Curricula
Description
| 7T00DC22 | Safety at Work (5 cr) |
| Prerequisites | No. |
| Objectives | I recognize the importance of emotions and emotional regulation for experiencing internal and external security. I analyse my own relationship with violence and challenging interaction situations. I evaluate violent behavior and know how to act in challenging interaction situations. I recognise the importance of prevention and anticipation as a prerequisite for safety. |
| Content | Emotion recognition and emotion regulation. Perceived safety and trauma awareness. My own relationship to violence and challenging interactions. Fear and stress reactions. Safe interaction in customer work. Stages in the development of a violent situation. Action in challenging situations. Professional capacity and regulation of alertness. Key legislation on occupational safety. Personal safety in situations of threat and violence. Secure management. |
| Recommended optional programme components | If necessary, the student advisor will recommend optional programme components for each student based on their individual study plan. |
| Accomplishment methods | Not applicable |
| Execution methods | Not applicable |
| Materials | Not applicable |
| Literature | Not applicable |
| Evaluation Criteria | 0-5 |
| Evaluation Criteria |
satisfactory (1-2) Using specific professional concepts, the student will articulate the role of emotions and emotional regulation in the experience of internal and external security. Students will use examples to explain their own relationship with violence and challenging interactions. The student will describe the importance of prevention and anticipation in promoting safety, using specific professional concepts. good (3-4) The student analyses and structures researched data using the role of emotions and emotional regulation in the experience of internal and external safety. Students will analyse their own relationship with violence and challenging interactions, drawing on the knowledge base of the profession. The student will evaluate and give examples of the role of prevention and anticipation in promoting safety, drawing on the knowledge base of the profession. excellent (5) The student will analyse and explain researched data in a variety of ways using the role of emotions and emotional regulation in the experience of internal and external security. The student will analyse and describe with a variety of examples his/her own relationship to violence and challenging interaction situations, reflecting on and drawing on researched knowledge. The student will evaluate the importance of safe interactions in client situations by presenting arguments and consistently using professional concepts. The student will evaluate and justify the importance of prevention and anticipation as a prerequisite for safety. pass/fail Students will articulate specific professional concepts using the role of emotions and emotional regulation in the experience of internal and external security. Students will use examples to explain their own relationship with violence and challenging interactions. The student will describe the importance of prevention and anticipation in promoting safety, using specific professional concepts. |
| Assessment Frameworks | Not applicable |
| Further Information | No |
| Responsible persons | Harriet Tervonen |
| Links | Not applicable |
Implementations
Show old implementations
- 20.03.2023 - 31.05.2023 (7T00DC22-3001 | SOS21SPA, SOS21SPB)
20.5.2024 08:35:48