Spatial and Clinical Social Work

Students will be guided to reflect on case studies against the background of the biopsychosocial paradigm and the concepts based on it. They will be able to identify and document concepts and theoretical approaches such as salutogenesis, social support and person-in-environment in case studies. In developing a sound understanding of clinical-social treatment processes at the interface of health and social systems, interdisciplinary approaches and institutional framework conditions are taken into account. This course is the training course for the course Biopsychosoziale Phänomene und Behandlungsmodelle (Biopsychosocial Phenomena and Treatment Models).

• Students identify clinical-social needs taking into account the biopsychosocial paradigm and concepts and models based on it.

• Students can describe the role of clinical social work as a bridge between the social services and healthcare sectors in case management and reflect on its significance.

• The students identify theory-based focal points for clinical-social counselling and treatment on the basis of case studies.

• Students are familiar with the institutional framework and subject-specific approaches to clinical social work case management and can apply them to specific cases.

Lecture, exercise, reflection

Final exam

The theoretical and conceptual foundations of clinical social work, such as the biopsychosocial guiding paradigm, are presented and categorized. The social dimension of health is identified as a central subject of clinical social work. To this end, reference is made to other concepts of health and illness (salutogenesis and strengths orientation, concepts of "person-in-environment" and "social support". Somatization and chronification risks, deviance, marginalization and stigmatization). The effects on opportunities for participation are discussed.

• Students understand the interrelationships between biological, psychological and social factors for health and illness.

• Students are familiar with the theoretical and conceptual foundations of clinical social work, in particular models of health and illness (e.g. salutogenesis).

• Students will be able to classify the social dimension of health as an essential subject of clinical social work.

• Students apply the theoretical principles to the interpretation of clinical-social problems.

Lecture, discussion, reflection

Final exam: Schriftliche Endprüfung

The development of Clinical Social Work as a specialised Social Work is the focus of this course. The historical development, similarities and differences in the US and German-speaking countries as well as their institutionalisation will be discussed. A theoretical positioning takes place by naming the essential underlying paradigms and models (biopsychosocial paradigm, person-in-environment, WHO health definition).

• The students can depict the development and institutionalisation of Clinical Social Work.

• Students realize the specialisation of Clinical Social Work as a specialist Social Work.

• The students can describe essential theories underlying Clinical Social Work.

Lecture, discussion, reflection

Final exam

Students gain in-depth knowledge of common qualitative research methods, with a particular focus on interviews and observation.

They develop research designs tailored to specific research questions and select appropriate methods to address the subject matter (including triangulation).

Students delve into selected qualitative data analysis methods (e.g., content analysis, grounded theory, etc.) and reinforce their understanding through corresponding exercises. The course covers the steps involved in analysis and the presentation of the collected data.

• Students can formulate research questions for their area of specialization that can be investigated using qualitative research methods.

• Students are familiar with the individual steps of the empirical scientific research process.

• Students can select specific research methods (e.g., interviews, observations, focus groups, etc.) based on sound reasoning and apply them in a methodologically appropriate manner to answer a research question.

• Students reflect on the fundamental ethical principles of scholarly work and their relevance to the planning and conduct of research. .

• Students can work collaboratively on a research project and jointly shape the individual phases of the research process.

• Students are able to select and apply analytical methods appropriate to the research question and the data collected.

• Students are able to apply qualitative research methods appropriately to address practice-oriented research questions in their respective areas of specialization.

Lecture, discussion, exercise

Final exam

Students are taught knowledge of quantitative survey methods. In the first step, descriptive statistical methods for the presentation and processing of data, such as location and dispersion measures, contingency tables, are dealt with. Subsequently, students are taught the elementary methods of inferential statistics, such as correlation, significance tests, regressions and variance analyses. The main focus is on the detailed analysis of data using multivariate regressions and their correct interpretation. The basic steps of a common statistical data processing and evaluation program are taught.

The applications are mainly based on empirical studies from clinical social work. This ensures the closest possible practical relevance to clinical social work.

In addition to the distinction between cross-sectional vs. longitudinal surveys (individual case analysis), the course also looks at how qualitative and quantitative data can be combined.

• Students can formulate research questions that are analysed using quantitative research methods.

• Students can apply multivariate regression analyses

• Students can process quantitative data.

• Students can present empirically obtained results descriptively in a scientifically correct form.

• Students can analyse empirically obtained results inferentially.

• The students know relevant research results of their discipline.

• Students can place self-generated results in the scientific context.

• Students can carry out quantitative evaluations using the statistical software R.

Lecture, Discussion

Final exam

The course deals with the lifeworld needs of marginalised people in public spaces, such as homeless people, beggars, drug users and sex workers, as well as the corresponding outreach and inpatient facilities.  The basic principles of outreach work, such as partiality, are addressed as well as the tension between standardisation and support in institutional contexts. Professional action in the context of street work is taught in an application-oriented way and the special role of social work in this context is examined critically in terms of power. Furthermore, models of participation of addressees and self-advocacy are discussed. A professionally justified positioning in public discourses for addressees of outreach social work, especially with regard to the stay of marginalised people in public space as well as the establishment of low-threshold offers is dealt with as well as communication with different actors, such as clients from politics and administration and residents.

• Students can professionally establish and shape relationships with addressees of outreach and low-threshold social work and apply methods of outreach social work, such as street work, as well as develop and apply concepts of self-advocacy.

• Students can analyse and classify the needs of marginalised people in the public sphere, such as homeless people, beggars, addiction consumers and sex workers. Furthermore, the students can document and communicate their needs in a way that they do justice to the people concerned, but protect their interests vis-à-vis other actors.

