Bachelor in Child Protection

The candidate's learning outcomes

A candidate who has completed the education has the following learning outcomes defined in terms of knowledge, skills and general competence:

Learning outcomes for Area of competence 1: Child welfare competence

Knowledge:
The candidate

• has broad knowledge of the social mandate of child welfare, partners, division of responsibilities and tasks in welfare administration
• has broad knowledge of current Norwegian and international law relevant to the field of child welfare, and relevant legal methods, including knowledge of the UN Convention on the Rights of the Child, Articles 3, 12 and 30
• has knowledge of the right of Sami children to upbringing conditions where their ethnic, linguistic and cultural affiliation is emphasized
• has broad and multidisciplinary knowledge of central child welfare professional themes, issues and processes
• has broad knowledge of neglect, abuse and violence; possible causal relationships, expressions and consequences
• can update their organizational theoretical knowledge
• can update their knowledge of child welfare as a field of study
• has knowledge of various pedagogical methods and measures within environmental therapeutic and other child welfare professional work

Skills:
The candidate

• can apply research knowledge, experiential knowledge and knowledge from children, young people and parents as a basis for evidence-based practice in meetings with children, young people and families in their own services, and refer further if necessary
• can apply a broad and multidisciplinary knowledge base to work systematically and purposefully with children
• can apply a broad and multidisciplinary knowledge base in milieu therapeutic work
• can apply activities to promote play, learning, inclusion, coping and participation e) can apply relevant legislation, regulations and supervisors

General competence:
The candidate

• can use knowledge and experience to investigate, organize, implement, document, analyze, assess and evaluate child welfare work in an ethical and professionally sound manner

Learning outcomes for Area of competence 2: Upbringing and family life
Knowledge:
The candidate

• has broad knowledge of children's upbringing, childhood, socialization, learning, education and development, with particular understanding of children, young people and families in vulnerable life situations
• has broad knowledge of family and network work
• has broad knowledge of interaction and developmental support care
• has broad knowledge of substance abuse, mental health, possible problematic relationships, expressions and consequences
• has knowledge of the life situations and rights of indigenous peoples, ethnic minorities and refugees. The candidate must also know the rights of the Sami, and have knowledge of and understanding of the Sami's status as indigenous peoples.
• has knowledge of different forms of family life and family policy guidelines
• can update their knowledge of the connections between health, education, work, socio-economic factors, living conditions, both towards individuals and groups in society, in order to contribute to good public health and work inclusion
• can update their knowledge of health and social policy
• can update their knowledge of children's digital everyday life

Skills:
The candidate

• can apply professional knowledge and judgment to guide children, young people, their parents and guardians in learning, coping and change processes
• can apply research, practice and experience-based knowledge to investigate children and young people's care situation and behavior and to arrange appropriate measures
• can apply relevant measures that contribute to the inclusion of disadvantaged young people in work
• can master preventive and health-promoting work in arenas where children and young people are present

General competence:
The candidate

• can plan, implement, document, evaluate and communicate measures and service design based on the best interests of the child

Learning outcomes for Area of competence 3: Professional role, ethics and cooperation for the best interests of the child

Knowledge:
The candidate

• has broad knowledge of interdisciplinary, interagency and interprofessional cooperation
• has broad knowledge of assessment and understanding of the best interests of the child and the rights of children and families, including the right of Sami children to their own language and culture
• has broad knowledge of communication, conflict management and cooperation in a society characterized by diversity.
• has knowledge of the structures and professions of the welfare state
• has knowledge of inclusion, non-discrimination and equality, regardless of gender, ethnicity, religion and beliefs, disability, sexual orientation, gender identity, gender expression and age, so that the candidate contributes to ensuring equal services for all groups in society
• has knowledge of professional ethics, ethical values, dilemmas and issues in the child welfare field
• has knowledge of one's own profession and the history of the child welfare field
• has knowledge of and can assess the risk of undesirable incidents and knows methods for following this up systematically

Skills:
The candidate

• can reflect on power relations, professionalism and their own role as a professional in meeting with children and families
• can use professional knowledge and competence to initiate and lead interdisciplinary, interdisciplinary and interprofessional collaboration
• can use professional knowledge from children and young people as part of the basis for ensuring children and young people's participation and involvement
• can use professional knowledge to communicate and collaborate appropriately with children, young people and guardians, and can talk with children about topics such as neglect, violence and abuse
• can use experiences and knowledge to build relationships, collaborate and communicate in a way that promotes inclusion, participation and involvement.
• can assess and safeguard the best interests of children and children and families' rights.
• can use knowledge-based methods, theories and professional judgment for the best interests of children and families.
• can use professional knowledge about cultural diversity and show multicultural understanding and cultural sensitivity in the provision of services
• can use experiences and professional knowledge to support and guide employees, as well as reflect critically examine one's own and the service's practices and adjust practices under supervision

General competence:
The candidate

• has insight into their own preconceptions, attitudes and values ​​and the importance of relationship skills in child welfare work
• has insight into and can handle ethical issues within the field and their own service provision
• has insight into and can safeguard the rights of children, young people and families and contribute to ensuring equal services in a society characterized by diversity
• can use knowledge, skills and experiences to meet children, young people and families in a vulnerable life situation with understanding, empathy and recognition
• can document and communicate professional assessments, orally and in writing

Learning outcomes for Area of competence 4: Innovation, critical thinking and knowledge-based practice

Knowledge:
The candidate:

• has knowledge of scientific theory and how knowledge is developed and understood
• has knowledge of social scientific methods and their possibilities and limitations
• has knowledge of relevant professional debates, research and development work
• has knowledge of new thinking and innovation processes
• has digital competence, including knowledge of digital security, and can assist in the development of and use suitable technology at both the individual and system level

Skills:
The candidate

• can apply professional knowledge for professional development, quality improvement and service innovation
• can apply new professional knowledge in a methodical and scientific way
• can use digital tools and relevant technology

General competence:
The candidate

• can plan, implement, justify, evaluate and document child welfare work independently and together with others
• can investigate and analyze child welfare work independently and together with others