Print Course syllabus
Course syllabus - Social Work with Children
Scope
7.5 credits
Course code
SAA044
Valid from
Autumn semester 2015
Education level
Second cycle
Progressive Specialisation
A1N (Second cycle, has only first-cycle course/s as entry requirements).
Main area(s)
Social Work
School
School of Health, Care and Social Welfare
Ratified
2014-11-20
Literature lists
Course literature is preliminary up to 8 weeks before course start. Course literature can be valid over several semesters.
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Books
Domestic violence, family law and school. Childrens right to participation, protection, and provision.
Basingstoke: Palgrave Macmillan, 2013
Effective child protection
Third edition. : Los Angeles : SAGE, [2020] - xiv, 239 pages
ISBN: 9781526464736 LIBRIS-ID: dqd3m7nzbg2937tt
Articles
Knowledge use and learning in everyday social work practice: a study in child investigation work
Department of behavioural Sciences and Learning, Lindköping University, 2015
Children helping to co-construct a digital tool that is designed to increase childrens participation in child welfare investigations in Sweden
Qualitative Social Work, 2021
URL: Link
Small Voices: Children's Rights and Representation in Social Work Research
Northern Ireland: University of Ulster at Jordanstown, 2007
Researching Social Work Practice Close Up: Using Ethnographic and Mobile Methods to Understand Encounters between Social Workers, Children and Families
Oxford: Oxford Publishing Limited, 2016
Organizational factors and child participation in decision-making: differences between two child welfare organizations
Oxford: Blackwell Publishing, 2015
Care for Sale: The Influence of New Public Management in Child Protection in Sweden
British Journal of Social Work (41) 93110, 2010
URL: Link
Emotional Intelligence, Emotion and Social Work: Context, Characteristics,Complications and Contribution
British Journal of Social Work (2007) 37, 245263,
Challenges of participation in child welfare
European Journal of Social Work. 20:6,882-893, 2017
Pathways to Participation: Openings, Opportunities and Obligations
Children & society, 15, 107117, 2001
Obstacles for child participation in care and protection cases - why Norwegian social workers find it difficult
2012
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Articles
Challenges and opportunities of using digital storytelling as a trauma narrative intervention for children
Advances in Social Work, 16(1), 78, 2015
URL: Retrieved from
Knowledge use and learning in everyday social work practice: a study in child investigation work
Department of behavioural Sciences and Learning, Lindköping University, 2015
Small Voices: Children's Rights and Representation in Social Work Research
Northern Ireland: University of Ulster at Jordanstown, 2007
Internet technology: An empowering or alienating tool for communication between foster-carers and social workers?
British Journal of Social Work, 43(4), 775, 2013
URL: Link
Researching Social Work Practice Close Up: Using Ethnographic and Mobile Methods to Understand Encounters between Social Workers, Children and Families
Oxford: Oxford Publishing Limited, 2016
Organizational factors and child participation in decision-making: differences between two child welfare organizations
Oxford: Blackwell Publishing, 2015
Vulnerable childrens health as described in investigations of reported children
Child and Family Social Work, (18) 117128, 2013
Care for Sale: The Influence of New Public Management in Child Protection in Sweden
British Journal of Social Work (41) 93110, 2010
URL: Link
Safeguarding cyborg childhoods: Incorporating the On/Offline behaviour of children into everyday social work practices
British Journal of Social Work, 44(3), 596, 2014
URL: Link
Emotional Intelligence, Emotion and Social Work: Context, Characteristics,Complications and Contribution
British Journal of Social Work (2007) 37, 245263,
The child welfare service's assessments in custody cases that involve minors
European Journal of Social Work, 16:4, 470-488, 2013
Challenges of participation in child welfare
European Journal of Social Work. 20:6,882-893, 2017
Pathways to Participation: Openings, Opportunities and Obligations
Children & society, 15, 107117, 2001
Obstacles for child participation in care and protection cases - why Norwegian social workers find it difficult
2012
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Books
Green social work : from environmental crises to environmental justice
Cambridge : Polity, 2012 - xiv, 244 p.
ISBN: 0745654010 LIBRIS-ID: 12594486
Domestic violence, family law and school : children's right to participation, protection and provision
Basingstoke : Palgrave Macmillan, 2013 - 186 s.
