Social Work

The students engage with the fundamentals of conversation guidance, bearing in mind the different settings (mandated settings, first conversation, challenging forms of communication). They receive an overview of the different forms of communication in Social Work (i.e. counselling, negotiating, informing, mediation). Techniques and activities within counselling, such as listening actively, sending I-messages, perceptions, asking helpful questions und dealing with silence are practiced. The fundamentals of the setting and relationship-building are conveyed, and an engagement with (im)partiality takes place.

Ideal scenarios and structural patterns of counselling conversations in settings with individual clients, families or systems are central to this module. These are used as a starting point for a professionally sound reflection about conversations, which are simulated in role play. Different consultative approaches (i.e. systemic, solution-focused, person-centred, psychoanalytical) are presented and practiced using role playing.

• The students apply techniques of guided conversation.

• They reflect upon their approach within counselling critically, and are aware of the theoretical positioning.

• They know the settings, which are helpful for counselling situations and are able to establish them.

• They have an adequate estimation for which methods and questions are helpful in a counselling process.

Lecture, discussion, group work, role play

Continuous assessment: Immanent exam characteristic with different partial performance requirements

This module conveys an understanding about the meaning, idea and historical emergence of Human Rights and the professional code of ethics, and offers an insight into the different national and international Human Rights protective systems. Students receive essential knowledge about professional ethics and, in particular, the fundamentals of Social Work ethics. They work on individual and socially ethical topics regarding Social Work in depth (i.e. human dignity, freedom, justice, responsibility). Thereby, inter-related international conventions and discourses are conveyed.

The application of relevant Human Rights documents and the professional code of ethics, are used as resources in the professional context in decision-making processes, as well as in the interaction with recipients of Social Work. Here the (self-)reflection of the students regarding their own role, as well as that with respect to recipients of Social Work, are deepened and encouraged in light of Human Rights and the professional code of ethics.

• The students have a differential understanding regarding Human Rights and code of ethics.

• They apply Human Rights and professionally ethical implications for concrete case scenarios adequately.

• They reflect upon the (their) professional role and the role of recipients of Social Work in light of Human Rights and professionally ethical considerations.

• They recognise moral and Human Rights conflicts and dilemmas and can reflect upon structural problems accordingly.

Lecture, research and planning games, casework, student presentations and text revision, discussions

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Students receive insight into the historical development of feminist topics, gender and diversity theories and concepts, whereby the difference and diversity, as well as processes of differentiation, are given concrete form through the core criteria of diversity. Diversity concepts are discussed, taking into consideration societal power relationships and social inequality, and put in the context of mechanisms of discrimination. Furthermore, dealing with discrimination with those concerned, personal positioning and experiences, and the consequences for professional relationships, are discussed.

Central concepts like construction and deconstruction or doing gender are illustrated. The students learn to reflect about their own societal role, their knowledge and their experiences in relation to diversity criteria. The integration of gender and diversity aspects in communication and intervention strategies by students is of central importance here. Additionally, the students get to know concrete approaches to work for Social Work, which build on concepts of social inequality.

• The students know the historical developments and changed subject areas around the feminist movement, and relate these to current gender topics.

• They recognise processes of differentiation and social injustice through the criteria of diversity, and thereupon analyse concrete client situations.

• They name and describe the connection between different diversity criteria such as gender, sexual orientation, ethnic background and class/social background in order to locate people within societal power relationships and determine the related mechanisms of discrimination and interaction.

Lecture, working in small groups, discussion, guided reflection

Final exam

In this module, students receive a historic overview of the discipline’s professional development from ‘caring’ through to modern Social Work.

It is illustrated how to deal with material and psycho-social circumstances professionally through in-depth examples from particular historical developmental periods, as well as the spatial and temporal possibilities and limitations of Social Work. On this basis, special attention is given to the embeddedness of Social Work, social pedagogy and their methods in the respective societal, political and economic context.

• Students gain insights regarding the historical emergence and development of Social Work.

• They name and explain the different concepts of professional intervention.

• They develop an overview of, and differentiate between, the basic demands of growing up and cultural socialisation, and reflect on the consequences of different perspectives on humankind in relation to Social Work intervention.

• They are able to interpret the structural requirements and consequences of socialisation processes and understand their meaning for Social Work.

• As part of their ability to analyse, they contextualise specific historic developmental conditions of Social Work as a discipline and profession, and understand them.

• They understand the specific conditionality of the profession in the context of socio-political conceptions and ideals.

Lectures, discussions, moodle course

Final exam

Social casework is presented as a Social Work method through historical developments, theoretical fundamentals and ethical implications. The students deal with medical history, social diagnostic and support planning. They learn about different methods and concepts within social casework, such as case management, life world and resource-orientation. Through concrete cases, a multi-perspective view on cases and tools from social diagnostic is practiced. In this process, special attention is given to the reflection on intervening, personal values and attitudes.

• The students determine methods and techniques of casework and understand their meaning for Social Work.

• They apply the learned tools to Social Work cases and justify their selection.

• They recognise social problem situations, carry out structured analysis, and explain and justify these.

• They present interventions based on theory and reflection.

• They connect topics from the module with cases from practice and reflect upon them critically.

Lecture, discussion, group work, role plays

Continuous assessment: Immanent exam characteristic with different partial performance requirements

In this module, the students engage with the operational range of social work, which operates in the areas of poverty and risk of poverty. They receive an overview of the courses of action relating to the respective institutions in the area of needs-based minimum income, as well as of social service centres, assistance to the homeless and people in debt. They engage with the circumstances of people affected by poverty, and analyse the causes and effects of poverty and social exclusion.

The students are introduced to the different institutional and material support services, which help secure the livelihood of people who are at risk of poverty or affected by poverty, as well as provide them with individual assistance. Furthermore, students get to know primary case study tools in this module, and apply them to practical cases from the area of intervention.

• The students apply case study analysis tools in the area of social welfare.

• They convey the principal features of social work in the area of needs-based minimum income, as well as of social service centres, assistance to the homeless and people in debt.