• Students are able to position themselves professionally and design practices in the field of tension between public mandates and institutional logics and the lifeworlds of the addressees.

Lecture, discussion, exercise

Final exam

An overview of socio-spatial understandings and theories of socio-spatial social work or socio-spatial "schools" is provided. In addition, an overview of spatial understandings and spatial theories in different disciplines as well as spatial concepts in their use in social work and an approach to a socio-spatial understanding of virtual, viral spaces or "media worlds" will be taught.

• Students are able to name and critically classify different approaches, understandings and theories of socio-spatial Social Work.

• Students are able to name understandings of space based on social space theory, to differentiate between them and to apply them in the discussion of socio-spatial understandings in Social Work.

• Students are able to critically classify spatial terms such as place, square, focal point, setting, field, milieu, social space, appropriation space, etc.

Lecture, discussion

Final exam

The course covers key classical and contemporary approaches to inequality research, particularly regarding material and social inequality, gender and gender constructions, intersectionality, as well as concepts of difference, distinction, and scale. These are applied to questions, situations, and phenomena in socio-spatial social work and made useful for their analysis.

In addition, theories and concepts of social inclusion, integration, participation, and social justice, as well as the Capability Approach, are examined and discussed in terms of their significance for socio-spatial social work.

• Students are familiar with key and current approaches to analyzing social inequality—particularly with regard to material living conditions, gender, diversity, and intersectional perspectives—and can explain their underlying assumptions.

• Students apply theories of social inequality to socio-spatial phenomena and social problems, and analyze their causes and effects on different life situations and opportunities for participation.

• Students reflect on power, domination, and inequality from a socially critical perspective and develop professionally grounded positions for the practice of socio-spatial social work.

Lecture, discussion, exercise

Final exam

Students gain in-depth knowledge of common qualitative research methods, with a particular focus on interviews and observation.
They develop research designs tailored to specific research questions and select appropriate methods to address the subject matter (including triangulation).

Students delve into selected qualitative data analysis methods (e.g., content analysis, grounded theory, etc.) and reinforce their understanding through corresponding exercises. The course covers the steps involved in analysis and the presentation of the collected data.

• Students can formulate research questions for their area of specialization that can be investigated using qualitative research methods.

• Students are familiar with the individual steps of the empirical scientific research process.

• Students can select specific research methods (e.g., interviews, observations, focus groups, etc.) based on sound reasoning and apply them in a methodologically appropriate manner to answer a research question.

• Students reflect on the fundamental ethical principles of scholarly work and their relevance to the planning and conduct of research.

• Students are able to apply qualitative research methods appropriately to address practice-oriented questions in their respective areas of specialization.

• Students can work collaboratively on a research project and jointly shape the individual phases of the research process.

• Students are able to select and apply analytical methods appropriate to the research question and the data collected.

Lecture, discussion, exercise

Final exam: Final exam

Students are taught basic knowledge of quantitative survey methods. In the first step, descriptive statistical methods for the presentation and processing of data, such as location and dispersion measures, contingency tables, are dealt with. Subsequently, students are taught the elementary methods of inferential statistics, such as correlation, significance tests and regressions. The main focus is on the detailed analysis of data using multivariate regressions and their correct interpretation. The basic steps of a common statistical data processing and evaluation program are taught. Empirical studies from socio-spatial social work are used in the applications. This ensures the closest possible practical relevance to socio-spatial social work.

• Students can formulate research questions that are analyzed using quantitative research methods.

• Students can apply multivariate regression analyses

• Students can process quantitative data.

• Students can present empirically obtained results descriptively in a scientifically correct form.

• Students can analyze empirically obtained results using inferential statistics.

• Students are familiar with relevant research findings in their own discipline.

• Students can place self-generated results in a scientific context.

• Students can carry out quantitative evaluations using the statistical software R.

Lecture, discussion

Final exam: Final exam

The focus of this course is on the application of social diagnostic instruments. Therefore, selected methods and diagnostic procedures are presented and tested by using case studies. The Students are guided to reflect on the theoretical foundation of social diagnostics. Based on this, a professional assessment of the diagnostic instruments is made, taking into account the specific conditions in the practice of Clinical Social Work. Selected methods can be: visual diagnosis, home visit, network map, genogram, 4-field matrix, biographical time bar, eco-map, mini-ICF-APP. From this, clinical-social work intervention plans can be derived. This training course is the practical part of the course Clinical-Social Diagnostics and Intervention Planning.

• Students use social diagnostic tools to make social diagnoses.

• Students will be able to grasp the specifics of different social diagnostic instruments.

• The students evaluate the manageability of social diagnostic instruments for use in the practice of Clinical Social Work.

• Students develop proposals for interventions based on the results of social diagnostics.

Lecture, Reflection, Exercice

Final exam

Based on the biopsychosocial guiding paradigm of Clinical Social Work, students are taught the multidimensional method spectrum of psychosocial diagnostics and intervention planning. The historical development of social diagnostics is taken into account. Against this background, students are enabled to understand social diagnostics with regard to the specific conditions of Clinical Social Work, to apply instruments and methods and to assess them professionally. The competence to create social diagnoses and their documentation is built up. Students can describe social diagnostics with regard to their functionality and significance for intervention planning. Knowledge about common classification systems such as ICD-10, DSM V or ICF is acquired.

• The students can explain the multi-perspective spectrum of methods of psychosocial diagnostics against the background of the biopsychosocial guiding paradigm.

