess and analyse individuals and ther potential.
The course presents an introduction to family work, and students wiill meet with parents of disabled children. Students are introduced to behavioural analysis. A focus is upon working methods which may reduce the use of any kind of force towards disabled people with a challengig behaviour. Ethics, interaction and communication are also highlighted.
Seminars, lectures, groups, exercises in written and oral presentation.
Participation in classes.
One four hour written examination.
Working with individuals in their personal environments, habilitation and rehabilitation
Askheim, O.P.(2003) "Fra normalisering til empowerment". Kap. 5-12 s.20 - 204 (134 sider). Gyldendal akademisk, Oslo
Nordlund,I.og Linde,S.(2003) Innføring i profesjonelt miljøarbeid.Universitetsforlaget.Oslo s.97- 176 (80s)
Witzø, A E og Teksum A B (1998) Målrettet miljøarbeid med aldersdemente Tano Ascehoug Kap 2 - 7 s. 41 – 163 (122 sider)
Gjerum, B.og Ellertsen,E. (red.) (2002) Hjerne og atferd Utviklingsforstyrrelser hos barn og unge i et nevrologisk perspektiv…et skritt videre.Universitetsforlaget.Oslo 2.utg. Kap. 7, 8, 13,14 og 15: sidene: 440-442, 445-447, 455-459 og 461-472.(127 sider)
Gundersen, K.og Moynahan, L. 1995 Nettverk og sosiale ferdigheter. Haugtussa forlag.Nærbø s. 110 – 188 (78 sider)
Stubrud,L.H. 2001 Utviklingshemming i et økologisk perspektiv.Universitetsforlaget. s.12-22, 31-58, 76-84,89-111 (67s.)
Fyrand,L.1994 Sosialt nettverk.Teori og praksis.Tano. Kap.1-3 (107 s.)
Eikeseth Svein og Svartdal Frode ( 2003) Anvendt atferdsanalyse i teori og praksis. Oslo Gyldendal akademisk. Kap 13 (400 s) (noko overførast til emne 8 ?)
Observation
Løkken, G. og Søbstad, F.(1999) Observasjon og intervju i barnehagen. Tano. Kap.3,5 og 6. (65s.)
Bjørndal C R.P (2002): Det vurderende Øyet. Gyldendal akademisk. Oslo. Kap 1-2, 4 og 6-8
(97s.)
I kompendium:
Åsberg Kresting H(1990) ADL-trappan. Lund: Studentlitteratur, Lund. Kap 1, 2 og 8 (42 s).
Horne Hans og Øyen Bjarne (1994) Målrettet miljøarbeid. Oslo G.R.D forlag (39 s)
Collaboration and communication
Lorentzen, P( 2003) Fra tilskuer til deltaker Universitetsforlaget, Oslo (s67- 104 , s121 -150 og s175-258 (152 s) )
Compendium:
Ellingsen,K.E.,Jacobsen,K.,Nicolaysen,K.(red.)(2002) Sett og forstått Gyldendal akademiske kap 7 (31s)
Selbo Aud mfl (2004) Selvbestemmelse for tjenesteytere. Oslo Gyldendal Akademisk. Kap 6 ( 26 s)
Psychology
Fyhr, G.1993 Den "förbjudna" sorgen - om förväntningar och sorg kring det handikappade barnet. Svenska föreningen för psykisk hälsovård. Stockholm.Heile heftet. (48 s.)
Tema:Utviklingshemming og psykisk helse:
Eknes,J.(red.)2000 Utviklingshemming og psykisk lidelse.Universitetsforlaget.Oslo (s.33-203)170s.
Med atterhald om endring.
24.04.2006