QUALITY OF SUBSTITUTE CARE Teacher's manual for the teaching material on substitute care

1. QUALITY OF SUBSTITUTE CARE Teacher's manual for the teaching material on substitute care PART 2 PROFESSIONALISM MANUAL FOR THE LECTURE RESPONSIBILITY, PROFESSIONAL IDENTITY AND ORGANIZATION

2. SUBSTITUTE CARE PROJECT (1.10.2006-30.11.2008) Concentrated on: How to improve qualifications and skills of professionals who are working in substitute care Among other achievements produced: The supplementary training programme for the training of children’s substitute care service providers for each of the partner countries in their respective languages The material package for the teachers implementing supplementary education in the partner countries Process: Definition of good quality in substitute care, what kind of knowledge and skills are demanded from professionals working in good-quality substitute care and recommendations for vocational and professional education were produced in collaboration with service providers, substitute care workers and training organisations during the project.

3. This manual is intended for lecture ensemble on substitute care. Part 2 of this ensemble deals with Professionalism and the manual is for a lecture RESPONSIBILITY, PROFESSIONAL IDENTITY AND ORGANIZATION in part 2 The lecture material was produced in the participant countries of SUBSTITUTE CARE PROJECT which are: United Kingdom, Italy, Estonia and Finland PART 2 on Professionalism lectures were made by Italian professionals

4. All the parts of the lecture ensemble on SUBSTITUTE CARE are: • Values and ethics • PROFESSIONALISM • Intervention in the networks • Special needs of a child • Development of the Work Community and Self-management • Each part consists couple of lecture entities from different ankles on • substitute care.

5. GOALS FOR TEACHER´S MANUAL • - To unify teaching in the participant countries. • - To give the teachers the same guidelines how to make the material on each subject work. • To help students grasp the knowledge multifaceted while performing the assignments with different learning methods. • The purpose of the manual is to give teachers different kinds of methods to teach their students each subject. The tasks presented here can be done selectively or all the tasks if time permits it.

6. Outcomes of the module RESPONSIBILITY, PROFESSIONAL IDENTITY AND ORGANIZATION On completion of the programme students will be able to: - recognise responsiblity to challenge when orgnisational policy and practice is detrimental to the quality of care (professional identity vs organisational requirements); - understand and work within the organisations, boundaries and structures; - assess, evaluate and make clear decsions; - draw on a good range of theoretical and practical methods to assess and intervene successfully; - be able to draw up comprehensive plans; - think clearly and creatively, including under pressure; - use resources and management structures effectively; - represent themselves, their organisation appropriately.

7. Slides: 2 • INDIVIDUAL TASK: • Student thinks of his/her own ethics and values that he or she lives by and writes • 3-5 down on a paper. • Student thinks of his/her of professional role in substitute care: What could it be like? • What quidelines quide his/her work as a care-worker? AND is there difference • between his/her own values and professional role values? • PAIR TASK: • Student discusses with a pair about his/her own conclusions. • TEACHER´S ROLE: • - Ask one or two pair about their thoughts. Let other have a say if time allows it.

8. Slides 2 • OPTIONAL TASKS: • DISCUSSION IN E-LEARNING space about values and professional role • before the lecture begins. • 2. THOUGHTS IN AN ESSAY about student's thoughts of his/her own professional role and work ethics and values before the lecture begins.

9. Slides: 3-4 • INDIVIDUAL TASK: • Student thinks of his/her own responsibilities as a substitute care worker and writes 3-5 thoughts down on a paper. What does it consist? What are the limitations in forming a responsible relationship with a child? And how to take responsibility so that it serves all network participants involved in a case? • PAIR TASK: • Student discusses with a pair about his/her own conclusions. • TEACHER´S ROLE: • - Ask one or two pair about their thoughts. Let other have a say if time allows it.

10. Slides 3-4 OPTIONAL TASKS: 1. DISCUSSION IN eLEARNING space about responsibility to a child. How to form a relationship based on responsibility with a child client without harming other client or expert relationships (family members, other experts) involved in a case? before the lecture begins. 2. THOUGHTS IN AN ESSAY about: what is individual responsibility in care work? before the lecture begins

11. Slides: 6-8 INDIVIDUAL TASK: - Student thinks on his/her own what does it mean when it´s said that: “ Child welfare is a paramount” and writes 3-5 thoughts down on a paper. PAIR TASK: Student discusses with a pair about his/her own conclusions. TEACHER´S ROLE: - Ask one or two pair about their thoughts. Let other have a say if time allows it.

12. GROUP DISCUSSION IN CLASS OR E-LEARNING SPACE: • Students discuss in groups of 4-5 people about: Why is confidentiality important in substitute care? AND What does it mean in the light of handling data or discussing cases with other professionals. • TEACHER´S ROLE: • - Ask one or two groups about their thoughts in class or comment the discussion in E-learning space. In class let other have a say if time allows it.