Have knowledge about conditions that make children and youth vulnerable
Be able to apply research and theory in order to understand which are the conditions that lead to emotional and social vulnerability
Be able to apply theories and empirical data in order to understand which are the conditions that influence the learning environment of vulnerable individuals
Have the ability to identify, map and prevent social and emotional difficulties in the work with children and youth
Be able to explain how one can stimulate positive emotional and social development and adequate mastering strategies when meeting emotionally vulnerable children and youth in pre-school and school
Have thorough knowledge about how behaviour disorders, psychological problems and low self-esteem can be understood as secondary problems in relation to vulnerable individuals
Have the ability to work independently with relations in different contexts
Have knowledge about special needs working methods aimed at helping vulnerable children and youth, both on the individual- and system level
The course presents essential theories and research related to socioemotional vulnerability in a life-long perspective. Understanding various perspectives related to the emotional and social development of children and youth will be emphasised. Topics will be studied both from individual- and system perspectives and the aim is to implement necessary and planned change aimed at improving the situation for vulnerable individuals, in a special needs context. Attention will, in particular, be paid to pre-school and school as important preventive bodies in work with exposed groups and individuals, focusing on relations. Socio-emotional vulnerability will be analysed as a development- and learning process, and the aim is to help exposed groups and individuals to experience mastering in a variety of situations. Additionally, emphasis will be placed on various measures that enhance the possibilities for positive emotional and social development. Emphasis is also placed on the students¿ development of an analytic and reflective view of the various theories, as well as their ability to adapt methods and strategies to various contexts.
Two individual assignments must be assessed as a pass. Each: 1800 words +/- 10%, including a list of references Participation in mandatory seminars
Assessment methods and criteria
Individual oral examination. Graded assessment.
The study programme manager, in consultation with the student representative, decides the method of evaluation and whether the courses will have a midterm- or end of term evaluation, see also the Quality System, section 4.1. Information about evaluation method for the course will be posted on Canvas.