Information on individual educational components (ECTS-Course descriptions) per semester

Courses from the previous semester of module 2 (social work).

This course focuses on the theoretical model of the systematic paradigm of social work. It is about the expanded and in-depth examination of this model.

• historical development phases of the systematic paradigm
• in-depth definition and differentiation of terms within this model
• practical relevance of the model of the systematic paradigm in social work
• the systematic paradigm in social work in relation to the individual and social systems and research approaches
• description, analysis, evaluation, forecasting and solving of social problems using the systemic paradigm

After successfully completing the course, students can:

• grasp, analyze and differentiate the systematic paradigm of social work as a progressive theoretical model of social work
• apply this model in the practice of social work, taking into account critical reflection
• use the systematic paradigm in social work as an explanatory model in scientific work
• describe and explain social problems as an object of social work in the area of ​​tension between help, power, control and social change on the micro, meso and macro level and justify appropriate intervention strategies

Integrated course:

• impulses with activating elements
• self-organized learning
• case studies
• group work
• discussions

• Seminar paper and group-wide plenary discussion
• Immanent examination character

• The dial-in belongs in the first semester. 1st and 2nd choice must be specified. The three electives are only possible if there is equal representation of the number of students and interested parties. Possibly there will only be two courses in parallel. Here, too, an equal distribution should be sought.
• in English as the language of instruction
• Mandatory attendance: In the event of absenteeism, the rules in accordance with the study and examination regulations apply

Bauer, Joachim (2008): Das kooperative Gen. Abschied vom Darwinismus. Hamburg: Hofmann und Campe.

Bunge, Mario (2004): Über die Natur der Dinge. Materialismus und Wissenschaft. Stuttgart: Hirzel.

Copes, Petra (2016): „Soziale Arbeit als Menschenrechtsprofession im Kindesschutz bei häuslicher Gewalt - Eine exemplarische Fallbearbeitung im Theoriegebäude des Systemtheoretischen Paradigmas Sozialer Arbeit.“ In: Professionelles Handeln in der Sozialen Arbeit - Schwerpunkt Menschenrechte. Ein Lese- und Lehrbuch. Herausgegeben von Manuela Leideritz; Silke Vlecken. Opladen: Barbara Budrich, S. 198-220.

Deci, Edward; Ryan, Richard (2000): „The "what" and "why" of goal pursuits. Human needs and the self-determination of behavior.” In: Psychological Inquiry, 11 (2000), 4, S. 227-268.

Du Plessis-Schneider, Sharon (2020): “When Things at School are Out of Sync. The Bittersweet Paradox of Suspension and Student Belonging.” In: Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma, Plaiting the Rope. Herausgegeben von Patty Towl; Sheryl Hemphill. London: Routledge.

Geiser, Kaspar (2015): Problem- und Ressourcenanalyse in der Sozialen Arbeit. Eine Einführung in die Systemische Denkfigur und ihre Anwendung. 6. Aufl. Luzern: Lambertus.

Klassen, Michael (2004): Was leisten Systemtheorien in der Sozialen Arbeit? Ein Vergleich der systemischen Ansätze von Niklas Luhmann und Maria Bunge. Bern: Haupt.

Obrecht, Werner (2005): „Ontologischer, sozialwissenschaftlicher und sozialarbeits-wissenschaftlicher Systemismus. Ein integratives Paradigma der Sozialen Arbeit.“ In: Systemtheorien im Vergleich. Was leisten Systemtheorien für die Soziale Arbeit? Versuch eines Dialogs. Herausgegeben von Heino Hollstein-Brinkmann; Silvia Staub-Bernasconi. Wiesbaden: Springer VS, S. 93-172.

Staub-Bernasconi, Silvia (2018): Soziale Arbeit als Handlungswissenschaft. Soziale Arbeit auf dem Weg zu kritischer Professionalität. 2. Aufl. Opladen: Budrich.

Blended Learning