• They apply their knowledge of benefits, grants and subsidies to concrete case studies.

Group exercises, casework

Module exam

Students gain insight into the fundamentals of the Austrian constitution and learn about the influence of EU-Law on the shaping of laws. Alongside an overview of fundamental rights and the possibilities of law enforcement, this module deals with the central terms of public administration/jurisdiction and its organisations.

The Central themes of this module include the particularities of the general administrative procedures/administrative prosecutions and, in particular, the legal forms of support by the authorities, as well as legal protection for people who are affected by official intervention.

Furthermore, students gain insight into the essential regulations regarding eligibility for child care allowance and minimum income, protective rights to unemployment insurance, rent and protective rights for consumers, as well as legal matters regarding public execution, wage attachment and private bankruptcy. The areas of law are presented and discussed in depth by means of case studies.

• Students acquire a fundamental understanding of the Austrian constitution/administration, including institutions of legal protection and the catalogue of fundamental rights.

• Students recognise the particularities of the general administrative procedures/administrative prosecutions, develop know-how about legal forms of support in the area of social security and are able to apply them.

• They analyse legal courses of action by the authorities and courts, as well as the possibilities of legal protection for the person affected.

Distance learning exercises and repeated attendance

Module exam

In this module, students are given an overview of the socio-political and economic basis for material welfare. They are able to distinguish different levels and actors within social policy, and gain insight into common welfare state ideologies and concepts, as well as current reform discourse.

The students acquire knowledge about fundamental structures, operating modes and effects of socio-political and economic intervention in the areas of work and unemployment, poverty and social exclusion. They also prepare professionally sound positions on problems, measures and future perspectives in these socio-political fields of intervention. Through concrete case studies they learn to critically and constructively reflect on current welfare state regulation and identify possibilities of intervention.

• The students recognise and determine essential features in relation to empirical and theoretical data on poverty and risk of poverty.

• The students discuss basic concepts and fundamentals of social policy and economic conditions in Austria.

• They determine positions on problems, measures and future perspectives in this socio-political area of intervention.

• They distinguish between different levels and actors within social policy.

Text analysis, discussions

Module exam

In this module the reflection about personal learning and biography are encouraged and specific revision strategies conveyed. Alongside a presentation of students’ group work as a specific form of learning, methods of time management are introduced, and the personal implementation of such methods addressed.

Furthermore, the students learn about the department’s curriculum with its modular structure and receive an introduction to the administrative procedures of the degree. They receive an initial overview of the different areas of work, as well as about professional intervention in the context of Social Work.

• The students know the structural and content-related context, as well as the organisational, administrative procedures of the degree.

• They receive an overview of the relevant fields of work and know the central institutions of the social sector.

• They know about revision strategies, learning techniques, as well as forms of time management for their studies.

• They apply basic rules for working and studying in groups.

Discussion, group work, lecture

Final exam

In this module, the students acquire an understanding of the conditions and objectives of ‘reflection’ and collectively generate group rules for the formation of the module. Self-perception and external perception are addressed, and team and cooperation skills strengthened.

Furthermore, students acquire fundamental knowledge about selected social organisations i.e. relating to their history, goals, tasks, legal conditions, financial foundations, professional repertoire of methods, organisational structure and documentation. Current questions by selected institutions, as well as concrete practice experience are reflected, and related to theory and practice where appropriate. This is also done in preparation for a 4-week long work placement, which full time students complete at the beginning of the 2nd semester and relates to the practice orientation days for part time students in the 1st/2nd semester. Questions about reconciling studies, work placement and professional motivation are discussed. The different roles of work placement managers and interns are discussed and explained.

• The students are ready and able to apply themselves actively to group contexts with experiences, observations and questions and to respond to other group members.

• They have an exemplary overview about organisations from the field (as well as their organisational structure, legal conditions, types of financing and work modes) and know their specific areas of work placement.

• They know about the relevance of organisational conditions for professional work in Social Work.

Group work, excursion, social space research

Continuous assessment: Immanent exam characteristic with different partial performance requirements (Excursion/reflection report)

In this module, (social) academic work in general and specifically as a discipline within Social Work is introduced. The students learn about the central steps of academic work, such as finding topics and their concretisation, the formulation of questions, literature research and work, comprehending and editing texts, rules and techniques of academic work and writing, and apply this knowledge and these skills to their own texts. This module is the foundation for the first seminar paper, which is due during the second semester.

• The students understand the basic technical terminology of Social Work and related disciplines and apply these.

• They research, excerpt, analyse and assess texts in different formats (monographies, magazine articles, manuals, etc.).

• They write scientific texts autonomously and in compliance with the criteria of scientific research and arrange them in a logical and argumentatively sound manner.

Lecture, discussion, working in small groups

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Students receive an overview of the operational range of the stationary accommodation of children and youth (i.e. in crisis centres, shared accommodation, homes, intensive support), as well as of the itinerant support of this target group (i.e. accompanying minor asylum seekers, socio-pedagogical care centres, socio-pedagogical work with families). Special didactical and methodological requirements for this area of work are presented. Through concrete examples, students analyse the life circumstances of clients and engage with professional possibilities of intervention and missions.

• Students discuss the didactic methodological requirements of working with families, as well as children and youth in cases of undivided parenting.

• They sort out responsibilities and courses of action regarding the guidance of minors to the corresponding institutional offers.

• They analyse the living conditions of different target groups and discuss the appropriate professional possibilities of intervention.

• They dispose of culturally sensitive strategies of intervention when dealing with complex problems (i.e. with minors, unaccompanied asylum seekers).

Work in groups with case-oriented exercises

Final exam

The students receive an introduction to the fundamentals and areas of responsibility of child and youth services. They engage with family related work, systems, structures, functions and roles. As symptom-bearing members, children are at the centre of the professional analysis and support planning (i.e. support in questions of parenting, imparting family supportive offers). Furthermore, an introduction into the specific problem areas of parents who have fallen ill, violence in the family, parental custody and the arrangement of contact, is given.

