Tunne- ja turvataidot perheessä ja kasvuympäristöissä (5cr)

Objective

The student
• recognises factors affecting the sense of security and understands their importance in affecting well-being and health in the growth of a child and young person
• knows how to promote family well-being, as well as emotional and security skills by strengthening the clients' participation and taking of personal responsibility
• knows how to guide and coach family members in increasing skills in emotion and security
• knows how to plan and implement interventions linked with emotional and security skills on the individual, group, and community levels
• Is capable of evaluating factors linked with emotional and security skills in decision-making and in action
Is capable of utilising networks of multiprofessional experts in the support of a family's emotional and security skills.

Content

A child's rights.
A child's participation.
The emergence of the experience of security in a family.
The content and meaning of the concepts of emotional and security skill.
The goals, principles, and practices of security skill education.
Taking up the issue of security and security skills.
The different forms of mistreatment, their recognition and prevention.
Taking up the issue of concern and grasping the concern.
Supporting and protecting the individual's sexual development.
Multiprofessional support for families in the advancement of emotional and security skills. Becoming acquainted with the practical tools of emotional and security skills.
Activity models that promote emotional and security skills, and future action in society.

Qualifications

The basic studies of social and health care.

Assessment criteria, satisfactory (1)

To successfully pass the course, the student must show his or her knowledge in the learning assignments of the course, and to take part in practising the use of tools that promote emotional and security skills.

The student
Recognises factors that influence how security is experienced and understands their significance in promoting well-being and health. He or she uses this knowledge in assignments.
Knows how to direct and coach family members in augmenting emotional and security skills. Knows how to plan and implement interventions aimed at promoting emotional and security skills. He or she has practised the use of different tools in a diverse team and/or an assignment linked with the project.
Knows how to utilise networks of multiprofessional experts, and diverse sources of information and research in the support of a family's emotional and security skills. The student uses this knowledge in assignments.