MS2 - Children and Families in the Social Welfare System 2300-N-MS2-SDR-DR

The module fulfills the following learning outcomes defined in the study program:
General learning outcomes:
Knowledge: K_W01, K_W02, K_W03, K_W06, K_W07, K_W09, K_W10, K_W11
Skills: K_U01, K_U02, K_U03, K_U04, K_U05, K_U06, K_U08, K_U10, K_U12
Social competences: K_K01, K_K02, K_K03, K_K04, K_K05, K_K06

Specialization-specific learning outcomes:
Knowledge: S5_W01, S5_W02, S5_W03, S5_W04, S5_W05, S5_W09, S5_W10, S5_W12
Skills: S5_U01, S5_U02, S5_U03, S5_U04, S5_U05, S5_U06, S5_U07, S5_U09, S5_U10, S5_U11, S5_U13, S5_U14, S5_U15, S5_U16, S5_U17, S5_U18
Social competences: S5_K01, S5_K02, S5_K03, S5_K04, S5_K05, S5_K06, S5_K10, S5_K11, S5_K12, S5_K13

Detailed learning outcomes achieved within the module:
Knowledge – the student knows and understands:
• Theoretical foundations of care and upbringing, social assistance, and social-educational work with various groups requiring support, including relevant terminology and connections with related disciplines (K_W01);
• Historical and social transformations of the family, viewed through the interdisciplinary lens of pedagogy, as well as current social issues affecting families (K_W02);
• Characteristics of contemporary educational environments and methods of their analysis (K_W03);
• Goals, tasks, and operating principles of institutions supporting children, families, and other groups in need, including procedures for accessing their assistance (K_W06);
• Key methods and techniques for identifying the needs of different social groups and communities, and the institutions, forms, and methods of support (K_W07);
• Social structures, their relationships, and their significance for educational processes and social-educational work (K_W09);
• Diversity of educational environments and processes occurring within them (K_W10);
• Legal and organizational foundations of child welfare systems in Poland and selected EU countries (K_W11).

Skills – the student is able to:
• Observe and analyze various educational environments using diagnostic methods and techniques (K_U01);
• Select appropriate diagnostic methods and undertake suitable actions based on the needs of individuals, groups, or communities (K_U02);
• Use theoretical knowledge of care, education, and children's rights to interpret child behavior in the context of family situations (K_U03);
• Accurately describe, interpret, and evaluate data collected about children and families, and formulate appropriate conclusions for social-educational interventions (K_U03);
• Identify and characterize educational issues among children and attempt to resolve them (K_U04);
• Intervene in family, group, or institutional crisis situations and propose suitable solutions, including assistance plans (K_U05);
• Use various media and selected multimedia techniques in educational and professional activities (K_U06);
• Take a stance and independently formulate well-argued opinions on problem-solving approaches in various environments (K_U08);
• Cooperate with families to improve their parenting skills (K_U10);
• Work in a team and collaboratively fulfill assigned institutional or organizational tasks (K_U12).

Social competences – the student demonstrates readiness to:
• Independently and critically expand knowledge and skills, including interdisciplinary perspectives (K_K01);
• Participate in programs for working with children, groups, families, and communities, evaluate them, and consider feedback from facilitators, participants, and beneficiaries during the evaluation process (K_K02);
• Establish contact with children, families, and groups in need of support and act in their best interest (K_K03);
• Prepare responsibly for planned professional tasks (K_K04);
• Apply ethical principles in all actions involving children and families, including resolving dilemmas in social-educational work (K_K05);
• Accept responsibility for undertaken actions and their outcomes (K_K06).

To be eligible to take the final module examination and receive a module grade, students must successfully pass (with a grade) all courses included in the module, in accordance with the assessment criteria established by the respective instructors. Students who achieve an average grade of at least good across all module courses are exempt from the final examination.

Institutional Pedagogical Practicum – 60 hours.

• Biel K., Kusztal J., red. (2011), Dziecko zagrożone wykluczeniem. Elementy diagnozy, działania profilaktyczne i pomocowe, Kraków.
• Bojanowska E., Chaczko K., Krzyszkowski J., Zdebska E., red. (2022), Pomoc społeczna. Idea – rozwój – instytucje, Warszawa.
• Frysztacki K. (red.), Praca socjalna. 30 wykładów, PWN, Warszawa 2019
• Krasiejko I. (2016), Asystentura rodziny Rekomendacje metodyczne i organizacyjne, Warszawa.
• Markowska-Manista, U. (2021), Research “about” and “with” children from diverse cultural backgrounds in Poland–dilemmas and ethical challenges. Edukacja Międzykulturowa, 14(1), 233-244.
• Watts S (1998)., Praca socjalna w społeczności lokalnej, w: Lishman J. (red.) Podręcznik teorii dla nauczycieli praktyki w pracy socjalnej. „Biblioteka Pracownika Socjalnego”, Katowice.

The literature required for each subject within the module is determined by the respective course instructors. Please refer to the individual course pages for specific reading lists and requirements.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 2300-N-MS2-SDR-DR in USOSweb