Regarding the problem of endangerment to the welfare of the child, the students learn about its conceptual definitions, steps within the intervention procedures and the breadth of strategic solutions, taking material disadvantages into consideration. The emphasis is placed on the fundamentals of social diagnostics, child protection, working with family law, as well as aspects of return to undivided parenting.

• Students determine and recognize the fundamentals and areas of responsibility of child and youth services.

• They reflect upon steps within the intervention procedure, as well as the breadth of strategic solutions to the endangerment of the welfare of children.

• They relate fundamentals of social diagnostics, child protection, working with family law, as well as aspects of return to cases of undivided parenting, with regard to the requirements of support planning.

• In their casework they engage with current challenges of families faced with multiple problems, including a multicultural perspective, and are able to assess hazardous situations for children and youth.

Lecture, case-oriented exercises

Final exam

Through exemplary cases, students receive insights into child, family and youth fundamentals, including their procedural particularities, which are relevant for Social Work. Furthermore, the students gain an overview about topics of liability, get to know the particularities of criminal law with regards to youth, and engage with the legal aspects in the context of (family) violence.

• The students recognise and recollect the essential legal aspects of working with children, youth and families.

• They connect procedural particularities with specific topical case management.

• They illustrate the legal possibilities of intervention of the authorities and courts, as well as the possibilities for legal protection for the people affected by official/judicial action.

Distance learning exercises and repeated attendance

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Students receive an introduction to selected socio-medical fundamentals, such as pregnancy, birth and diseases in infants, children and young people.

Students receive an introduction into psychiatry, as distinguished from psychology, neurology and psychotherapy.

Within both perspectives, the emphasis lies upon the illnesses in youth and their implications for the family system, or rather, its effects on the psychosomatic diseases of young people.

• Students reflect on general and specific aspects of psychological and physical health for children and young people.

• They determine and recollect the specifics of diseases in children and young people.

• They differentiate different influences on health such as cultural or social family contexts.

Distance learning exercises and repeated attendance

Final exam: Immanent exam characteristic with different partial performance requirements

This module deals with the fundamentals of human psychological development and the psycho-social conditions of change. In the process, theoretical approaches and research findings regarding the nurture-nature-debate, early childhood development, hospitalism, educational theory, concepts around developmental stages and research on resilience are conveyed.  

In order to assess child-related problems, instruments of development diagnostics, learning disabilities, learning difficulties and traumatizing situations of stress, are presented.

Problems relating to Social Work with children and youth are highlighted from a psychological perspective.

• Students recognize the particularities of the psychological development of children and youth.

• They transfer knowledge gained in learning and developmental diagnostics to casework with children and youth.

Lecture and exercise

Final exam

The students engage with educational theory, or rather, introductory literature on the subject of social pedagogy, at the intersection of cultural development and societal modernization processes, as well as current practice topics. They are given an overview of the (socio-)pedagogical institutions and educational establishments and their relevance for learning and educational processes. Furthermore, they are given an overview of the socio-pedagogical concepts and their appropriate situational application.

• The students can distinguish different approaches within the area of support in socio-educational institutions.

• They comprehend the significance of pedagogical relationships and the impact of group processes within this context.

• They distinguish between societal standardisation processes and subject-orientation, regarding the conditions and mission of Social Work with children and young people.

• They determine the age-appropriate relevance of different life-worlds and educational settings.

• They analyse current educational concepts.

Lecture and literature discussions

Final exam

The orientation placement conveys concrete organisational and intervention experiences, and offers students the possibility of gaining a comprehensive insight into the daily working lives of professionals within Social Work.

It offers an insight into the life context and problems of clients or target groups, and allows them to recognise the scope and responsibility of their professional intervention, as well as to experience the confrontation with work realities. Furthermore, the content of their studies can be linked to their practical experiences, and the applicability and relevance can be questioned in the context of their daily work.

• The students have an understanding of the different roles and mandates in relation to their work placement.

• They develop and differentiate their ability for (participatory) observation, recognise social problems, learn about carrying out structured analysis and designate possible interventions.

• They recognise and reflect on their own concern and develop a professional distance toward the problems of clients.

• They have an overview of the social organisations (as well as their organisational structure, legal conditions, types of financing and working modes) and are aware of the possibilities of networking in the context of their work placement.

• They carry out a differentiated analysis of the professional mandate in the context of the organisational conditions and describe the appropriate professional aspiration versus realisable offers.

• They take part in team meetings and bring themselves in an appropriate way in.

Observation, work as instructed, reflection, documentation, evaluation

Continuous assessment: Immanent exam characteristic with different partial performance requirements

In this module, the reports from concrete placement experiences are continuously referenced to theory and practice. Alongside the engagement with personal values and conflict of values, a reflection about different roles, on the one hand in relation to the relationship of placement managers and interns, and, on the other hand between interns and clients, is carried out.

The analysis and reflection for the team and group work is practiced. On that note, the module crucially serves the (further) development of social, personal and professional competences.

• The students appropriately share their relevant work placement and practice experience in a group setting, name problem situations and describe them.

• They analyse professional mandates and the complexity of interventions between clients, work placement organisations and society, and reflect upon them in a differentiated manner.

• They carry out case-related structural analysis, explain these, and define and justify possible modes of action.

• They connect insights from their practice with topics from the modules and reflect upon them critically.

• They address their personal biographical motivation and concern, and develop their own professional distance to the social problems of the clients.

Group work, presentation, case work, discussion, coaching

Continuous assessment: Immanent exam characteristic with different partial performance requirements

The students write their first seminar paper in the course of this module. In the process, the possibility for an in-depth engagement with a topic from first year modules is given.

The main focus, however, does not concern the topic itself, but the academic-methodological realisation of the seminar paper.

• Based on a specific question from Social Work, the students write a seminar paper and apply knowledge and information gained from literature research, text elaboration and editing, as well as academic work.

• They apply professional terminology, and research, read, comprehend, assess and edit academic literature.

• They are aware of the phases of academic writing and apply this knowledge to the practice of academic writing.

• They give constructive feedback and receive it in return.