• The students depict the challenges of social diagnostics for the specific conditions of Clinical Social Work.

• The students can professionally assess the use of social-diagnostic instruments in different socio-clinical contexts.

• The students can use the acquired knowledge to make social diagnoses.

• Die Studierenden können Ergebnisse sozialer Diagnostik zusammenführen und für die Interventionsplanung nutzen.

Lecture, Discussion, Reflexion

Final exam

The aim of the course is the actual implementation and the testing of of reports and its preparation according to the definition of the term and the function of a report in a social therapy context. The necessary professional, personal and social competences are developed, reflected and strengthened during the course.

• The students are able to prepare a socio-therapeutic report.

• The students have the necessary factual, personal and social competences to prepare a social therapy report.

Lecture, Discussion, Reflexion

Final exam

The course addresses the tension between science and practice ("Kleve Compass").

The implications of the psychiatric models (real, nominal and biographical dimension) for Clinical Social Work are presented.

"Recovery" as a (postmodern) practice model, its parallels to lifeworld orientation and Social Work as an art-of-living profession will be discussed.

Psychiatry and ethics are dealt with through critical textual analyses using the example of the Placement Act.

The problem of coercion and autonomy in psychiatry, also in comparison with other EU countries, is treated.

In addition, students are taught the basics of fostering motivation, Risk Assessment and the prevention of endangerment of children's well-being in the case of mentally ill parents and suicide risk.

• The students can classify Clinical Social Workin the bio-psycho-social dimension in the field of psychiatry .

• The students have a profound insight into subject-oriented psychiatry and its connection lines to Clinical Social Work.

• The students can critically classify modern findings of brain research and biologistic psychiatry.

• Students are able to reflect on economic, legal and lifeworld-oriented dimensions of Clinical Social Work.

• Students understand system-theoretical psychopathology.

• The students take into account disease-related and other risks of the patients and their relatives (especially children).

• Students can assess suicide risk professionally and (re)act according to this.

Lecture, Discussion, Reflection

Continuous assessment

The students are given a profound overview of types of dependency disorders and addiction development models. They get to know basic diagnostic criteria. Against the background of the biopsychosocial model and the person-in-environment approach, addictions are reflected on with regard to the extent of the disorder. Clinical-social treatment and counselling approaches are derived from this. In addition, students are taught about comorbidities and the connection between addiction and trauma. Another focus is on the acquisition of knowledge about the effects of an addictive diseases on relatives. The students acquire basic knowledge about co-dependency and working with relatives. The course also refers to current developments in addiction treatment. Different treatment paradigms are presented in which the Viennese model of addiction support is exemplarily dealt with in more detail.

• The students present the disorder pattern of addictions in a differentiated way.

• Students explain diagnostic criteria for addiction disorders.

• Students grasp the necessity and specific requirements for working with relatives of addicts.

• Students assess clinical-social counselling and treatment settings with regard to the objective of the interventions and motivation of the persons concerned.

Lecture, Discussion, Exercice

Final exam

The course focuses on the practical implementation of a complete quantitative research process in R with a special emphasis on explorative multivariate methods.

Based on a standardized questionnaire survey, students transfer the data into a data matrix using a coding plan, carry out a systematic plausibility check, data cleansing (including recoding) and a reasoned handling of missing values. Based on this, multiple responses are evaluated and scales are formed using reliability analyses (Cronbach's alpha).

Exploratory factor analyses for the identification of latent dimensions (suitability tests such as KMO/Bartlett, determination of the number of factors, rotation, interpretation of loading patterns, calculation and use of factor scores) and cluster analyses for data-driven type formation (standardization/distance measures, hierarchical procedures and/or k-means, selection of the number of clusters, cluster profiling and interpretation of content) then form the core of the content.

The factors and clusters obtained in this way are used for in-depth presentation of results and - additionally - for model-based testing of correlations (correlations, OLS regressions incl. diagnostics). Finally, students prepare a short research report that comprehensibly documents the procedure, results and limitations.

• After completing the course, students can ... check, clean and prepare data sets from questionnaire studies in R (plausibility, recoding, missing values, multiple answers). summarize items into reliable scales and correctly interpret reliability (Cronbach's alpha).

• plan and carry out an exploratory factor analysis (KMO/Bartlett, parallel analysis/factor count, rotation, interpreting loadings) and use factor scores for follow-up analyses.

• Apply cluster analyses to form types (scaling, distance/procedure, choice of cluster number) and profile and name clusters in terms of content.

• Present results from factor and cluster solutions in an appropriate way (tables/graphs) and interpret them in a reflective manner.

• additionally examine relationships with correlations and OLS regressions and report basic model diagnostics.

Lecture, discussion, exercise

Final exam

The course deals with the in-depth forms, methods and processes of scientific work and enables the development of research questions, the general conception of research projects and the choice of the appropriate scientific method.

• Students can apply designs and tools for research planning and development.

• Students are able to select the appropriate methodology (quantitative and qualitative) for concrete research questions.

• Students implement appropriate data protection, security and ethical conditions in their research projects.

Lecture, Exercice, Discussion

Final exam

The students receive an overview of evaluation methods that are suitable for qualitatively obtained data. Specifically, the grounded theory methodology is applied to a research example. In addition, the students collect data suitable for category-based analysis in their own small field research. Transcription and coding techniques are practically tested on the material and with the help of the computer-assisted analysis software MAXQDA.

• Students use different methods of qualitative data analysis.

• Students are able to answer a precise research question by using different methods of qualitative text analysis.

