Social Work, Early Education & Nursing Management - Courses in - Child abuse & neglect Children s books Child protection and Family Treatment Digital Natives Youth & Digital Media Future of Social Work Mental health & recovery Morality, social justice & principles of human relationships in modern societies Social policy in the European Union Qualitative & quantitative research methods Faculty of Business & Social Sciences Dept. of Social Work (September 2015)
Course Name: Child Abuse and Neglect A developmental Perspective Department (level): Responsible Lecturer: Prof. Dr. Gerhard J. Suess Work load: 120 hours Lecture hours per week: 2 ECTS Credits: 4 Epidemiological data on child abuse and neglect Theoretical Models for explaining child abuse and neglect Impacts on individual development Risk factors and screening instruments; prevention and intervention programs Critical Review of traditional Child Protection and the role of Social Work in Germany Severe cases of child maltreatment have stimulated a lively debate in Germany within the last years and have also called for an evaluation of the existing Child Protection System in Germany. The seminar will focus on the origins as well as the development of child maltreatment and its consequences for the developing child. A transactional ecological Model of Child Maltreatment (Cicchetti) will serve as a theoretical framework, focusing on a multi-level approach, taking not only the ontogenetic development but also the ecological context into account. Understanding the complex developmental mechanisms and processes, leading to maltreatment and being caused by maltreatment, is informative not only for prevention but also for intervention and helping battered children. The practical implications of such a developmental perspective on child abuse and neglect for child protection will be discussed. interactive lectures with exercises; 30 hours classes, 60 hours personal study; 30 hours project work Written exam, paper; project presentation Written exam, paper Cicchetti, D., & Valentino, K. (2006). An ecological-transactional perspective on child maltreatment: Failure of the average expectable environment and its influence on child development. In D. Cicchetti, & D. J. Cohen (Eds.), Developmental psychopathology (pp. 129-201). New Jersey: John Wiley & Sons. Dodge, K. A., & Coleman, D. L. (2009). Preventing child maltreatment: Community approaches. New York: Guilford. Erickson, M. F., & Egeland, B. (1987). A developmental view of the psychological consequences of maltreatment. School Psychology Review, 16(2), 156-168. Pianta, R., Egeland, B., & Erickson, M. F. (1989). The antecedents of maltreatment: Results of the mother-child interaction research project. In D. Cicchetti, & V. Carlson (Eds.), Child maltreatment: Theory and research on the causes and consequences of child abuse and neglect. (pp. 203-253). New York, NY, US: Cambridge University Press.
Course Name: Children s Books Degree programme: Education & Learning in Childhood (Bachelor) Responsible Lecturers: Prof. Dr. Bergs-Winkels, Prof. Dr. Ulber Work load: 90 hours Lecture hours per week: 2 ECTS Credits: 3 Students should be enabled to analyse children s books with regard to different cirteria and reflect on quality as well as on cultural impact. Childrens books in different cultural contexts with the focus on literature: classical books design of books cultural influence intercultural importance function of books Classes are in the form of a weekly lecture, visit of Children s library in Hamburg and group work. Type of exam / Assessment: Presentation Course language: Little big books. Illustration for children s picture books The literature will be provided
Course Name: Child Protection and Family Treatment Degree programme: Responsible Lecturer: James W. Hill, M.Ed* (Visiting Lecturer) Work load: 50 hours Lecture hours per week: block seminar 25 hrs** ECTS Credits: 2 Students will learn how to identify signs of child maltreatment and then provide corresponding treatment to both the child and parents. The course will also discuss the personality styles of abusive parents. Practical skills in forensic interviewing of abused children and modern forensic techniques will also be demonstrated. The course will focus on modern strategies to protect children from parental maltreatment and deal effectively with families when abuse/neglect has occurred. The instructor will use actual case scenarios and role plays to make the learning as realistic and practical as possible. There will be a forensic component to the course in which the instructor will also discuss issues related to forensic science, forensic interviewing of both victims and offenders, forensic linguistics, and gathering physical evidence in abuse cases which can be used in both juvenile and adult court. The course will also look at concepts related to missing children and how to find them, human trafficking of both children and adults, crime scene investigations, psychological and personality factors that lead to abusive behaviors and treatment for children that have been both physically and sexually abused. The course is ideal for psychologists, social workers working in the field of child protection, criminologists, and foster parents. This course will be highly interactive. Students are encouraged to ask questions and challenge the instructor. 