• They present their seminar paper to fellow students and teachers in an argumentatively plausible manner.

Professional inputs, group and individual work, peer feedback, feedback on partial performance and seminar paper, seminar paper presentation

Final exam: Seminar paper

In this module, an overview of working with conflict is given. Causes, phases and escalation stages are discussed. Personal conflict styles are reflected upon. The structure and sequence of a constructive conflict conversation is elaborated through conflict analysis tools and conflict resolution strategies, with the help of methods of intervention (like conflict moderation). Goals, areas of implementation, phases and principles of mediation, as well as basic attitudes within mediation are taught. Mediation techniques and their possibilities and limitations within Social Work are presented and tried out through role playing. Approaches for dealing with conflict through mediation are elaborated upon. An insight into the preparation and implementation of negotiations in private and professional contexts is given (i.e. as a resource to establish support systems in the area of Social Work). Helpful communication models for de-escalation and further communication and negotiation techniques are applied.

• The students know mediation conflict resolution strategies and methods in the case of conflicts between clients.

• They differentiate and name possible causes for conflict and their dynamic.

• They pay attention to differing interests of the parties involved during negotiations.

• They reflect upon their own conflict style and transfer it to their practice.

• They have practiced negotiation conversations.

Theoretical inputs, possibilities of discussion, role play, individual work, group work

Continuous assessment: Immanent exam characteristic with different partial performance requirements

In this module, the meaning of social work with groups as a targeted method of social interaction, is conveyed. Important topics include: group and feedback rules, group-dynamic elements and phases, different role models in groups and exemplary approaches to group formation processes.

The shaping of social learning processes is experienced and conveyed through personal group experiences.

The students learn about the prerequisites for gaining professionalism, as a participant and as a group and team leader.

The versatile work with and in groups in Social Work is discussed, as a gateway to life worlds and social backgrounds (i.e. youth work), for (socio-pedagogical) support offers (i.e. organised self-help groups), as well as to establish and accompany interest groups (i.e. in community work). In addition the role of professionals within groups is addressed. Through the discussion of group case studies, a differentiated assessment about preparation, planning and the implementation of methods of social group work is achieved. The students’ personal experiences of participating in and leading of group activities, allows for a reflective engagement with theoretical referencing, such as roles, topical references and group rules.

• The students understand and recall the method ‘Social Work with groups’.

• They can apply this method and differentiate between target groups and professional mandate.

• They grasp and determine different phases and dynamics within groups.

• They reflect on their own behaviour in groups.

• They apply this acquired knowledge through creating and implementing their own group exercise, and discuss and reflect on their experiences with it.

Lecture, text revision, discussion, concept creation and implementation

Continuous assessment

The students learn about theories, concepts and explanatory models to social inequality and social exclusion on macro, meso and micro sociological levels. In the process, the relationship between society and individual are analysed and reflected through social structure, institutions/networks and social interactions with regard to their interrelation.

Furthermore, questions of normativity, normality and normalisation are dealt with from a historic and current perspective, as well as related processes of exclusion in a theoretical and practical sense. Students learn to analyse different aspects of difference from normality and deviance and reflect on them critically. Through current questions, the students learn to use an intersectional perspective on social problems in their practice in Social Work and relate them to present developments in the areas of intervention of Social Work in a reflective manner.

• The students know about theories, models and concepts of social inequality and social exclusion and relate these to the field of Social Work.

• They consider Social Work under the conditions of social inequality, recognise intersectional entanglements and apply this knowledge to the development of the Social Work discipline.

• They recognise the central differentiation between normalcy and deviance from a historic and current perspective, as well as the related terminology such as delinquency, neglect, anti-social behaviour, deviant behaviour etc., and reflect upon them critically.

• They assign different stipulations of this difference to scientific disciplines, such as sociology, cultural studies, pedagogy, psychology and medicine, and reflect upon the underlying paradigm critically.

Lecture, discussion, working in small groups, presentation

Final exam: Written exam

Students receive an introduction to selected theoretical approaches from recent history and contemporary Social Work, especially from the German-speaking world, taking both the theoretical developments from social pedagogy and Social Work into consideration.

Theories are analysed regarding basic premises, questions and terminology and contextualised in terms of particular problems within Social Work. They reflect upon the consequences of placing Social Work in its professional context in light of the essential disciplinary dilemmas, and discuss the meaning of different theoretical approaches for their work.

• The students are aware of selected aspects of current theoretical Social Work discourse.

• They know and determine the fundamental differences in theoretical approaches.

• They relate theoretical insights about special problems and questions, and relate these to a professional position.

• Through their engagement with concrete cases and structural problems, they recognise the professional conflicts on a theoretical level.

• They reflect on conflict situations in the professional context and consciously take steps for a responsible decision-making process.

Lecture, discussion, working in small groups, text analysis

Final exam: Immanent exam characteristic with different partial performance requirements

Students engage with learning and educational concepts for adults and learn about methodological approaches to biography-oriented Social Work.

They learn about fundamental results from life-situation analysis and age-specific transitions, as well as related coping challenges while taking into consideration age/class/social background and gender specific and ethnic characteristics and conditions.

Transitions, life phases or stages of life, critical life events with their respective challenges, possibilities and problems are central here. At the same time, coping support, the use of resources and the release of emancipatory potentials are important within biography-oriented Social Work.

• The students know biographical, life situation and age-related challenges relating to education and learning.

• They know how long-term accompanying, supporting and educational processes with clients can be shaped with clients in the context of biographical transitions.

• They understand programmatic and theoretical background concepts relating to current societal developments and the erosion of boundaries between work, daily life and leisure time in the context of work and care in different settings for adults.

• They have a reflective approach toward supporting the competences of individuals and families, according to their life situations and biographical challenges.

• They can assess and reflect upon the desires stemming from the clients’ biography including a perspective on education, learning and upbringing.

• They know the methods of biography-oriented Social Work, which they are able to apply in individual and group settings, as well as resource assessment.

