Socio-Cultural Work with Seniors and EldersLaajuus (6 cr)

Objective

The students structure aging and senior and elderly work from the sociocultural viewpoint and understand the connection between various information bases with the aging cultures of service and operation environments. The students recognise the resources of the life of elderly people and exploit them in customer work. The students know the turning points of the life of the elderly and the possibilities of the service system to support the elderly. The students understand the theoretical basics of work forms and methods in elderly work and can apply them in the professional practice of sociocultural senior and elderly work.

Content

Sociocultural idea of the elderly and ethics in senior and elderly work.
Significance of home and living environment.
Social relations and communality in aging.
Life span thinking and empowerment focus.
Turning points of life and related support needs.
Bachelor of Social Services in the environments of senior and elderly work.
Focus on empowerment in methods of senior and elderly work.
Guiding an aged group.
Community and network oriented work.
Therapeutic environment.
Use of writing and literature as work methods.
Biographical and narrative methods.
Reminicing.
Drama in senior and elderly work.

Qualifications

The student understands human life span from the psychological and sociological view point. S/he is able to observe an individual as a part of social network and society. In addition, s/he understands the significance of different phases of life for the psycho-physical and social development and for building resources. The student knows multidisciplinary theories of aging and is aware of his/her own approach to the subject.
The student knows the multidisciplinary approach of social field on the levels of individuals, communities and society.
S/he knows the basic values and concepts of the client work in social field, and is able to structure different operational models and methods of client work in social field.
S/he understands the role of dialogic interaction in client work in social field.
S/he is able to estimate his/her values related to client work.

Assessment criteria, satisfactory (1)

5-4: By using critical thinking, the student has created a personal view on socio-cultural work with seniors and aged and its meaning in different service and operational environments. The opinion is based on the information discussed during the course and information acquitted independently by the student.
S/he assesses critically the paradigms behind the work with the aged and the operational models which are based on them. The student demonstrates his/her understanding widely in discussions and written assignments, in which s/he is active and rationalizes his/her view, utilizing basic information. S/he connects new issues with the earlier acquired information and, using critical thinking, s/he builds his/her own operating theory. S/he understands theoretical and ethical starting points for socio-cultural methods.
In an authentic group instruction situation, the student applies the methods s/he has learned in a customer-oriented and empowering manner, boldly and creatively. In his/her activities, s/he applies widely both the newly learned and existing skills. S/he estimates critically his/her activities and is aware of developmental challenges in his/her instruction skills. S/he is able to act appropriately and constructively also in unforeseeable or conflict situations.
The student is able to present initiatives in discussions and projects, and s/he takes responsibily for completing the given assignments in the best possible manner. In common activities, s/he is able to choose his/her role appropriately and encourage other implementers respecting their diversity. His/her action is ethical both among the working community and in relation to clients and cooperation partners.
3: The student has a holistic, multi-disciplinary information based view on socio-cultural work with seniors and aged, and its role in different service and activity environments of aged people. S/he assesses the paradigms behind the work with the aged and the operational models which are