• Students use their acquired knowledge on how to analyze qualitative data to answer research questions.

• Students are able to to apply qualitative research methods in the field.

Lecture, discussion, exercise

Final exam

Theories on public spaces, the security system, the standardisation of spatial regulation, displacement and marginalisation are taught. Based on this, practices of socio-spatial Social Work are critically examined and classified.

• Students are able to classify political and economic backgrounds of security policies in public spaces and to position themselves critically and reflexively in relation to them.

• Students are able to recognise and classify strategies of spatial regulation through design, standardisation and personal intervention.

Lecture, Discussion, Exercice

Final exam

Theories from urban sociology and critical urban research are taught, including segregation, gentrification, division of cities, periphery - centre, global urban competition, global migration, entrepreneurial city, city marketing and business improvement districts. Governance strategies and democratic-political models that are relevant to socio-spatial Social Work (radical democratic models, participation, social participation) are being treated.

• Students are able to classify urban transformations analytically and to relate them to phenomena in the city, such as segregation and gentrification, by consulting theories from urban sociology, political economy and political science.

• Students are able to critically classify strategies such as governance and local participation, of the entrepreneurial city, of festivalisation as well as city marketing and are able to position themselves professionally, especially considering the needs of marginalised people and "peripheral" interests.

• Students are able to classify strategies of sustainable urban development, for example to improve the urban climate or transport.

Lecture, Discussion

Final exam

The aim of the course is to present and discuss theories and research on homelessness, as well as programmes of homeless assistance, municipal and non-profit housing and the associated socio-spatial practices.

A special focus is placed on the forms of services, facilities and programmes in homeless assistance, as well as the housing provision for vulnerable persons.

The discourse on the growing city and the associated consequences for the creation of affordable housing, especially for vulnerable people, provides the basis for the socio-political and housing policy classification.

• Students are able to contextualize homelessness and its manifestations in the context of growing cities and global transformations.

• Students can classify facilities and services for homeless and vulnerable people such as refugees, people with mobility impairments and (mentally) ill people, as well as programmes for the prevention of eviction, using current concepts (housing first).

• Students are able to classify housing policies from municipal and social housing to assistance for the homeless in a professionally justified manner and to contribute to socio-political discussions, especially with regard to housing for vulnerable persons.

• Students are able to develop concepts that create adequate housing for vulnerable people.

Lecture, Discussion, Exercice

Final exam

The course gives an insight into the different forms of services and settings of Open Children's and Youth Work, like mobile youth work, youth centres and youth clubs or park supervision and the students are given an understanding of how to act professionally in different settings and how to design socio-pedagogical spaces of action. Gender-sensitive and difference-critical concepts are taught as well as concepts of leisure time pedagogy and mobile youth work / street social work, linked with methods of lifewordly social space analysis. Furthermore, working in (virtual) media worlds is discussed as well as working in and with groups or cliques and in counselling and support contexts. The discourse on youth cultures provides a basis for working with young people. Basic principles of Open Children's and Youth Worsuch like partiality and voluntariness are taught in an applied way, e.g. in relation to documentation and work with parents.

• Students are able to classify problems in Open Children's and Youth Work in science-based way.

• Students can recognise themselves in the different forms of services and settings of Open Children's and Youth Work, classify them and design them.

• Students can classify specialised concepts of Open Children's and Youth Work and design practices of Open Children's and Youth Work.

• Students can act professionally with children and young people in the different settings of Open Children's and Youth Work and can establish and shape relationships and act in a socio-pedagogical way.

• Students can apply socio-spatial-analytical lifeworld methods when designing concepts of Open Children's and Youth Work.

• Students can act from a professionally biased position with different actors such as clients, politicians and administrators, as well as with adults and parents.

Lecture, Discussion, Exercice

Final exam

Reflective Social Space Work (Kessl, Reutlinger 2007) is in the focus of this course. Relational spatial theoretical references are revealed, such as French-language spatial theories, or theories of Spacing and Synthesis, as well as consequences for a socio-spatial practice are conveyed.

• Based on selected theories of socio-spatial Social Work, such as reflexive Social Spatial Work, students are able to name consequences for the profession and discipline of Social Work in an application-oriented way.

• Students will be able to relate selected relational theories of space, such as French-language theories of space, or theories of Spacing and Synthesis, to socio-spatial understandings in Social Work and name consequences for the profession and discipline.

• Students can apply common spatial theories and concepts such as heterotypies, "non-places", capitals in social space, the public sphere, etc.

Lecture, Discussion, Exercise

Final exam

The course deals with the in-depth forms, methods and processes of scientific work and enables the development of research questions, the general conception of research projects and the selection of the appropriate scientific method.

• Students can apply architectures, designs and tools of research planning and development.

• Students are able to select the appropriate methodology (quantitative and qualitative) for research questions.

• Students implement appropriate data protection, security and ethical conditions in their research projects.

Lecture, Discussion, Exercise

Final exam

The course focuses on the practical implementation of a complete quantitative research process in R with a special emphasis on explorative multivariate methods.

Based on a standardized questionnaire survey, students transfer the data into a data matrix using a coding plan, carry out a systematic plausibility check, data cleansing (including recoding) and a reasoned handling of missing values. Based on this, multiple responses are evaluated and scales are formed using reliability analyses (Cronbach's alpha).

Exploratory factor analyses for the identification of latent dimensions (suitability tests such as KMO/Bartlett, determination of the number of factors, rotation, interpretation of loading patterns, calculation and use of factor scores) and cluster analyses for data-driven type formation (standardization/distance measures, hierarchical procedures and/or k-means, selection of the number of clusters, cluster profiling and interpretation of content) then form the core of the content.

