The main objective of the program is to educate reflexive, critical thinking and ethically conscious child welfare workers with solid
academic anchoring and skills necessary to provide good and effective help to children, young people and their families.
Students will be prepared for professional careers in which they facilitate and contribute to children living under harmful conditions
getting the necessary help, care and protection in a timely manner, and ensure that these children and young people are met with security, love and understanding.
Practicums and experience in the field are a central component of the program. Direct service experience is integrated into four of
the five years of study.
The program has an interdisciplinary profile with child welfare as a main thematic core. The program consists of five areas of knowledge, with professional education as a common feature of the four areas of knowledge. Pulling knowledge from different areas and linking them to challenges in child welfare is part of the professional education in this program. The orientation of the program is linked to assessments of the child's best interests. The "best interests of the child," which is the purpose of child welfare, will be the core subject of analyzes and discussions throughout the program.
This academic education means that students develop a professional education and set of skills. By this, we mean the ability to meet children, young people and their families in a respectful manner, be involved in with the individuals and to make good professional assessments for the benefit and best interest of the child.
The five domains of knowledge that students encounter each academic year are each presented as a step in a staircase, with one step for each year, see figure 1. In addition to showing the overall thematic, staircase diagram illustrates that there is a progression of knowledge from one year to the next. The five areas domains are:
Knowledge of child protective services
Psychology and welfare knowledge
Ethics, scientific theory and methodology
In addition to the five core areas of knowledge, the program has five topics that follow the academic year. These are indicated in the model's top line. We start with the child protection worker. We then expand students' perspective on relationships and participation. Language and writing are the core subject of it third year. Throughout the fourth year, we emphasize cooperation and collaboration and conclude with a focus in the final year on reflection and research.
|1. sem||BV-100-1 Innføring i barnevern 10 sp||PS-101-1 Psychology 10 sp||SV-135-1 Sociology of Welfare and Equality 10 sp|
|2. sem||PS-103-1 Barns utvikling 10 sp||SO-104-1 Ethics, Judgement and Professional Practice 10 sp||JU-200-1 Administrative Law 10 sp|
|3. sem||ME-110-1 Practical Social Research 10 sp||BV-200-1 Miljøterapeutisk arbeid 10 sp||BV-201-1 Grunnlagstenkning og etikk i barnevernet 10 sp|
|4. sem||BV-202-1 Praksis i miljøterapeutisk barnevern 10 sp||JU-301-1 Norwegian Welfare Law 10 sp||Child Welfare, 5 year Master's Programme|
|5. sem||BV-300-1 Barnet og barneverntjenesten 10 sp||BV-301-1 Digitalisering, kommunikasjon og etikk 10 sp||JU-307-1 Barnerett 10 sp|
|6. sem||BV-302-1 Å samtale med barn 5 sp||BV-304-1 Praksis i det kommunale barnevernet 25 sp|
|7. sem||ME-416-1 Philosophy of Science and Qualitative Research Methods 10 sp||ME-417-1 Philosophy of Science and Quantitative Research Methods 10 sp||BV-400-1 Beslutningsprosesser og tiltaksutvikling 10 sp|
|8. sem||SV-402-1 Professions and cooperation 10 sp||BV-401-1 Mangfold og livsmestring 5 sp||BV-402-1 Reflekterende praksis 15 sp|
|9. sem||BV-501-1 Masteroppgave (1/2) 10 sp||SO-408-1 Profesjonell utvikling i sosialt arbeid 10 sp||BV-500-1 Veiledning og myndiggjøring 10 sp|
|10. sem||BV-501-1 Masteroppgave (2/2) 30 sp|
Knowledge and skills
After graduation, the candidates should:
After graduation, the candidate should be able to:
After graduation, the candidate should be able to:
Teaching and learning format
In the program, lectures, seminars, group work / discussions, systematic reflections are used, guidance, as well as training on written communication and management, skill training both in role play and by executive work in child protection service. The working methods include digital platforms and aids.
It is envisaged that the students take considerable responsibility for their own learning and for their own personal professional education. The students will be guided in their practicum placements by experienced child protection workers. Throughout the program, students will participate in a mentor group consisting of an employee at the university, a practitioner and a youth who has experience with help from child protection services. In the master's thesis, the students will do independent research work. There are also day seminars where the students work with the integration and understanding of the teachings and of themselves as a future professional practitioner.
The work format will be a balance between practice in the field and the university as the learning arena, in such a way that these are seen as complementary and mutually dependent learning arenas. The language of instruction is Norwegian, with the exception of some courses that will be taught in English
Variations in forms of assessment, such as approval of practicum placements, written school exam, semester assignments (done individually or in groups) oral examinations, take-home exams (done individually or in a group) as well as a master's thesis in combination with an oral defense of this.
The program is geared towards the Norwegian child welfare services but will at the same time safeguard international perspectives.
In the program, emphasis is placed on developing knowledge of cultural sensitivity, diversity, comparative perspectives on the welfare society, consequences of globalization and migration on growing up in Norway and the multicultural society. Some topics will be in English, with the goal of attracting international students, and much of the curriculum / research literature will be international.
The Department of Sociology and Social Work collaborates with Aalborg University (AUU), the University of Nebraska (UNO), the University of Leuven (UCLL) and the University of California, Berkeley. The institute is working on establishing new cooperative agreements with foreign universities to add to the agreements already in place.
It has been arranged for exchanges twice during the course, in the 4th semester and in the 9th semester. In the 4th semester, practicum placements in environmental therapeutic work, law and an elective course are included. Having experience with environmental therapeutic practices abroad will strengthen the knowledge of the academic and value basis for environmental therapy in different contexts. It will give skills to reflect on the exercise, opportunities and limitations of different systems they work within. The law module, in administrative law, can be replaced by legal issues related to the international children's right and the Convention on the Rights of the Child. In addition, the student will take a relevant elective at the university chosen. Overall, such a semester can contribute to strengthening the critical and ethical awareness of child protection work and contribute to understanding how environmental therapeutic work is understood and practiced in other countries.
Foreign exchange at the master’s level has been added to the 9th semester and will be aimed at the topic identified for the master’s thesis. Students are free to take a relevant elective course of 10 credits as a substitute for SO-408, in addition to 10 credits within supervision. Courses in supervision can be found in different variants at different universities, and this can help to strengthen the learning outcomes of the supervisor role in different contexts. Study program leaders approve topics at the relevant institution before the exchange takes place.
The program leads to the degree master’s in child Welfare.
Introduction to child welfare
Sociology of welfare and Equality
Ethics, judgement and professional practice
Practical social research
Environmental therapy work
Basic thinking and ethics in child welfare
Practicum in Environmental therapy in child protective services
Specialization in social work
The child and child protective services
Digitalization, communication and ethics
Talking with children
Practicum in the municipal child welfare servicet 25 sp
Scientific theory and qualitative methods
Scientific theory and quantitative methods
Decision making processes and action plan development
Coopertion and collaboration 10 sp
Diversity and life skills
Professional development in social work 10 sp
(other electives can be approved after application).
Supervision and empowerment
Study programme evaluation is conducted annually in the programme committee in accordance with the Quality System, section 4.2.
Faculty of Social Sciences