Lecture, text revision, discussion, concept elaboration and implementation

Final exam

The students receive an overview of the schools of thought and theories relating to global inequality and development policy (development theory, development institutions, civil society movements, social economy, alternative approaches to neoliberal economy, 5-sector model, care work and feminist economy). These are placed in relation to each other and a connection to Social Work is established. These interrelationships are reflected both on a global and on a local level. In this context, historical developments relating to Social Work are taken into consideration. Through lectures, the students are encouraged to develop an interest in global economic processes, to strengthen their outlook on societal processes, to recognise the relationship between political, economic and societal developments on an international and national level, to reflect on their own position and behaviour within society and finally to connect this knowledge to Social Work intervention.

• The students know about selected theories and models about global inequality and development policy, and relate these to Social Work.

• They regard Social Work considering social economics and development policy and gain intercultural sensitivity.

• They recognise connections between global, local and socio-political phenomena and use socio-economic perspectives to put social transition into its historical context.

• They locate the discourse and logic of relevant social actors within the context of governmental and societal processes, and are able to position themselves as actors within this field and develop possibilities of intervention.

• They create connections between global and local socio-political conditions, organisational forms and programmes within Social Work, and position Social Work within this area of tension.

Presentation and distance learning

Final exam

In this module, the students develop fundamental knowledge about the characteristics of psychosocial crisis situations and their typical course (traumatic crisis, transitional crisis, suicidal crisis, chronic crisis, chronic susceptibility for crisis), making a distinction between trauma and post-traumatic stress disorder.

Students learn about crisis and trauma-specific possibilities for intervention, in particular conversation techniques and conversational guidance to deescalate psychosocial crisis (crisis intervention). Furthermore, the students reflect upon crisis experiences and thus generate experiential knowledge, which can be related to theory during the module. Methods and techniques of psychological hygiene and self-care are included.

• The students have a fundamental understanding about psychosocial crisis and traumatic burden.

• The students recognise psychosocial crisis and possible self-harm, and can support clients on a case-by-case basis in crisis management.

• They are aware of techniques for psychological stabilisation in the case of traumatised clients. They analyse social problems regarding individual possibilities of intervention and societal determination, and their impact on crisis situations.

• They analyse social problems regarding individual possibilities of intervention and societal determination, and their impact on crisis situations.

Active participation during the module, working with literature, presentation

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Knowledge about courses of action and specific problem-solving approaches relevant for Social Work in the area of life-long health, with an emphasis on adults and older people, are imparted to the students. They receive an overview of the respective private and public support facilities, their financing and the accessibility for clients. This is done on the basis of selected areas of work such as Social Work in hospitals, care and palliative care, rehabilitation in stationary and itinerant settings, health promotion and health prevention, self-help, as well as regarding specific problems in relation to health and illness.

Additionally, an overview is given about possible problems within the practice of Social Work from nutrition to sexuality, from chronic illness to cultural particularities when dealing with disease. The engagement with societal and political questions regarding all the above mentioned problems and areas of work, is of central importance.

• Students recognise the central problems regarding health throughout life with a special focus on adulthood.

• They know the central institutions and determine their mission, as well as their functioning, and juxtapose these with socio-political developments.

• They are aware of the central questions regarding health and categorise these with regard to the necessity for professional support through Social Work.

• They know and reflect on the role of Social Work within health contexts and the interdisciplinary and transdisciplinary work with other professionals in the context of health, health promotion and health prevention.

Lecture, discussions

Final exam

The students engage with medical and health-related aspects of adulthood.

Violence, addiction and sexuality in psychiatry, as well as counselling situations are highlighted, and strategies for prevention and de-escalation are worked on. An additional thematic focus are the possibilities to strengthen and self-empower psychiatric clients.  

• Students understand the central medical and health-related aspects of adulthood and relay them through examples.

• In particular, they distinguish questions of psychological and physiological illnesses and derive integrative approaches from them.

• They assess the area of tension between independence and coercion from a professional standpoint.

Lecture, discussions and distance learning

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Students are acquainted with the basic legal knowledge in the area of social security law, the hospitalisation act and housing act. Fundamentals regarding the legal guardianship of adults, criminal law and violence protection law are conveyed, and aspects of inheritance law are addressed.

Students receive an overview of the legal social security services which are available when social risks factors such as illness, injuries, old age or death take place. Financial support when care becomes necessary, as well as specific legal provisions in the case of psychological illness or a comparable impairment (housing and patient rights or adult protection), are also covered. Another main emphasis is placed on an overview of criminal and judicial process regulations with a focus on mandated and addiction contexts, as well as the familiarity of the particularities of criminal law regarding adults.

• Students know the legal conditions, forms of support, possibilities and limits.

• They are able to recognise and apply the legal aspects for certain case constellations relevant for their work.

Distance learning exercises and question-based attendance

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Starting from social phenomena, specific circumstances of target groups within Social Work or existing social offers, the students develop practice-oriented research or evaluation questions, partly in cooperation with social institutions.

Building on literature research and study, the concrete research and evaluation design is elaborated, the methodological implementation is explained, and the data collection is carried out. With special attention given to the international aspect of Social Work, the subject-appropriate modules or fieldwork are partly or predominantly carried out in English.

• The students develop an inquiring eye for the topics and problems, which are relevant for Social Work.

• Through guidance and professional support they develop a research project.

• They autonomously carry out a research project in small groups.

• They apply selected methods from empirical social research with guidance.

• They present their research findings in discussions and give constructive feedback.

Lecture, discussion, working in small groups

Continuous assessment

Through a continuous exchange in a fixed reflection group, the individual and group-specific topics which are relevant for Social Work, as well as interest-based questions are elaborated.

The seminary content is oriented toward the topics, which are actively introduced by the group members. As is necessary and according to interests, topical emphasis can be picked up and deepened. Strengthening and allowing the individual responsibility and initiative of the group members is of central importance here.

• The students deepen their knowledge and skills regarding specific professional topics and share them with the group.

• They pose current questions based on their experiences in the field and present these in group discussions.

• They broaden their knowledge about institutions in the social sector through peer exchange in the group, excursions, individual research and presentation.