The factors and clusters obtained in this way are used for in-depth presentation of results and - additionally - for model-based testing of correlations (correlations, OLS regressions incl. diagnostics). Finally, students prepare a short research report that comprehensibly documents the procedure, results and limitations.

• After completing the course, students can ... check, clean and prepare data sets from questionnaire studies in R (plausibility, recoding, missing values, multiple answers). summarize items into reliable scales and interpret reliability (Cronbach's alpha) correctly.

• Plan and carry out an exploratory factor analysis (KMO/Bartlett, parallel analysis/factor count, rotation, interpreting loadings) and use factor scores for follow-up analyses

• Apply cluster analyses to form types (scaling, distance/procedure, choice of cluster number) and profile and name clusters in terms of content. Present results from factor and cluster solutions in an appropriate manner (tables/graphs) and interpret them in a reflective manner.

• additionally examine relationships with correlations and OLS regressions and report basic model diagnostics.

Lecture, Discussion

Final exam

The qualitative methods of social space analysis developed in the context of Open Youth Work (needle method, district inspection, mental maps, time budgets, etc.), but also methods from classical social research (such as the BURANO method) are taught in this course in a practice-oriented way. The theoretical background, the application of individual methods for social space analysis, the development of concepts as a dynamic interaction between youth work, young people and institutions, and the further development of methods for other target groups (e.g. older people) or in other fields (e.g. urban planning) are discussed. The focus is on the specific lifeworld approach of these social space analysis methods. The students learn - by means of quantitative and qualitative methods of social space analysis - to identify and describe social spaces.

• The students know selected quantitative and qualitative methods of social space analysis (BURANO method, district walk-through with and without target group, time budgets, needle method, Eco Map, interviews with key persons, external image explorations, flash interviews, ...).

• Students are able to adapt qualitative methods of social space analysis to the respective target group and apply them appropriately to the situation.

• Students are able to combine individual methods for social space analysis and thus identify and describe social spaces.

• Students are able to design and conduct practice-oriented research projects for social space analysis (formulation of research questions, creation of a research design).

Lecture, Exercise

Final exam

Selected methods and techniques of clinical-social forms of intervention are applied and tested against the background of case studies. The theoretical foundation of the interventions is reflected upon. In particular, the focus is on the following event-related interventions: conflict counselling, stress management, mobbing counselling, crisis intervention, suicide prevention, psychosocial interventions in groups and motivational interviewing.

The course forms the exercise part of the lecture Clinical-Social Forms of Intervention.

• Students use counselling and treatment interventions for selected clinical social intervention occasions.

• The students grasp task and need situations as well as disturbances in a differentiated, revealing, supporting, experience- and resource-oriented way.

• Students derive appropriate clinical social interventions for different settings.

• Students assess the use of clinical social interventions for selected intervention occasions against the background of the intervention goal.

Lecture, Reflection, Exercise

Module exam

Starting from a theory-based perspective of psychosocial interventions, the basic therapeutic directions of depth psychology, humanistic, systemic and behavioural therapy are presented. The students are taught how clinical-social forms of intervention can be derived from this and applied in the practice of Clinical Social Work. Treatment and counselling methods and techniques are taken into account.

• Students can describe psychosocial interventions in the dynamics between the individual and social systems.

• Students derive counselling and social therapy treatments for Clinical Social Work from basic psychological or psychotherapeutic directions.

• Students will be able to compare different forms of intervention in Clinical Social Work.

• Students assess the manageability of clinical social interventions for practice.

Lecture, Discussion, Reflection

Module exam

Students work in peer groups on their individual Master's thesis and receive relevant and process-oriented support to advance the progress of the thesis. The focus is on the development of suitable survey instruments to carry out the scientific work. The different stages of the work are taken into account.

• Students can use the provided support for the progress of their Master's thesis.

• Students can continue to work independently on their Master's thesis according to scientific criteria.

Reflection, Exercise

Continuous assessment

The course deals with objectives, problems and methodological aspects of evaluation. Practical examples are used to work out the design of evaluation planning and to deal with the requirements and problems of success monitoring. The different decision-making stages in the planning and implementation of an evaluation are described and conceptual and methodological alternatives are presented. Furthermore, problems in the assessment and interpretation of results are discussed

• Students have a sound knowledge of evaluation and evaluation processes.

• Students will be able to plan and conduct evaluation research.

• The students know professional standards of evaluation in Social Work.

Lecture, Discussion

Final exam

Students learn the basics of psychotraumatology and resilience and the basic requirements for trauma-sensitive Clinical Social Work. Furthermore, Social Work is taken into account as a relational profession.

Trauma experiences are reflected against the background of the biopsychosocial model and the person-in-environment approach. Trauma- and attachment-sensitive, clinical-social treatment and counselling approaches are derived.

Furthermore, students learn contents such as a three-phase model, traumatic pincers, biography work, resilience levels and trauma-sensitive specialised work.

• Students know relevant diagnostic and intervention strategies of psychotraumatology and trauma-sensitive counselling.

• Students can apply this knowledge on the basis of an understanding attitude.

• Students implement resilience concepts in clinical social counselling and treatment.

• Students acquire specific techniques of stabilisation and crisis intervention.

Lecture, Discussion, Exercise, Reflexion

Continuous assessment

• Students are able to work on practical issues in a concrete way.

• Students are able to recognise possible limitations of a quantitative research design.

