Child Protection Work (LSTOSKVS26DIAK)
- Type of studies
- Competence modules
- Campuses
- Diak joint implementation
- Location
- Online campus
- Ilmoittautumisaika
- 1.6.2026—27.7.2026
Opintojen sisältämät toteutukset
LST02VS26DIAK Systemic and relationship-based child protection work
Sisältö
• systemic thinking and the relationship-based approach in child protection
• dialogic, strengths-focused and narrative-based approaches
• well-being supportive, child-centred approaches
• a staged model of family support
• contents of multi-agency family support in family interventions and rehabilitation in child
protection
• approaches and methods of relationship-based work
• dialogic, strengths-focused and narrative-based approaches
• well-being supportive, child-centred approaches
• a staged model of family support
• contents of multi-agency family support in family interventions and rehabilitation in child
protection
• approaches and methods of relationship-based work
Learning outcomes
Students will be able to
• understand the starting points of systemic, planned and relationship-based approaches
and their role in child protection work
• support a child’s wellbeing, sense of security, agency and positive self-image through a
relationship-based approach
• establish confidential and dialogic relationships and understand the role of family-
therapeutic approaches in child protection
• work in a child-centred and multi-agency way in intensive family support and
rehabilitation
• understand the starting points of systemic, planned and relationship-based approaches
and their role in child protection work
• support a child’s wellbeing, sense of security, agency and positive self-image through a
relationship-based approach
• establish confidential and dialogic relationships and understand the role of family-
therapeutic approaches in child protection
• work in a child-centred and multi-agency way in intensive family support and
rehabilitation
Prerequisites
Diak degree students: Completion of the thematic modules Assistance and the Service System (1 semester) and Inclusion and Guidance (2 semester), or equivalent accredited prior learning. The Family Work and Welfare (5 ECTS) course must be completed or accredited as prior learning.
Open UAS students: The course is available in Open UAS. Students are expected to be familiar with social work and the service systems of family support and child welfare, and the basics of customer case work. The course requires the ability to produce written and oral outputs.
Open UAS students: The course is available in Open UAS. Students are expected to be familiar with social work and the service systems of family support and child welfare, and the basics of customer case work. The course requires the ability to produce written and oral outputs.
Grading scale
0-5
LST03VS26DIAK Substitute care and aftercare in child protection
Sisältö
• recognition of background factors (ACEs) of placement in care and education
• identification of children and young people’s neuropsychiatric characteristics, mental health issues and substance abuse
• network-based advocacy and working with the immediate network
• forms of substitute care, high-quality substitute care matched to individual needs
• the therapeutic orientation and methodology of child protection
• well-implemented and holistic aftercare
• restrictive interventions under the Child Welfare Act, and the educational purpose of
restrictions as part of safe substitute care
• experts by experience in child protection development
• inclusive documentation in child protection
• the qualitative criteria of substitute care
• key legislation relating to substitute care and aftercare
• tools for supporting occupational wellbeing and safety in the community
• identification of children and young people’s neuropsychiatric characteristics, mental health issues and substance abuse
• network-based advocacy and working with the immediate network
• forms of substitute care, high-quality substitute care matched to individual needs
• the therapeutic orientation and methodology of child protection
• well-implemented and holistic aftercare
• restrictive interventions under the Child Welfare Act, and the educational purpose of
restrictions as part of safe substitute care
• experts by experience in child protection development
• inclusive documentation in child protection
• the qualitative criteria of substitute care
• key legislation relating to substitute care and aftercare
• tools for supporting occupational wellbeing and safety in the community
Learning outcomes
Students will be able to
• identify and apply legislation relating to substitute care and aftercare and understand the
role of high-quality substitute care in the child’s and family’s life
• identify and apply the qualitative criteria of substitute care
• understand the role and contents of the personal key worker’s tasks from the child and
family’s perspective
• understand the role of continuity in substitute care and aftercare during changes and
transitions
• observe and develop expertise by experience in child protection
• take into account children and young people’s neuropsychiatric challenges, mental health
issues and substance abuse
• recognise the role of occupational wellbeing in child protection
• identify and apply legislation relating to substitute care and aftercare and understand the
role of high-quality substitute care in the child’s and family’s life
• identify and apply the qualitative criteria of substitute care
• understand the role and contents of the personal key worker’s tasks from the child and
family’s perspective
• understand the role of continuity in substitute care and aftercare during changes and
transitions
• observe and develop expertise by experience in child protection
• take into account children and young people’s neuropsychiatric challenges, mental health
issues and substance abuse
• recognise the role of occupational wellbeing in child protection
Prerequisites
Diak degree students: Completion of the thematic modules Assistance and the Service System (1 semester) and Inclusion and Guidance (2 semester), or equivalent accredited prior learning. The Family Work and Welfare (5 ECTS) course must be completed or accredited as prior learning.
Open UAS students: The course is available in Open UAS. Students are expected to be familiar with social work and the service systems of family support and child welfare, and the basics of customer case work. The course requires the ability to produce written and oral outputs.
Open UAS students: The course is available in Open UAS. Students are expected to be familiar with social work and the service systems of family support and child welfare, and the basics of customer case work. The course requires the ability to produce written and oral outputs.
Grading scale
0-5
LST01VS26DIAK Trauma orientation in child welfare
Sisältö
• maltreatment as a phenomenon and the effects of adverse childhood experiences
(ACEs) on a child’s growth and development
• the psychological role of intergenerational traumatisation
• advanced understanding of trauma, recognising symptoms and understanding triggers
• the developmental role of protective factors in various growth environments
• susceptibility factors of vicarious traumatisation
• stabilising practices and work methods
(ACEs) on a child’s growth and development
• the psychological role of intergenerational traumatisation
• advanced understanding of trauma, recognising symptoms and understanding triggers
• the developmental role of protective factors in various growth environments
• susceptibility factors of vicarious traumatisation
• stabilising practices and work methods
Learning outcomes
Students will be able to
• recognise intergenerational patterns of maltreatment, the phenomena and forms of child
maltreatment, and their contributing factors in traumatisation
• understand the mechanism of traumatisation and its effects on a child’s development and
everyday life
• understand the importance of stability in everyday life for the child’s and their family’s
resilience and sense of security
• identify the dynamics of vicarious traumatisation in themselves, and the role and tools of
prevention
• recognise intergenerational patterns of maltreatment, the phenomena and forms of child
maltreatment, and their contributing factors in traumatisation
• understand the mechanism of traumatisation and its effects on a child’s development and
everyday life
• understand the importance of stability in everyday life for the child’s and their family’s
resilience and sense of security
• identify the dynamics of vicarious traumatisation in themselves, and the role and tools of
prevention
Prerequisites
Diak degree students: Completion of the thematic modules Assistance and the Service System (1 semester) and Inclusion and Guidance (2 semester), or equivalent accredited prior learning. The Family Work and Welfare (5 ECTS) course must be completed or accredited as prior learning.
Open UAS students: The course is available in Open UAS. Students are expected to be familiar with social work and the service systems of family support and child welfare, and the basics of customer case work. The course requires the ability to produce written and oral outputs.
Open UAS students: The course is available in Open UAS. Students are expected to be familiar with social work and the service systems of family support and child welfare, and the basics of customer case work. The course requires the ability to produce written and oral outputs.
Grading scale
0-5