MA for Social Work FCULTY OF Philosophy University of Nis.

Slides:



Advertisements
Similar presentations
Legal Capacity, Personhood and Supported Decision Making
Advertisements

Integrating the NASP Practice Model Into Presentations: Resource Slides Referencing the NASP Practice Model in professional development presentations helps.
Comprehensive family assessment as a prerequisite of individualized planning, monitoring and evaluation of family-visitation program in Croatia Professor.
Government of the Republic of Serbia Ministry of Labor and Social Policy GENERAL AND SPECIAL PROTOCOL ON CHILD PROTECTION FROM ABUSE AND NEGLECT.
Introduction to Competency-Based Residency Education
Health & Social Care AS & A2
The Characteristics and Conditions Associated with Exemplary Middle Schools.
The Network To come together to transform the partnerships among families, community and service providers to do everything possible to promote strong,
The purpose of this Unit is to enable individuals to develop the key principles, values and attitude which are central to high quality care practice Key.
202: Truancy: Prevention and Intervention. The Pennsylvania Child Welfare Resource Center Learning Objectives Participants will be able to: Discuss the.
Jill Malat Office of Civil Legal Aid Children’s Representation Program
Copyright © 2002 by W. B. Saunders Company. All rights reserved. Chapter 6 Mental Health Nursing in Community Settings Menu F.
Czesław Czabała Academy of Special Education.  Develop person’s ability to deal with their inner world: thinking and feeling, managing life and taking.
1 PI 34 and RtI Connecting the Dots Linda Helf Teacher, Manitowoc Public School District Chairperson, Professional Standards Council for Teachers.
A Guide to NAEYC Accreditation
Understanding TASC Marc Harrington, LPC, LCASI Case Developer Region 4 TASC Robin Cuellar, CCJP, CSAC Buncombe County.
Defining Roles and Responsibilities for the New College Health Nurse through Standardized Nursing Competencies Doreen Perez MS RN BC Carol Kozel BSN RN.
Children at risk Discussion starter for staff meetings
Parents with learning disabilities
INEE MS Contextualization Juba, South Sudan 6-9 March, 2012.
Conference Tartu December 7-9, 2005 ”Youth Participation and Quality Management”
Community Board Orientation 6- Community Board Orientation 6-1.
HUMAN RIGHS BASED APPROACH TO PROGRAMMING 22 November 2011 Barbro Svedberg.
Eurochild Family and Parenting Support Thematic Working Group Geert Jorgensen, president of JCCI Welcome to Denmark.
A Focus on Health and Wellbeing Wendy Halliday Learning and Teaching Scotland.
Skills and Responsibilities of Early Childhood Professionals Objectives 2.01 and 2.02.
UNICEF Child Friendly City Framework: a rights based local planning approach Dave Pugh CEO St Luke’s Anglicare.
©2014 Cengage Learning. All Rights Reserved. Chapter 13 Using Program Assessments to Look at Children in Groups “Pointing the finger of blame at others.
‘Walk a few miles in somebody else’s shoes’ Involving people who use social care services and their carers in social work training at Luton University.
Addiction Treatment in Israel: An Overview of Services Provision Iris Mordecovitch, MSW.
Describing ethical competences - caveats turning ethical principles into competences is a challenge: nonetheless competences have been described for some.
The Family Model. Breadth Burden Barriers Benefits.
FOSTER CARE: MODULE #4 Meeting the Needs of Children and Families.
Paul O’Halloran Gaza, April The 10-ESC, were originally developed in the UK by the NIMHE, in consultation with service users and carers together.
Model Development Task Team Report to Bullying Issues Committee.
2 Digital Citizenship
Child Protection Services Department of Health and Human Services Maggie Crawford State Manager Child and Family Services 3 April 2006.
An introduction to children’s rights
1-2 Training of Process Facilitators Training of Process Facilitators To learn how to explain the Communities That Care process and the research.
Comprehensive Youth Services Assessment and Plan February 21, 2014.
Unit 2 Schools as organisations week 2
Standards & Competencies MA in Social Work Nevenka Zegarac, Full professor, FPN, BU.
Learning outcomes SW BA Prof dr Nevenka Zegarac Department of Social work and social policy Faculty of political sciences UBG TEMPUS SHEPSSSS Workshop.
Social Work Competencies Social Work Ethics
Field placements for students of social policy and social work at the UB-FPS Natalija Perisic University of Belgrade Faculty of Political Sciences Department.
General standards and competencies for the education of the social work professionals Nevenka Zegarac, Full professor, FPN, BU.
FAKULTET POLITIČKIH NAUKA, Beograd The representation of relevant contents for working in the area of social policy, social work social pedagogy in the.
Introduction to Human Services Unit 9 Dawn Burgess, Ed. D.
COMMUNICATION SKILLS BA level elective course MA Anita Burgund.
MULTICULTURAL SOCIAL WORK AND ANTI-DISCRIMINATIVE AND ANTI-OPRESSIVE PRACTICES Miroslav Brkić.
TEMPUS IV MASTS Master curriculum design workshop in Nis Subject Teacher Education Master Programme at University of Belgrade.
Standards and Competences for Social work Education for working with children and youth Prof dr Nevenka Zegarac Ass MA Anita Burgund.
Standards & Competencies in Mental Health Tamara Džamonja Ignjatović Jasna Veljković.
National Standards for Athletic Coaches
Core Curricula for Social Work
University of Niš, Faculty of Philosophy
TEMPUS SHESPSS WORKSHOP
Chapter 21 Client Education.
NAEYC Early Childhood Standards
Gem Complete Health Services
Adolescent and Youth Engagement
Comprehensive Youth Services
National Programme Action Plan
Paul O’Halloran Gaza, April 2010
Skills and Responsibilities of Early Childhood Professionals
Paul O’Halloran Gaza, April 2010
Chapter 5 Patient and Family Teaching
Community Engagement and Participation
Presentation transcript:

