Print Course syllabus
Course syllabus - Social Work and Social Change
Scope
7.5 credits
Course code
SAA061
Valid from
Autumn semester 2016
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
2016-01-28
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
Green social work: from environmental crises to environmental justice
ISBN: 0745654010
The theoretical foundation of social case work
URL: Link
Resilient therapy [electronic resource]: working with children and families
ISBN: 0203946898
The strengths model: a recovery-oriented approach to mental health services
ISBN: 9780199764082
Cultural competence in institutional care for youths: experts with ambivalent positions
Gender, culture and epistemic justice. The Institutional Logic in Assessment of Asylum Applications in Sweden
Articles
Systemic barriers to effective utilization of decision making tools in child protection practice
URL: Link
Teaching as a way of bonding: a contribution to the relational theory of teaching
URL: Link
Supporting Implementation of Innovative Social Work Practice: What Factors Really Matter?
URL: Link
Prejudice, categorization and particularization: From a perceptual to a rhetorical approach
URL: Link
Beyond homo economicus: Recognition, self-realization and social work
Looking for social work in school social work
Facts with feelings social workers experiences of sharing information across team and agency borders to safeguard children
URL: Link
Availability of attachment relations and safe school environment are associated with subjective well-being in 15-year-olds - with girls reporting less well-being and less equality
URL: Link
Intersectionality as a Useful Tool: Anti-Oppressive Social Work and Critical Reflection
URL: Link
Child-centered social work practice three unique meanings in the context of looking after children and the assessment framework in Australia, Canada and Sweden
URL: Link
Clinical Social Work in a Digital Environment: Ethical and Risk-Management Challenges
URL: Link
Helping Children Is a Human Process: Researching the Challenges Social Workers Face in Communicating with Children
URL: Link
You wont take away my children! families participation in child protection. Lessons since a best practice
URL: Link
Community work as socio-spatial response to the challenge of glocal segregation and vulnerability. In Social work in a glocalised world, Livholts & Bryant (eds) pp.169-185.
How important are the common factors in psychotherapy? An update
URL: Link
Evidence-based social work practice with children and families: a cross national perspective: Il lavoro sociale con i minori e le famiglie basato su prove di efficacia: prospettive internazionali
URL: Link
Other Materials
More references to research articles will be required to pass the course.
Objectives
The objective of the course is for students to acquire enhanced knowledge of theories and models in social and psycho-social change. The course further aims at students acquiring more in-depth knowledge of communication and reflective processes and developing their professional skills when it comes to leading a conversation. In addition, there is the aim of students acquiring the ability to reflect critically upon how models and theories are applied in social work in relation to evidence-based practice.
Learning outcomes
Upon completion of the course, students are expected to be able to:
(knowledge and understanding)
1 give proof of enhanced knowledge of different levels of change (political, social and psycho-social) and reflect upon these in relation to core theories and research of relevance to social work
2 give proof of enhanced knowledge of power in relation to the micro, meso and macro levels of social work
3 give proof of enhanced knowledge of the importance of users participating in processes of change, with special attention paid to vulnerable groups or situations, and reflect upon vulnerability in relation to laws and conventions
(competence and skills)
4 analyze, from global, societal and organizational perspectives, obstacles to and opportunities for social and psycho-social change with regard to vulnerable individuals and groups
5 analyze the users’ perspective in models for change and in quality development of social work
(judgement and approach)
6 apply an explorative approach to knowledge and to the need for personal and professional development in social work
7 critically assess users’ situations and participation from an ethical perspective and by taking into account an intersectional perspective
Course content
- ecological systems theory
- social constructivism and systemic perspectives
- reflective processes and circular questioning
- strengths model
- humanistic psychology
- confirmation and autonomy
- intersectional perspectives
- evidence-based practice
Specific requirements
A completed bachelor’s degree from an institution of higher education of three years or more, equivalent to 180 credits within the fields of social work or 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, 4 credits: individual written presentation; learning objectives 3-6; grades Fail (U), Pass (G) or Pass with distinction (VG).
SEM1, Seminar, 1.5 credits: oral presentation and role play; learning objectives 4 and 6; grades Fail (U) or Pass (G).
SEM2, Seminar, 2 credits: hand-in assignment and oral presentation; learning objectives 1-2 and 7; grades Fail (U), Pass (G) or Pass with distinction (VG).
For a VG on the course as a whole, a VG is required on INL1 and SEM2, as well as a G on SEM1. For further 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.
Grade
Three-grade scale