Lecture, Discussion, Exercise

Final exam

The course builds on and deepens the knowledge imparted in the seminar Advanced Qualitative Research Methods 1.

Students learn to put group interpretations and the resulting findings into a compact written form.

• Students will be able to summarise the results of analysis obtained from group interpretation procedures in relation to the research question.

• Students can use software for qualitative evaluations.

• Students use the acquired analytical methods to answer relevant questions.

Lecture, Exercise, Reflexion

Final exam

Students are supported in the process of writing their Master's thesis. The focus is on scientific writing skills for writing up one's own research results.

• Students will meet the requirements of academic writing at a high level.

• Students are able to write up their own research results.

• The students have the required scientific writing skills for writing their Master's thesis.

Reflexion, Exercise, Discussion

Continuous assessment

Students work in peer groups on their individual Master's thesis and receive relevant and process-oriented support to advance the progress of the thesis. The focus is on the development of suitable survey instruments to carry out the scientific work. The different stages of the work are taken into account.

• Students can use the provided support for the progress of their Master's thesis.

• Students can continue to work independently on their Master's thesis according to scientific criteria.

Reflexion, Exercise

Continuous assessment

Introduction to triangulative socio-spatial research

Data-driven small-scale social space analyses

• Structure and use of small-scale data sets
• Structural data catalogs and indicators of social situation
• Methods for determining youth welfare needs and social burdens (ranking methods, index formation, factor analysis)
• Cartographic representation and interpretation of social spaces

Mixed methods approaches in practice

• Combination of observational studies and quantitative surveys to analyze public spaces
• Statistical methods such as chi-square tests to examine social differences
• Spatial analyses (point maps, intensity of use maps, sequence and event data analysis in R)

Vignette technique and conjoint analysis

• Development and use of vignettes in social research
• Analysis of preferences for public spaces or services
• Orthogonal and fractional designs in R
• Practical application: Design of local supply offers in the district

Network analysis and sociometry

• Investigation of relationship structures between people, groups and institutions
• Creation and evaluation of relationship matrices, sociograms and clique analyses
• Key figures such as centrality, density, bridge positions
• Application of R (igraph package) for the visualization and analysis of social networks

Measuring spatial relationships

• Concepts of spatial autocorrelation (positive and negative patterns)
• Moran's I as a statistical measure
• Introduction to spatial econometrics (spillover effects, area unit problem)
• Application in the analysis of regional inequalities

• Specialist knowledge and understanding The students ... - understand the basics of triangulative socio-spatial research and its relevance for social work. - know the principles of data-driven small-scale analyses (structural data, indicators, indices, factor analysis). - understand the methods of mixed methods research and their use in the analysis of public spaces. - have knowledge of the vignette technique and conjoint analysis for investigating preferences. - understand the basics of network analysis (sociometry, key figures, clique structures). - are familiar with the concepts of spatial autocorrelation and spatial econometrics and their significance for regional inequality analyses.

• Methodological and analytical skills The students ... - are able to create, structure and interpret small-scale data sets. - are able to select indicators and form indices in order to visualize social burdens and needs. - apply statistical methods (e.g. chi-square test) to analyze social differences. - use spatial analysis tools (point maps, intensity of use maps, sequence and event data analysis in R) in practice. - develop and use vignette designs (orthogonal and fractional designs in R) to investigate decision-making processes and preferences. - create and interpret relationship matrices, sociograms and network visualizations. - apply methods such as Moran's I and interpret the results with regard to social and regional patterns.

Lecture, Discussion

Final exam

Students are supported in the process of writing their Master's thesis. The focus is on scientific writing skills for writing up one's own research results.

• Students will meet the requirements of academic writing at a high level.

• Students are able to write up their own research results.

• The students have the required scientific writing skills for writing their Master's thesis.

Reflexion, Exercise, Discussion

Continuous assessment

The course teaches concepts and methods of community work as well as fields and programmes in which these concepts are applied: urban renewal; urban expansion; redensification; district, neighbourhood and settlement management within the framework of developer competitions in non-profit housing; conflict and community work in municipal housing or in public space (e.g. Fair Play Team in Vienna); citizen participation processes; health promotion programmes, as well as communication processes with residents around social institutions. Programmes of institutions and the interests of different actors (residents, users of public spaces, politics, administration, business people) are analytically examined and working in interdisciplinary contexts is considered. Methods of community work, such as social space analyses, activating questioning, working with groups, moderating citizens' assemblies and large groups, methods of citizens' participation and community organising are taught in an application-oriented manner as well as the woork in and with the public with different media, from district media to mass media to social media.

• Students are able to understand and classify the interests of different actors, such as residents, users of public spaces, representatives of politics, administration, as well as business people and their institutions, and position themselves between the interests based on differentiated concepts of partisanship and critical analyses of power.

• Students are able to apply methods of community work, such as social space analyses, activating surveys, working with groups, facilitating citizens' assemblies and large groups, methods of citizens' participation, as well as community organising, and are able to support people in organising and publicising their interests.

• Students can orient themselves in the different institutions and projects of community work and district work in the fields of social housing, public spaces, and urban renewal and development.

• Students are able to make themselves understood in interdisciplinary contexts on the basis of the concepts of Community Work and socio-spatial Social Work. Furhtermore, they can contribute to the development of practices in participation processes, in urban development contexts, in community and district work, as well as design practices themselves and justify and represent them in interdisciplinary contexts.

• Students are able to engage professionally in public discourses and use various media professionally, from district media to mass media to social media.

