Social and Emotional Problems

On one side special education concerns working with children and youths that have learning disabilities, their teachers and their parents. On the other side special education concerns supporting teachers and schools in increasing their knowledge and skills concerning how to prevent learning disabilities to occur. This content is also present in this course. With various theoretical perspectives on behavioural problems as a starting point, the focus will be on how to prevent such problems, how to reduce such problems when they have already occurred, and how to help and support pupils with identified behavioural problems. Throughout the study there is an emphasis on how theories can be helpful when it comes to reflection and practice.

Knowledge
- The students have achieved insight in concepts and understandings grounded in different theoretical perspectives associated with the subject of social and emotional problems
- The students have achieved thorough insight into theories that give an understanding of how social and emotional problems can be prevented, how undesired social and emotional problems can be reduced, and insight into theories that put the spotlight on children and young adults with identified social emotional problems

Skills
The students have competence in both a proactive and reactive approach to social and emotional difficulties
- The students have analytical skills in relation to the identification of social and emotional problems at the individual system level
- The students can identify factors that might trigger and/or mantain social and emotional problems at the individual and system level
- The students can plan and implement initiatives aimed at social and emotional problems

Competences
- The students are familiar with academic terms central in the field of special education
- They have a reflective approach to their role as a special teacher in schools
- The students can participate in collaboration with parents and professionals
- The students can apply their professionalsm to make educated and informed choices
- The students can pass judgment and knowledge in a relevant way in different contexts

A total of 5 hours teaching each week. The teaching method may vary between lectures and seminars.

Compulsory activity: Participation in 80 % of teaching program and seminar, participation in practical-methodical training, practical work report, practical work for two of the courses PED3542-3544 are to last a minimum of three weeks.

Form of assessment: Obligatory assignment, 6-8 pages (Times New roman 12, spacing 1.5). Topic should be connected to practical work, and chosen by student in cooperation with the lecturer. The obligatory assignment is to be written on a group basis under supervision (no more than 4 persons per assignment). 6-hour individual, written exam. The individual, written exam counts for 60 % of the final grade. The obligatory assignment counts for 40 % of the final grade.