• They take on responsibility for the creation of the group process and the subject focus.

Discussion, group work, role play, lecture, excursion, individual coaching

Continuous assessment: Immanent exam characteristic with different partial performance requirements

After an introduction to the basic terminology of academic theory, students are presented with selected qualitative and quantitative social research, data collection and methods of analysis from empirical social research. Furthermore, possibilities for their application to Social Work research are discussed.  

• The students gain an overview of quantitative and qualitative social research.

• They know research methods and differentiate these according to possible ranges of intervention, and relate them to current student research.

Lecture

Final exam: Exam

The legal regulations of the Austrian alien law are outlined for the students. Furthermore, it is illustrated through exemplary cases, showing how this knowledge needs to be applied in practice. The goal is to convey an overview of the alien law, as well as an orientation within these regulations.

The topical emphasis is put on immigration, asylum and conditions of stay.

• The students recite the main features of the Austrian Alien Law.

• They apply legal regulations to case study examples.

Lectures

Final exam

Racism-critical work focuses on the theoretical and practical engagement with prejudice and patterns of exclusion as elements of a culturalized and racialized construction of groups in the form of antisemitism, antimuslim racism etc.

The module creates space for a self-reflective view on intervention, institutions and structures in which racisms are (re)produced. On the basis of a fundamental understanding of the necessary creation of visibility of racisms for the generation of unequal conditions, as well as their intersectional interrelation, the structural mechanisms for exclusion are presented and questions of social equality, participation and empowerment explored.

• The students know the main features of racism theory, forms of racism and intersectional interrelation.

• They determine racism-critical analysis and perspectives of intervention in their professional day-to-day work.

Seminar with exercises

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Students learn about the reasons and dynamics of (global) migration, as well as the consequences of migration on countries of origin and destination, and engage with flight as a particular form of migration. They gain an overview of the effects of the legal conditions on the lives of migrants and refugees. They engage with the life world and life conditions of migrants and their descendants.

The relevant organisations for the professional field are presented and trans-cultural action in organisations is discussed. Through casework, intercultural competences are strengthened, and concrete approaches are elaborated on.

• Students grasp the reasons and dynamics of (global) migration, as well as the consequences of migration on the countries of origin and destination.

• They understand flight as a special form of migration and its consequences for Social Work.

• They discuss the effects of aliens’ law on different life situations.

• They distinguish organisations which are relevant for the professional field in terms of mandate, dependence on administrative action and professional autonomy.

Lecture, discussion, working in small groups

Final exam

In this module, the students learn about the fundamentals and terminology of political processes, political communication and the aggregation of interests. Through different concepts of democracy and participation, and through taking societal power relationships into consideration, central perspectives of the political action of Social Work are conveyed and discussed. The students are encouraged to develop and defend their own political position regarding social topics, while taking their professional role into consideration.

Through selected political fields, the connection between politics and Social Work is analysed. Within the area of tension between representative systems and non-formal political areas, perspectives on intervention are developed, particularly taking into consideration different participatory models.

• The students know theories and concepts of democracy and participation.

• They are able to view Social Work in relation to democratic theory and practice and can relate this perspective to the disciplinary development of Social Work.

• They position themselves with regard to topics and societal developments and defend this position.

• They assign the discourse and logic of social actors to the context of governmental and societal processes.

• They position themselves as political actors and develop possibilities for intervention.

• They create connections between socio-political conditions, organisational forms and programmes of Social Work and develop professional concepts within this area of tension. Furthermore, they take into consideration the interests of Social Work clients and their possibilities of participation.

Literature, discussion, lecture, working in small groups

Continuous assessment: Immanent exam characteristic with different partial performance requirements

The students develop knowledge about theoretical fundamentals relevant for Social Work including economic terminology, organisational forms and their functional structure and procedure. Furthermore, they engage with goals, mission statements and documentation systems.

Alongside the differentiated presentation of financing institutions in the social economy sector, topics like quality control and development, financial models, organisational structure and client-oriented documentation and evaluation, are covered and illustrated through the presentation of case studies from the field.

• The students know different organisational forms, determine essential differences and discuss the underlying application-specific concepts.

• They describe the fundamentals of financing organisations.

• They name and discuss the requirements for professional documentation and file management.

• They recognise simple processes in organisations and determine these.

• They describe and differentiate the fundamental functions of evaluation and other measures to monitor the intended business performance.

Lecture, discussion, presentation (inverted classroom/flipped classroom)

Continuous assessment: Immanent exam characteristic with different partial performance requirements

This module relates to the module ‘Democracy and Participation’ and presents the findings from analysing democratic structures and participatory processes with self-organised structures and actions within Social Work and self-reliant (potential) clients of Social Work. Locating Social Work in relation to self-organised groups is explained, and the possibilities of working together is increased.

For this purpose, the aspects of representation through Social Work, self-representation of affected (groups) people, emancipation and empowerment, as well as user participation and codetermination in accommodation facilities, are discussed.

Considering Social Work as a part of political structures in Austria, it is negotiated how Social Work takes, shapes and enforces its political role.

For this purpose, the engagement with interests and intervention strategies of different political actors, as well as the understanding of political structures and processes is promoted. Furthermore, concrete methodological options to promote self-organisation are discussed.

• The students name different possibilities of political action within the social sector and reflect on these in the context of a society characterised by power relations.

• They critically reflect on the role of Social Work working with self-organised clients.

• They are able to position themselves professionally with regard to concerns and actions by clients of Social Work.

• They relate models and concepts of self-organising action to the direct work with clients and offer support with the formulation of concerns and making their viewpoint visible.

• They can assess the possibilities of political action in specific moments, and by using their repertoire of methods, they can make informed choices for their engagement.

• They relate subjective and collective positions by clients to socio-political contexts.

• They offer potential political solutions for topics which significantly affect clients of Social Work, and defend these in front of other political actors.

Literature discussion, casework, exercises, discussion

Final exam

Students design the presentation for their academic research, which is finalized during this term, and present it at a plenary session for students, teaching staff and guests from the field.