MA for Social Work FCULTY OF Philosophy University of Nis

 The student have the ability to implement the knowledge in the following ways: ◦ to select and implement adequate methods when working with individuals, families, groups and communities. ◦ to demonstrate and develop communication skills when building and maintaining a relationship with social protection users, as well as with colleagues in a team in order to provide a professional opinion. ◦ to be qualified for the direct practice with clients in different situations and in different cultural contexts, as well as for its evaluation and improvement. ◦ to plan researches that should improve the professional practice and social protection system of individuals and marginalized groups who use social protection services

◦ to show the ability to recognize and identify the risks in early stages and to take preventive measures of risk factors to mental health and the development of children and adults, as well as to be able to increase the chances for stability and positive functioning of a family. ◦ to advocate the promotion of work concentrated on the strengths and advantages in vulnerable children, young people, adults and their families. ◦ to recognize different forms of discrimination and violation of rights, as well as to know the application of the appropriate measures for the adjustment, mitigation and elimination of consequences and causes of discrimination and marginalization. ◦ to apply the acquired knowledge and skills when providing assessment, intervention and evaluation of the effects of the work with different individuals, families, groups, organisations and communities.

◦ to be able to select and implement relevant knowledge in the domain of human rights and social justice in work. ◦ to select and implement basic research methods and procedures of colleting, systematisation and analysis of data ◦ the student shall be well-informed about the policies, legal framework of the service as well as about the social protection services. ◦ the student shall have thorough knowledge of the social security mechanisms on the local, national and international level. ◦ the student shall have thorough knowledge of and the ability to name the principles of human and children’s rights.

CCourse nameSType Course status Classes of active teachingOther classes ECTS LCECOFT FIRST YEAR 1.SRMA1 Supervision in social work IPAM SRMA2 Research in social work ITMM SRMA3 Preparation of the draft version of the final paper (thesis) 1TMM224 4.IB1 A course from Elective Block 1 ISPE226 5.IB2 A course from Elective Block 2 IIPAE226 6.IB3 A course from Elective Block 3 IIPAE226 7.SRMA4 Final paper (thesis) IM18 Total number of active classes at this study year=14 60

CCourse nameTypeClasses of active teaching Other classes ECTS Elective Block 1 SemesterLCECOFT SRMA I1 Social exclusion and the policy of social inclusion 1SP22005 SRMA I2 Violence in close relationships 2SP21005 SRMA I3 Affective attachment of children after kindergarten 1SP22005 SRMA I4 Family relations and upbringing 1SP22005 SRMA I5 Social work in schools 1PA22005

Elective Block 2 SRMAI6 Prevention of school violence 2SA22005 SRMAI7 Criminology and juvenile delinquency 2SP21005 SRMAI8 1 Minorities, rights and protection measures 2SA22005 SRMAI9 Professional stress and mental health of assistants 2SP21005

Elective Block 3 Management in social work 2SP21005 Social work with children and youth at risk 1PA22005 Rights of persons with disabilities 2PA22005 Problems of education of children from socially- excluded groups 2PA22005