3-day block seminar in the week 16. 21. March 2015 (before lectures start). Mainly interactive lectures with exercises, using slide shows followed by questions and answers. Videos will also be used. Course language: Test at the end of the seminar, active group work and presentation. Active classroom participation, short quiz/test at the end of the seminar, group work analysis and discussion of case scenarios and decisions on treatment options. Jeopardy in the Courtroom: A Scientific Analysis of Children s Testimony. Author Steve Ceci * James Hill has been a child protection social worker for nearly 20 years in the USA. He has given numerous lectures throughout Europe on issues related to social work, psychology, sociology and other human service related themes. Currently he is teaching Forensic Psychology in Warsaw at SWPS. He also teaches courses at MCI in Austria. 2001 Masters Degree in Education/Psychology, Heritage University, Washington 1975-1980 BS Degree in Sociology and Psychology with Teacher s Certification, University of Wisconsin at River Falls
Course Name: Digital Natives - Youth and Digital Media Degree programme: Responsible Lecturer: Astrid Jörns-Presentati Work load: 120 hours Lecture hours per week: 2 ECTS Credits: 4 Digital Media and Development Digital communication environments Identity construction online Technology and (mental) health Intimacy and the Internet Political activism and the Internet Violence, cyberbullying, and victimization The class will seek to explore developmental psychological aspects related to the so called born digital generation, a generation which has grown up with a broad and frequent access to the internet, text messaging, online gaming etc. There will be class discussion, online research sessions and presentations. Interactive lectures with exercises; 30 hours classes, 60 hours personal study; 30 hours project work Essay or presentation and handout Reading, research and discussion Subrahmanyam/éSmahel (2011): Digital Youth: The Role of Media in Development. Springer New York (Advancing Responsible Adolescent Development).
Course Name: Future of Social Work, The Degree programme: Social Work/ Education and Learning in Childhood (Bachelor) Responsible Lecturer: Prof. Dr. Petra Strehmel Work load: 90 hours Lecture hours per week: 2 ECTS Credits: 3 To gain knowledge of current working systems and organizational structures in social work and child education in different countries and cultures To learn about the concepts of future research analysing data which reveal future trends in society changes concerning social work and education to learn about and apply methods for strategic planning, organizational development and change management, To explore methods of future workshops for non-profit organizations and welfare associations for social work and child education - current working systems in social work and education (from a psychology of work perspective) - methods and results of future research (societal changes, trends, future demands, ) - Future challenges of social work and education - Methods of strategic planning, organisational development and change management in social and educational organizations to face future challenges - future management and future workshops Due to tremendous global and societal changes social work and education have to think over current concepts and working systems in the context of social policy. The course will explore how organisations for social work and education can prepare for future challenges in the context of different systems in various countries and cultures. Students will analyse data and discover societal trends and challenges in particular fields of social work and learn about and apply methods how organisations can prepare for the future and manage changes in data based and creative ways. interactive lectures with exercises and workshop methods; 30 hours classes, 60 hours personal study, 30h project work basic knowledge in psychology and sociology, motivation to participate in group work and discussions Active participation, presentation and/or written paper; project presentation Credit points are allocated on basis of passed exam, i.e. active participation, presentation and/or written paper; project presentation Engestrøm, Yrjö (2005). Developmental work research: expanding activity theory in practice. Berlin: Lehmanns Media. Engestrøm, Yrjö (2010). From Teams to Knots. Activity-Theoretical Studies of Collaboration and Learning at Work Glenn, J. C. & Gordon, T. J. (2000). Futures Research Methodology Version 3.0 Micic, Pero (2005). The Five Futures Glasses. Olavarrieta, C., Glenn, J. C. & Gordon, T. J. (2010??) FUTURES. An encyclopedic dictionary. Scharmer, C. O. (2007). Theorie U. Leading From the Future as it Emerges. The Social Technology of Presencing. Senge, P. (2011). The Fifth Discipline. The art and practice of the learning organisation. Senge, P., Kleiner, A., Roberts, C., Ross, R. B. & Smith, B. J. (1994ff.). The Fifth Discipline Fieldbook.