Furthermore, the students receive an initial overview of the preparation of their BA-thesis, which is due at the end of the 5th or 6th term.

• The students summarise the relevant findings of their research project and find an appropriate way to present it to the interest community, and offer insights into their research findings.

• They offer insights into their findings by answering questions about their research findings in a differentiated manner.

• They develop a strategy to limit the scope of their individual thesis.

• They recognise their individual strengths regarding their personal development, in their role as a researcher.

Discussion, feedback in small groups, presentation

Continuous assessment: Immanent exam characteristic with different partial performance requirements

The data collected in the 3rd semester/research workshop 1 are analysed using selected empirical social research methods and the results are put down in writing. In small groups, students write up the findings in a research report.

With special attention given to the international aspect of Social Work, the subject-appropriate modules or fieldwork are partly or predominantly carried out in English, and final reports for an international audience are prepared.

• The students develop an inquiring eye for the topics and problems, which are relevant for Social Work.

• Through guidance and professional support they design a research report.

• They apply methods of empirical social research with guidance.

• They present their research findings in a structured manner and defend them.

Lecture, discussion, working in small groups

Final exam

Through continuous work and exchange in a fixed reflection group, individual, group-specific topics and questions, which are relevant for Social Work, can be discussed. As needed for the group a specific emphasis is taken up or deepened. Special emphasis is given to the individual responsibility of group members for the content creation of the seminar and its process.

Prior to the work placement, the preparation and detailed planning of this part of the degree takes place. Specific topical emphases, which are relevant for the field are addressed. Furthermore, the students engage with their individual learning objectives and define their goals, based on theory and empirical findings.

• Students outline questions of professional identity, value systems and developments of professional practice and discuss these in a differentiated manner in groups.

• They have the relevant expertise and decide upon their work placement site and internship.

• They reflect on the practical relevance in the context of current modules.

• They formulate relevant questions, adequate developmental steps and competence goals for their work placement, which should be assessed during the internship.

• They strengthen their professional personality development, through defining their learning objectives.

Discussion, group work, role play, lecture, excursion, individual coaching

Continuous assessment: Immanent exam characteristic with different partial performance requirements

The students reflect on the demands placed on writing a thesis regarding research strategy, topical focus and question. They deepen their knowledge about different ways of working, in terms of analysing the literature and familiarising themselves with the formal rules. They practice the scientific argumentation and analysis of subject-specific areas of discourse, learn to assess resources and understand the criteria for assessing academic writing.

The students are supported during the preparation of the exposé and narrowing of their topical scope. Concrete sources are discussed with them and they receive feedback on their writing and research process, while working on their exposé. The exposé is presented and discussed with the students during the module, and a general structure and time plan for the thesis is elaborated. Furthermore, they determine preliminary presuppositions in relation to the expected findings of their BA thesis.

• The students research resources within a subject-specific area of discourse and assess these according to their usability for a thesis.

• They develop a problem and question for a literature-based individual bachelor thesis.

• They write a concrete exposé for their BA thesis, and present and discuss it.

• They practice academic argumentation and analysis.

• They develop a general structure and a time plan for their BA thesis.

• They determine primary presuppositions in relation to the expected findings of the BA thesis.

Literature-based group work and discussion, partly distance learning supported

Final exam

The internship provides concrete organizational and practical experience and enables students to gain a comprehensive, in-depth insight into the day-to-day work of social work professionals. The intensive involvement in a practical field makes it possible to experience the future professional role.
In-depth insights into the life contexts and problems of clients or target groups allow students to recognize the scope and responsibility of professional action and experience the confrontation with professional realities. Independent work with clients (groups) in different phases of a support process or intervention can be tried out. Students reflect on their own involvement and personal values and develop a professional distance to the problems of clients. In addition, the content of the training should be linked with practical experience and scrutinized for its applicability and relevance in everyday professional life.

• The students have an understanding of the different roles and mandates in relation to their work placement.

• They know the possibilities and limitations of professional offers within the placement organisation, as well as the networking opportunities with different organisations and their responsibilities.

• They differentiate between appropriate approaches (i.e. conversation guidance, moderation, conflict consultation), try out their implementation and participate actively.

• They reflect upon their personal involvement and values, and keep a professional distance to clients and their problems.

• They can analyse the complexity of intervention and the professional mandate in the context of clients, placement organisation and society.

• They have an overview of the social organisations (as well as their organisational structure, legal conditions, types of financing and working modes) and their areas of responsibility.

Continuous support and guidance from social work professionals at the practice site, regular reflection and feedback

Final exam: Positive assessment of the internship

During their work placement the continuous reflection and analysis of this in-depth and personal experience in individual and group settings, are central. The integration of personal experiences and exchange in the seminar group deepen the professional understanding and offer a contribution toward their professional identity. The students learn to apply themselves to a team, organisational structure, case analysis, theoretical and conceptual basics of social institutions, as well as their respective methodological intervention.

Prior to the work placement, the preparation and detailed planning of this part of the degree takes place. Specific topical emphases, which are relevant for the field, are addressed. Furthermore, the students engage with their individual learning objectives and define their professional goals.

• The students differentiate between different roles and mandates involved in their work placement.

• They engage with the development of their professional identity.

• They carry out structured case-related analysis and describe these.

• They analyse interventions and professional mandates between clients, placement organisation and society. They create complex case vignettes and courses of action, in a differentiated manner.

• They acquire an overview of social organisations (as well as their organisational structure, legal conditions, types of financing and working modes) and know their specific practical processes in detail.

• They relate insights from their internship to topics from the module, and reflect upon these critically.

Group work, presentation, casework, discussion, individual coaching

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Selecting from the possibilities offered by the department, the students develop a project in the form of seminar, participation at a conference, cooperating in a professional event, participation at an international or national activity, an open module or accreditation of prior professional knowledge.

• Students develop professional theoretical perspectives and professional immersion in a project of their choice.

literature-based group work and discussion/project-oriented

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Selecting from the possibilities offered by the department, the students develop a project in the form of seminar, participation at a conference, cooperating in a professional event, participation at an international or national activity, an open module or accreditation of prior professional knowledge.

