Mental Health, Addiction and Crisis WorkLaajuus (5 cr)

Objective

•The student understands the complexity and multidisciplinary nature of problems in mental health, crises, and substance abuse.
•The student recognises his or her own attitudes and values associated with the phenomenon and is capable of taking an open and professional view of mental health and substance abuse problems and crises.
•The student knows how to take up the issue of intoxicants and gives up-to-date information on the effects of their use.
•Is familiar with substance abuse, crisis, and mental health services, treatment paths, and applicable legislation.
•Knows how to help, rehabilitate, and support the clients and their next-of-kin in a patient-oriented and multiprofessional manner from the point of view of his or her professional skill.
•Is able to critically evaluate the methods of rehabilitation used in substance abuse and mental health work, as well as their reliability, ethical aspects, and effectiveness.

Content

•Substance abuse and mental health problems and crises as a phenomenon.
•The student's own relationship with substance abuse and mental health problems and crises
•Legislation on mental health and intoxicants
•The mental health, crisis, and substance abuse service system
•Multiprofessional rehabilitative substance abuse and mental health work
•Methods of different professions in substance abuse, crisis, and mental health work

Qualifications

The student is familiar with the values pertaining to work with clients and the principles of professional ethics. He or she has a comprehensive picture of the service system of social and health care. He or she is able to name factors affecting well-being and health. The student has the readiness to guide clients in the social and health sector.

Assessment criteria, satisfactory (1)

E 5 Excellent (implementation of what is learned) The student connects what he or she has learned in a varied manner. Bringing forward the student's own experiences and reflecting on them, as well as self-evaluation is critical and source-based. The student processes the topic areas of the course with meticulous explanations. The portfolio/written work is clearly outlined. The work follows the reporting instructions of JAMK. The choice and analysis of the subject areas are well-founded. The opposing viewpoint has also been considered. The use of information shows skill, the areas of the subject matter are handled with argumentation and viewpoints that make use of professional literature linked with the subject. The student participates actively in contact studies and teamwork.

K4 Excellent (deep understanding of the information): The student combines what he or she has learned and experienced. Raising and reflecting on personal experiences and self-evaluation is critical and based on sources. The student handles the fields of the course, giving justifications for the observations. The portfolio/written work is clearly outlined. The work follows the reporting instructions of JAMK. Choices and analysis are well-founded, and opposing viewpoints are also brought forward. Data is processed skilfully, justifications are given and arguments are put forward in the handling of the subject areas, using professional literature and research as background. The student participates actively in contact study and teamwork.

The student combines what he or she has learned and experienced. Bringing forward and reflecting on personal experiences and self-evaluation is source-based. The student handles the fields of the course, giving justifications for the observations. The portfolio/written work is outlined and is pertinent to the subject matter. The student's choices and analyses are well-founded. The student has used sources to justify the choice of issues raised. The student participates primarily in active contact study and teamwork.

T2 Satisfactory (repeating information, bringing forward of matters in an unconnected manner): The student's work is goal-oriented. The student handles the fields of the course, giving justifications for most of the observations. The student brings his or her own learning experiences forward in the portfolio/written work. The portfolio/written work resembles a catalogue. There is little evaluation. The activity of the student in participation in contact study varies.

T1 Adequate (repetition of information, presented in a scattered manner): The student's work is goal-oriented. The student handles the subject areas of the course. Raising personal experiences and self-evaluation is only partly based on sources. The student raises his or her learning experiences in the portfolio/written work. The issues raised are pertinent to the subject matter, but scattered. The portfolio/written work resembles a catalogue. Reflection is meagre. The student shows little active participation in contact study.

Failed: There are clear shortcomings in the portfolio/written work. In the work the student has not familiarised him, or herself with the subject areas as agreed. The matters that are brought forward are lecture material, repetitions of sources, scattered, or irrelevant. Issues that are brought forward are imprecise, or the handling of the issues is inadequate. There is no reflection on personal experiences. The whole is confused. Participation in studies is meagre.