Lecture, Discussion, Exercise

Final exam

This course teaches approaches to space from the fields of planning, architecture and urban development. Methods of dealing with spatial perception are made accessible and applied in exercises. Historical references to different epochs of urban development in the Central European city are taught.

• Students can classify spatial concepts that are used in planning and architecture.

• Students know how to classify urban concepts of different historical epochs and can include them in spatial analyses.

• Students are able to reflect on subjective perceptions of space, develop actionist forms of intervention in space and present perceptions of space.

Lecture, Discussion, Exercise

Final exam

Based on concrete problems of the practice of socio-spatial Social Work related to a phenomenon of Social Work, a professional challenge in an organisation or a concrete project, the students independently develop a project or a (public-effective) intervention depending on the problem, which they also implement independently. Depending on the problem, the result of the course can be a developed project that is presented to the (professional) public or an intervention that is implemented (with publicity effect) and then evaluated. Existing empirical data or studies, explanatory knowledge, theoretical knowledge, e.g. on specialised concepts of Social Work, as well as knowledge on professional socio-spatial action are used by the students and provide the basis for project development or intervention.

• Students are able to develop and independently implement concepts and (public) interventions to deal with application-related problems in Social Work using empirical data, theories and specialised concepts.

• Students are able to organise cooperation with partners and to deal with the public.

Lecture, Discussion, Reflexion, Exercise

Final exam

The focus of this course lies on social-spatial concepts with a materialist, emancipatory and gender-critical theoretical background (May 2017, Stövesand 2007). Based on these theories, spatial theoretical references are revealed, such as appropriation theories, materialist, feminist, postcolonial and phenomenological theories and consequences for a socio-spatial practice are discussed.

• Students are able to state consequences for the profession and discipline of Social Work based on selected theories of socio-spatial Social Work, such as appropriation-theoretical, everyday-world-oriented or socio-critical and emancipatory approaches.

• Students can relate individual spatial theories, such as appropriation theories, materialist, feminist, postcolonial or phenomenological theories to socio-spatial understandings in Social Work and name consequences for the profession and discipline.

Lecture, Discussion, Exercise

Final exam

Students work in peer groups on their individual Master's thesis and receive relevant and process-oriented support to advance the progress of the thesis. The focus is on the development of suitable survey instruments to carry out the scientific work. The different stages of the work are taken into account.

• Students can use the provided support for the progress of their Master's thesis.

• Students can continue to work independently on their Master's thesis according to scientific criteria.

Reflexion, Exercise

Continuous assessment

The course teaches the basics of reading studies and correctly evaluating their results. Using examples from medicine, social sciences or psychology, the course participants learn to assess and understand study results. Furthermore, common medical statistics are explained and can thus be interpreted correctly. The course also offers practical help in systematically assessing the quality of studies.

• Students can correctly assess the quality of clinical research studies.

• Students can correctly evaluate results of clinical research studies.

• Students can correctly interpret medical statistics.

Lecture, Discussion

Final exam

The course supports the independent preparation for the oral Master's exam.

• Students prepare independently for the oral Master's exam.

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Final exam: Students prepare independently for the oral Master's exam.

The course accompanies the students in the process of writing the Master's thesis.
The current status of the master's thesis is presented, important methodological questions are clarified and the "defence of the master's thesis" is discussed.
In addition, the students receive feedback on the design, survey and evaluation methodology (arranging, presenting, analysing and interpreting the data material). The preparation of the presentation of the master's thesis within the framework of the oral diploma examination is also discussed.

• Students can use the support for the progress of their Master's thesis.

• The students are aware of the current status of their Master's thesis and the planned procedure.

• Students are able to organise, present, analyse and interpret the data material required for their Master's thesis.

Reflexion, Exercise

Continuous assessment

Through the joint reflection of individual, group-specific and professional field-relevant topics, the development of professional identity as a Clinical Social Worker is enhanced in addition to the ability to reflect. Methods of group supervision and collegial counselling are used.

• Students are able to reflect and analyse their own values and complex issues in Clinical Social Work.

• They link insights from the reflection of their practical experiences with the contents of the study programme.

• They know methods of group supervision and collegial counselling.

• They can apply methods of collegial counselling.

Lecture, Discussion, Exercise, Reflexion

Continuous assessment

Building on the case management courses of the previous semesters, conversation management, training, counselling, accompaniment, crisis intervention and networking are practised and deepened. Special consideration is given to gender and culturally sensitive intervention strategies based on a reflection of the gender and diversity discourse. This course forms the exercise part of the course "Social Therapy".

• The students can develop scientifically reflected case histories.

• Students apply social therapeutic intervention techniques to case studies.

• Students apply gender and culturally sensitive social therapeutic intervention strategies based on a reflection of gender and diversity issues.

Lecture, Exercise, Reflexion

Continuous assessment

Innovative methodological concepts are adapted to the clinical-social needs. Using task markers (CSW task markers), sociotherapeutic tasks (social therapeutic intervention tasks) are reflected and end states (CSW goals) are discussed (Pauls, 2013). In person- and environment-oriented tasks, sociotherapeutic counselling concepts are taught and applied. According to a multi-level model (Pauls, Stockmann, Reicherts, 2013) of counselling competences, interventions are learned and practised, such as social-therapeutic-systemic forms of intervention, solution focused brief therapy, resource activation. This course forms the basis for social therapeutic case management.

• Students grasp interventions from the social therapeutic method spectrum.

• Students have a sound knowledge of the current state of theory and application of social therapy concepts.