• Students develop professional theoretical perspectives and professional immersion in a project of their choice.

Teaching and learning methods: literature-based group work and discussion/project-oriented

Continuous assessment: Immanent exam characteristic with different partial performance requirements

The students combine knowledge and skills from their studies thus far with current topics in discipline and professional theories, as well as professionally relevant work, by taking part in a seminar offered by the department, which expands on, deepens or elaborates on previous topics from the degree. The possibilities of internationalisation at home are significant in this regard through formats, where international guests give professional insights and open up discussions. These particular experiences facilitate topical and regionally specific study trips, which stimulate international scientific discourse and strengthen the intercultural competences of the participants, in particular in terms of their profession.

Alternatively, they have the possibility to work out task-dimensions of Social Work in current professional challenges through actively participating in relevant events or further education. They are able to deepen their analysing capacity and ability to work academically through intensive engagement in the shape of project planning and implementation, publishing academic papers or the elaboration of professional inputs for Social Work. For example, at the OGSA (Austrian Agency for Social Work), at the poverty conference, conferences of the OBDS (Austrian Professional Association of Social Workers) or CIF (Council of International Fellowship) or events at FH Campus Wien.

• Parallel to course goals

Seminar, potential study trip, project groups, conference visit

Final exam: Predominantly immanent, variation by module type possible

The students combine knowledge and skills from their studies thus far, with current topics in discipline and professional theories, as well as professionally relevant work, by taking part in a seminar offered by the department, which expands on, deepens or elaborates on previous topics from the degree. The possibilities of internationalisation at home are significant in this regard through formats, where international guests give professional insights and open up discussions. These particular experiences facilitate topical and regionally specific study trips, which stimulate international scientific discourse and strengthen the intercultural competences of the participants, in particular in terms of their profession.

Alternatively, they have the possibility to work out task-dimensions of Social Work in current professional challenges through actively participating in relevant events or further education. They are able to deepen their analysing capacity and ability to work academically through intensive engagement in the shape of project planning and implementation, publishing academic papers or the elaboration of professional inputs for Social Work. For example, at the OGSA (Austrian Agency for Social Work), at the poverty conference, conferences of the OBDS (Austrian Professional Association of Social Workers) or CIF (Council of International Fellowship) or events at FH Campus Wien.

• Parallel to course goals

Seminar, potential study trip, project groups, conference visit, composition

Final exam: Predominantly immanent, variation by module type possible

The students prepare a literature-based written bachelor thesis. They receive feedback on the writing and research process during writing the individual thesis, and implement it in their work. Students implement the scientific concepts acquired during the degree through recognising, defining and elaborating on the questions, based on the basic scientific methods, which are important for the field.

They are able to illustrate the relevance of the selected topic for their theory-based and scientifically sound engagement with the case-related area of research. They compose their academic work in a fashion that complies with the general and scientific language requirements, lead a discussion at the current discourse level of the selected field and know the assessment criteria, which need to be applied to the bachelor thesis. Furthermore, they are able to summarize and discuss the results of their work, as well as the derived consequences.

• The students know the demands placed on writing a thesis regarding research strategy, topical focus and question.

• They implement different ways of working, in terms of analysing the literature.

• They apply formal rules for academic work.

Lecture-based group work and discussion, partly distance learning supported

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Reflection and in-depth engagement with their professional identity development as professionals in the field of Social Work, is at the centre of this seminar, specifically considering their approaching graduation. The subjective, respective group seminar experiences of the participants are connected to the field-related work placement.

Information about the Social Work labour market situation and working conditions, about placement and application procedures within the scope of the practice fields, allow for a realistic assessment on current developments in the professional context of Social Work and aid the decision making process on entering the profession. Through individual research, exchange with professionals and visiting events, the relevant aspects of Social Work practice are put in focus and development perspectives – on an individual and professional level –, are designed or deepened. Likewise, professionally relevant advocacy groups are presented and their contribution to professionalization processes conveyed.

• The students know the relevant aspects of professional identity.

• They know the conditions and demands of professional practice.

• They know and reflect upon their next educational or professional plans.

Group input about current relevant topics from the professional field

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Through selected case catalogues, current questions from professional Social Work practice are discussed in an interdisciplinary context and approaches and scenarios for resolution are developed in preparation for entering the profession and the final exam.

• Students develop a multi-perspective overview of selected topics from the professional field of Social Work including interdisciplinary and transdisciplinary perspectives.

• They take into account current legal and organisational aspects of concrete case elaboration.

• They practice case elaboration and presentation.

case-oriented with discussion groups

Continuous assessment: Immanent exam characteristic with different partial performance requirements

A presentation of the individual Bachelor thesis is held in conjunction with an expert discussion on the findings of the academic thesis, as well a case discussion and the cross referencing of qualifying goals of the department. Furthermore, the embeddedness of the independent immersion, in the context of general and acquired competences, are presented.

• Positive defence in front of the examination board.

Final exam in front of the examination board
 

Final exam

The essential aspects of labour law are discussed. These include, for example, the fundamental contracts within labour law, the rights and obligations of employees and employers, the termination of employment and the protection of employees. The formal aspect, namely the proceedings at the Labour and Social Court (ASG), are presented and the main features of the Law of Association 2002, right of assembly and event law elaborated on.

Additionally, the students have the possibility to analyse the current legal questions from their case practice together with the teaching staff, and to discuss the support and preparation for their graduation and entry into the professional field.

• Students develop current practical know-how regarding the legal conditions for work-related and methodological standards in a given field.

• Students recognise the key questions regarding labour law and organisation.

Exercise, active participation

Continuous assessment: Immanent exam characteristic with different partial performance requirements

Topical freedom of choice in terms of theory, method or project.

• Students recognise and develop current practical know-how regarding the legal conditions for work-related and methodological standards in a given field.

Exercise, active participation

Continuous assessment: Immanent exam characteristic with different partial performance requirements