ISBN: 1137283041 LIBRIS-ID: 14714539
Articles
Joining in on different terms: dealing with poverty in school and among 'peers'
Young - Nordic Journal of Youth Research 21 (2): 155-171 doi: 10.1177/1103308813477465, 2013
Cultural competence in institutional care for youths: experts with ambivalent positions
Nordic Social Work Research, 2015
Jokes and routines make everyday life a good lifeon doing family for young people in foster care in Sweden
European Journal of Social Work, 15:5, 613-628, 2012
URL: Link
Amoral, Im/moral and Dis/loyal: Childrens Moral Status in Child Welfare
Childhood, 2017
The challenge of Childhood. Distributions of childhoods ambiguity in adult institutions
Childhood, 6 (4), 455-474 doi: 10.1177/0907568299006004005, 1999
Child protection under Swedish law - legal duality and uncertainty
European Journal of Social Work, 2013
URL: Link
Swedish Welfare Responses to Ethnicity: the Case of Children and Their Families
European Journal of Social Work, 13(1), 19-34, 2010
URL: Link
Educational Professionals Experiences of Self-harm in Primary School Children: You dont really believe, unless you see it
Oxford Review of Education, vol 34, nr 2, 253-269, 2008
URL: Link
Evidence-based social work practice with children and families: a cross national perspective
European Journal of Social Work, 11 (1), 57 72, 2007
URL: Link
Objectives
The objective of the course is for students to acquire more in-depth knowledge of children’s rights and how children’s participation, protection and resources can be promoted and secured in a social work context. Students are further expected to acquire additional knowledge about the complexity of the welfare system, and how boys’ and girls’ experiences can contribute to knowledge development and evidence-based practices.
Learning outcomes
Upon completion of the course, students are expected to be able to:
With regard to knowledge and understanding
1. give evidence of in-depth knowledge of children’s rights, participation, protection and resources, and discuss these with the help of core theories from social research on children and youth
2. give evidence of in-depth knowledge of children’s vulnerability and special needs, including their consequences, and how they can be detected and handled with the help of different models/methods for analysis, preventive work, crisis intervention, support and treatment
3. give evidence of in-depth knowledge of different definitions of, and perspectives on, quality in social work with children
With regard to skills and abilities
4. analyze obstacles and opportunities in work with children who are especially vulnerable or have special needs
5. analyze the importance of a child perspective, and of children’s perspectives and participation, in the qualitative development of social work with children
6. note and take into account children’s experiences and perspectives in social work
With regard to judgement and approach
7. critically assess the response to children’s vulnerability and special needs on the basis of different perspectives and categorizations
Course content
Theory formation and research about children’s rights
Power relationships based on categorizing concepts such as ethnicity, disability, family structure, class, sex/gender, religion, sexuality, and age
The transition between childhood and adult life
Different types of special needs
Different forms of vulnerability, for example, related to different contexts and family relations, and in environments such as in groups of children, the welfare system complexity and institutional practices for detection and management of special needs and vulnerability and its implications for children
Quality development in social work with children, with special emphasis on participation
Tuition
Teaching and learning take place in the form of lectures, group work, seminars and in-depth discussions. The aim of the teaching methods is for students to train independent and active knowledge searches, cooperation, discussion, argumentation and critical reflection, both individually and in groups.
Specific requirements
A completed bachelor’s degree from an institution of higher education of three years or more, equivalent to 180 credits in one of the following subject areas: Public Health Science, Caring Science with Specialisation in Nursing, Nursing science, Medical Science, Physiotherapy, Social Work, Sociology, Psychology, or the equivalent. In addition Swedish B/Swedish 3 and English B/English 6 are required. For courses given entirely in English exemption is made from the requirement in Swedish B/Swedish 3.
Examination
INL1, Hand-in assignment, 3 credits, individual written presentation: critical assessment of the responses to the vulnerability and special needs of children and youth; learning outcomes 1-2, 4, 7; grades Fail (U), Pass (G) or Pass with distinction (VG).
INL2, Hand-in assignment, 3 credits, individual written presentation: critical assessment of quality development in social work with children and youth; learning outcomes 1, 3, 5-7; grades Fail (U), Pass (G) or Pass with distinction (VG).
SEM1, Seminar, 1.5 credits, written and spoken presentation in groups: social work with children; learning outcomes 1-7; grades Fail (U) or Pass (G).
For the grade Pass with distinction on the course as a whole, this grade is required for INL1 and INL2. For more information, see the study guidelines.
A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.
Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.
Study guideGrade
Three-grade scale
Interim Regulations and Other Regulations
Replaces SAA037.