SOCIAL WORK IN EDUCATION:
Katedra za posebna područja socijalnog rada English
Social Work in Education
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Social Work in Education
Study: Social Work - 6. semester
Code: 37657
ECTS: 3.0
Course coordinators: izv. prof. dr. sc. Gordana Berc
Exam dates:
  • 28. 01. 2020.
  • 11. 02. 2020.
  • 21. 04. 2020.
  • 09. 06. 2020.
  • 23. 06. 2020.
  • 07. 07. 2020.
  • 08. 09. 2020.
  • 22. 09. 2020.
Exam registration: Studomat
Basic data
Social Work in Education Social Work - 6. semester
3.0 37657
Lecturer in charge Consultations Location
izv. prof. dr. sc. Gordana Berc

Fridays from 1:00 to 3:00 pm

Nazorova 51, room 5D
Literature
Baturina, D., Berc, G., + Majdak, M.; Nevidljiv problem-stvarni rizik: ispadanje učenika iz srednjoškolskog obrazovanja; Revija za socijalnu politiku, 21(1) (2014)
Berc, G.; Uloga školskog socijalnog rada u prevenciji poremećaja u ponašanju djece i mladih. U:Prevencija poremećaja u ponašanju - stanje i perspektive. R. Galić i M. Koren Mrazović (ur.); Grad Zagreb (2009), str. 29-42
Berc, G., + Buljevac, M.; Slobodno vrijeme i mladi - preventivni aspekti; Dijete i društvo 1 (2007), str. 25-48
Janković, J.; Školski socijalni rad; Napredak 1 (2002), str. 47-59
Janković, J.; Obitelj, škola i lokalna zajednica. Lokalna zajednica - izvorište Nacionalne strategije prevencije poremećaja u ponašanju djece i mladih; Povjerenstvo Vlade Republike Hrvatske za prevenciju poremećaja u ponašanju djece i mladeži i zaštitu djece s poremećajima u ponašanju (2003), str. 57-121
Martinović, M.; Doprinos školskog socijalnog rada funkcioniranju interdisciplinarnog školskog tima; Ljetopis studijskog centra socijalnog rada (1994), str. 43-57
Žganec, N.; Ima li mjesta za socijalne radnike u novoj hrvatskoj školi?; Ljetopis sudijskog centra socijalnog rada 3 (1996), str. 125-132
Predavanja i nastavni materijali;
Bašić, J.; Rizični i zaštitni čimbenici u razvoju poremećaja u ponašanju djece i mladeži: teorijsko motrište. Rizični i zaštitni čimbenici u razvoju poremećaja u ponašanju djece i mladeži; Povjerenstvo Vlade Republike Hrvatske za prevenciju poremećaja u ponašanju djece i mladeži i zaštitu djece s poremećajima u ponašanju (2000), str. 31-45
Glasser, W.; Svaki učenik može uspjeti; Alinea (2001)
Ilišin.V., Bouillet, D., Gvozdanović, A., + Potočnik, D.; Mladi u vremenu krize; IDIZ i Friedrich Ebert Stiftung (2013)
Janković, J.; Zločesti đaci genijalci. Zamke i stranputice socijalizacije; Alinea (1996)
Janković, J., + Bašić, J.; Prevencija poremećaja u ponašanju djece i mladih u lokalnoj zajednici; Povjerenstvo Vlade Republike Hrvatske za prevenciju poremećaja u ponašanju djece i mladeži i zaštitu djece s poremećajima u ponašanju (2001)
Kranželić-Tavra, V., + Bašić, J.; Školski neuspjeh i napuštanje škole; Dijete i društvo 1 (2005), str. 15-28
Mijatović, A.; Sustav odgoja i obrazovanja, u: Osnove suvremene pedagogije; Hrvatski pedagoško-književni zbor (1999)
Puhovski, J; Rabotek-Šarić, Z.; Sakoman, S., + Brajša-Žganec, A; Stilovi roditeljskog odgoja, slobodno vrijeme i rizično ponašanje mladih; Društvena istraživanja 2-3 (2002), str. 239-260
Description
This course offers the knowledge about the role of social work profession in pre-school education (kindergartens) and educational system (schools).
The course is based on understanding the role of social workers in connecting pre-schools, schools, families and local communities in purpose to realise the best interests of children and youth during their growth.
Course description:
- School social work - definition and history - USA, Europe, Croatia
- School social workers - roles and functions
- Ethical principals of School social workers
- Social work in pre-school education
- Ecological perspective on School social work
- Social work in education - Assessment and counseling
- Social work in education - Case study
- Social work in education - Working with families
- Social work in education - Working with local communities
- Social work in education and bulling
- Social work in education and mediation
- School social work and crises interventions
- Social work in education in Croatia - perspectives and challenges
Exam dates
28. 01. 2020.
11. 02. 2020.
21. 04. 2020.
09. 06. 2020.
23. 06. 2020.
07. 07. 2020.
08. 09. 2020.
22. 09. 2020.
Detailed data
Cognitive Skills:

KNOWLEDGE AND UNDERSTANDING

After successfully fulfilling the course obligations, students will be able to:

Define a school social work as a field within the discipline of social work,
- Identify the content and importance of the role of social workers in the educational system,
- Explain the theory of ecological systems,
- Group the of social risk of students and their families,
- Identify students' needs and to plan interventions within the educational system,
- Identify the risks of school and the local community for a successful outcome education students,
- Group certain types of practical implications of social workers in the educational system (needs assessment, consultation, planning work)
- Allocate and appoint certain students’ social risks on a personal level, school and family level.

APPLICATION

After successfully determined obligations students will be able to:

Understand the functions of social workers in the educational system,
- Use methods of assessing needs and risk students in the school context,
- Apply knowledge of the practical implications of social workers in the educational system (consultation, needs assessment, planning work - work with the student, working with teachers, co-operation with the resources / institutions, local communities, work with parents, students) to work on social problem resolution,
- Implement the linking of school, family and institutional contexts.

ANALYZES

After successfully determined obligations students will be able to:

- Distinguish certain forms of practical implications of a social worker (consultation, needs assessment, planning work - work with the student, working with teachers, co-operation with the resources / institutions, local communities, work with parents, students),
- Analyze the social risks of the pupils based on ecological theory,
- Allocate tasks that social worker has done working with a particular group of students at risk,
- Compare the outcomes of specific interventions with the student and his family.

SYNTHESIS

After successfully determined obligations students will be able to:

Figure out a way to work with the student at risk,
- Plan specific interventions with the student at risk and his family,
- Propose measures and programs at the school level can be taken to reduce social risks,
- Organize various activities in the school environment to prevent specific risks in the school context,
- Manage the process of connecting schools, families and local community resources in order to prevent school and social risks of students and their families.

EVALUATION

After successfully determined obligations students will be able to:

To examine the effects of certain forms of intervention of social workers in the school context (consultation, needs assessment, planning, work with students, teachers, families, students and co-operation with the resources in the local community),
- Assess the importance of individual social risk of students in scholastic achievement,
- Compare the effects of different outcomes in solving problems with and without involving cooperation with institutions,
- Recommend different models of working with a student, a school staff, student’s family and the local community in order to prevent social problems.

Practical and Generic Skills:

After successfully fulfilled obligations students will be able to:

Apply knowledge of ecological theory and practical implications of the work of social workers in direct work with students, teachers, parents and local community resources,
- Develop skills working on the practical implications of a social worker in the school context (consultation, needs assessment, planning work - work with the student, working with teachers, co-operation with the resources / institutions, local communities, work with parents, students),
- Present their work and evaluate the appropriateness of particular outcomes of interventions in the school context,
- Participate in the professional work team.

Matching Assessments to Learning Outcomes:

Assessment and learning outcomes will be realized through written and oral exams.
Evaluation criteria are based on the verification of accuracy /precision of students’ learning outcomes. Individual learning will be checked through:
- Verification of theoretical knowledge: oral exam;
- Verification of practical skills through essays and workshops.