Course Name: Mental Health and Recovery Degree programme: Responsible Lecturer: Astrid Jörns-Presentati Work load: 120 hours Lecture hours per week: 2 ECTS Credits: 4 Course objectives include: historical and cross-cultural perspectives on meanings of mental health and mental illness the mental health movement, disability rights and recovery the role of experiential knowledge in recovery Recent changes in social policies regarding the provision of mental health services across the United States, United Kingdom, Ireland, Canada, New Zealand, and Australia reflect a shift toward a recovery-orientation. Recovery in mental health focuses on reducing stigma surrounding severe mental health problems and promoting social inclusion, empowerment, peer-support and a person-centred approach. This class will explore questions around mental health consulting literature, research, and documentary films that cover experiences of recovery from severe mental health problems and draw on debates related to the Convention on the Rights of Persons with Disabilities. There will be class discussion and presentations. Interactive lectures with exercises; 30 hours classes, 60 hours personal study; 30 hours project work Essay or presentation and handout Reading, research and discussion Amering/Schmolke (2009): Recovery in Mental Health: Reshaping Scientific and Clinical Responsibilities. Malden/Massachusetts: Wiley- Blackwell.
Course Name: Morality, Social Justice and Principles of human relationships in modern societies Department (level): Responsible Lecturer: Prof. Dr. Dieter Röh Work load: 120 hours Lecture hours per week: 2 ECTS Credits: 4 - Basics of human living: What is a suitable idea of mankind for social work and education? Overview of different views in philosophical history - What is social justice like in modern times and modern societies? - What are the principles of a moral theory which considers needs, rights and competences and social goods as well? - How can social goods be distributed and how can people use these goods for a good life? - What methodological impacts arrive from this moral theory? The course will clear the basic principles of human living and principles of a fair society on the basis of the "capability approach" by Martha Nussbaum, an American philosopher, which has constructed a moral theory in dissociation from other moral or justice theories, such as this from John Rawls. Furthermore we'll make a tour through classical moral and political approaches of morality and justice. On the basis of some text extracts from "Frontiers of Justice" (Martha Nussbaum), "Justice as Fairness" (John Rawls) and some other thinks we discuss those priniciples of justice in interactive lectures with exercises; 30 hours classes, 60 hours personal study, 30 hours project work No official prerequisites, but it is recommended that students have a strong motivation to think politically and philosophically. Test (2 hours) at the end of the semester and a project presentation during the semester Active participation in group work and lectures Martha C. Nussbaum (2007): Frontiers of Justice: Disability, Nationality, Species Membership. Harvard University Press John Rawls (2001): Justice as Fairness A restatement. Ed. by Erin Kelly, Harvard University Press John Rawls (1971; 1999): A Theory of Justice. Harvard University Press
Course Name: Social Policy in the European Union Department (level): Responsible Lecturer: Prof. Dr. Simon Güntner Work load: 120 hours Lecture hours per week: 2 ECTS Credits: 4 The students will be able to understand the structures of welfare provision in European countries. European welfare states are characterized by a number of similar values and elements, such as a relatively high level of publicly organised social security, but also by some distinct features and differences. To understand current dynamics and reform processes, the course takes a historical and comparative perspective on welfare systems. A third aspect will include the different instruments of EU Social Policy and the process of policy coordination between Member States. Course structure - Similarities and differences between welfare regimes in European - Instruments of EU Social Policy - Comparative case studies of reform processes in selected policy areas (employment, poverty, social security) interactive lectures with exercises; 30 hours classes, 60 hours personal study; 30 hours project work Basic understanding of welfare provision in your home country, willingness to active participation in discussions Active participation, presentation and/or written paper; project presentation Credit points are allocated on basis of passed exam, i.e. after course work is submitted and marked. Schubert, Klaus/ Hegelich, Simon/ Bazant, Ursula (2009): The Handbook of European Welfare Systems, Taylor & Francis
Course Name: Qualitative and quantitative research methods Department (level): Responsible Lecturer: Prof. Dr. Dagmar Bergs-Winkels Work load: 180 hours Lecture hours per week: 2 ECTS Credits: 6 Students will be able - to read empirical studies - to design small studies - critically reflect empirical studies - to analyze empirical data on a descriptive level - History of statistics - Descriptive statistics - Scale types - Mean and standard deviation and variance - Measures of central tendency - Graphs - Experiment - Case Studies - Biographical research - Historical-comparative research - Analysis of qualitative data interactive lectures with exercises; 36 hours classes, 100 hours personal study; 44 hours project work Written examination at the end of the semester Active participation in group work and lectures Neumann, W. Lawrence (2005): Social Research Methods: Qualitative and Quantitative Approaches: Quantitative and Qualitative Approaches. Allyn & Bacon