• Students are able to implement social therapy counselling and treatment skills in practice.

• Students can implement counselling orientation in social therapy practice.

• Students can use classification systems such as ICF and ZEA to frame the social therapy process.

Lecture, Discussion, Reflexion

Final exam

Students work in peer groups on their individual Master's thesis and receive relevant and process-oriented support to advance the progress of the thesis. The focus is on the development of suitable survey instruments to carry out the scientific work. The different stages of the work are taken into account.

• Students can use the provided support for the progress of their Master's thesis.

• Students can continue to work independently on their Master's thesis according to scientific criteria.

Reflexion, Exercise

Continuous assessment: Continuous assessment

The course supports the independent preparation for the oral Master's exam.

• Students prepare independently for the oral Master's exam.

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Final exam: Students prepare independently for the oral Master's exam.

The course focuses on the design of institutional spaces of Social Work and how these spatial designs and normative regimes affect the addressees as well as the professionals in the institutions, i.g. in forms of appropriation and resistant practices. The relation between inside and outside and the transitions between them are also taken into account. Fundamental theories such as that of the total institution will be taught.

• Students are able to classify institutional spaces in terms of their effect on the behaviour of addressees and professionals by applying spatial theories and a socio-spatial reflexive attitude.

• Students can name and shape regulations of institutional spaces through design, norms, appropriation and professional interventions.

Lecture, Discussion, Exercise

Final exam

The course accompanies the students in the process of writing the Master's thesis. The current status of the master's thesis is presented, important methodological questions are clarified and the "defence of the master's thesis" is discussed. In addition, the students receive feedback on the design, survey and evaluation methodology (arranging, presenting, analysing and interpreting the data material). The preparation of the presentation of the master's thesis within the framework of the oral diploma examination is also discussed.

• Students can use the support for the progress of their Master's thesis.

• The students are aware of the current status of their Master's thesis and the planned procedure.

• Students are able to organise, present, analyse and interpret the data material required for their Master's thesis.

Reflexion, Exercise

Continuous assessment

Technical terms of the social sector, construction features (1st and 2nd social network as well as universal social transfer services) and development patterns of the Austrian welfare state - especially since membership in the EU - are taught. In real terms, overviews and in-depth perspectives are offered with regard to the transformation processes of the welfare state on the basis of selected example cases (e.g. unemployment and labour market policy, poverty and social exclusion with reference to guaranteed minimum income, gender and welfare state as well as intersectionality perspectives; changes in the area of the welfare mix - Social Economy and Social Work) with reference to the effects of a New Public Management strategy in the sense of the general state.

• Students understand the structures and developments of the welfare state including the socio-political challenges and thus have a practice-oriented competence.

• Students are able to understand a wide range of social (labour) policy areas relevant to the federal welfare state (e.g. social insurance, poverty provision, activating welfare state ("sponsor & demand"), multi-level governance perspective, New Public Management approaches, etc.) and to classify them in socio-political terms.

Lecture, Discussion, Exercise

Final exam

The course introduces central questions of urban economics and works with a conceptual, predominantly diagrammatic approach. The focus is on economic explanations of why cities develop, how spatial urban structures are formed and how political interventions influence housing and urban development. The underlying textbook is explicitly model-oriented; the exercises develop numerical examples based on these models.

Firstly, the economic causes of urban development are dealt with, in particular economies of scale, agglomeration effects, transportation costs and retail agglomeration. Secondly, the basic urban economic model of the spatial urban structure is developed: Commuting costs, residential location choice, housing production, land rents, building heights, apartment sizes, population density and differences between cities. Thirdly, extensions of this model are discussed, such as cities with different income groups, traffic via freeways, employment outside the center, long-lived housing stock and urbanization in developing countries. Fourth, urban growth, urban sprawl and spatial planning instruments such as development levies, urban growth boundaries, height restrictions and zoning are analyzed. Fifth, the course is dedicated to housing policy interventions, in particular rent regulation, housing subsidies and economic explanations of homelessness.

• After successfully completing the course, students will be able to - explain central economic reasons for the development of cities and systematically differentiate between the role of economies of scale, agglomeration effects and transportation costs; - apply the standard model of urban spatial structure in words, diagrams and simple formal references and derive statements about land rents, housing prices, apartment sizes, building heights, population density and city boundaries; - apply model extensions to different urban contexts, such as social inequality, decentralized employment, infrastructure, sub-centres, long-lived housing stock and urbanization in developing countries; - analyze the causes and consequences of urban sprawl and assess political instruments of land and urban development with regard to efficiency, incentive effects and possible conflicts of objectives;

• - critically classify housing policy instruments such as rent regulation and housing subsidies as well as approaches to reducing homelessness with the help of economic models; - apply the models practiced in the worksheets to concrete case studies, graphical representations and simple calculation examples and derive well-founded conclusions for housing, social and urban policy issues. This fits in with the explicitly conceptual and exercise-oriented structure of the textbook with its diagrammatic presentation and numerical exercise examples.

Lecture, discussion, worksheets

Final exam

The course deals with objectives, problems and methodological aspects of evaluation. Practical examples are used to work out the design of evaluation planning and to deal with the requirements and problems of success monitoring. The different decision-making stages in the planning and implementation of an evaluation are described and conceptual and methodological alternatives are presented. Furthermore, problems in the assessment and interpretation of results are discussed

• Students acquire a sound knowledge of evaluation and evaluation processes.

• Students will be able to plan and conduct evaluation research.

• The students know professional standards of evaluation in Social Work.

Lecture, Discussion

Final exam