Pedagogikk i møte med sårbare og traumatiserte barn

• Bachelor of Arts in Education Studies 
• Bachelor of Arts in Education Studies. The Systematic Study of Special Education and Intercultural Education
• Bachelor in Special Needs Education

The course aims to introduce students to the theory and practice of pedagogy with a specific focus on vulnerable, at-risk and traumatised children.

The course focuses on values and fundamental pedagogical questions; international and national policy frameworks regarding children's rights. The course also considers the child's best interests within these frameworks. It explores how these concepts intersect with vulnerabilities and trauma in conflict and other at-risk situations. The aim is to better understand and support children facing such challenges.

Knowledge

The student

• has knowledge of fundamental theories, concepts and central themes in pedagogy/education, vulnerability, and trauma
• has knowledge of the international convention on the best interest of the child
• has knowledge of the connection between education, vulnerability trauma and the best interest of the child
• has knowledge on how the pedagogical relation can help encounter vulnerable and traumatised children

Skills

The student

• can apply theories of vulnerability and trauma to the study of education
• can apply knowledge of the ideology of the child's best interest in the contexts of trauma and vulnerability
• can assess the impact of trauma and vulnerability on children at risk
• can use relevant subject terminologies both in oral and written work
• can refer to and use research-based literature and practical knowledge in oral and written work

General competence

The student

• has insight into relevant academic and ethical issues related to the intersection between vulnerability, trauma and education
• can exchange, reflect and critically discuss issues in educating vulnerable and traumatised children orally and in writing
• can reflect on the difference between offering psycho-social help to vulnerable and traumatised children and educating them

• Psychosocial Theoretical Perspectives on Vulnerability and Trauma.
• Safeguarding Children's Best Interests: Examining Vulnerability through the Lens of the International Convention on the Rights of the Child, focusing on Norway.
• Trauma informed pedagogy for Refugee and Asylum-Seeking Children
• Navigating Vulnerability in the Age of Social Media: Pedagogical Strategies and Responses.
• The discourse of Fear: Balancing Children's Rights with the Vulnerability of Asylum-Seeking and Refugee Youth.
• The Significance of Pedagogical Relationships for Children Facing Vulnerabilities.

The following coursework must be completed and approved before the student can sit for the course examination:

• Compulsory attendance - 50% attendance
• Oral group presentation and discussion on a chosen topic

If a student receives ‘Not Approved’ on the oral group presentation, they will be given one opportunity to complete an alternative assignment.

• English
• Norsk
• The use of other languages may be applied for

Elective course in Bachelor of Arts in Education Studies and in Bachelor of Arts in Education Studies. The Systematic Study of Special Education and Intercultural Education.

Elective course in Bachelor in Intercultural Competence.

The course aims to introduce students to the theory and practice of pedagogy with a specific focus on vulnerable, at-risk and traumatised children.

The course focuses on values and fundamental pedagogical questions. It also focuses on international and national policy frameworks regarding children's rights. The course also considers the child's best interests within these frameworks. It explores how these concepts intersect with vulnerabilities and trauma in conflict and other at-risk situations. The aim is to better understand and support children facing such challenges.

Knowledge

The student

• has knowledge of fundamental theories, concepts and central themes in pedagogy/education, vulnerability, and trauma
• has knowledge of the international convention on the best interest of the child
• has knowledge of the connection between education, vulnerability trauma and the best interest of the child
• has knowledge on how the pedagogical relation can help encounter vulnerable and traumatised children

Skills

The student

• can apply theories of vulnerability and trauma to the study of education
• can apply knowledge of the ideology of the child's best interest in the contexts of trauma and vulnerability
• can assess the impact of trauma and vulnerability on children at risk
• can use relevant subject terminologies both in oral and written work
• can refer to and use research-based literature and practical knowledge in oral and written work

General competence

The student

• has insight into relevant academic and ethical issues related to the intersection between vulnerability, trauma and education
• can exchange, reflect and critically discuss issues in educating vulnerable and traumatised children orally and in writing
• can reflect on the difference between offering psycho-social help to vulnerable and traumatised children and educating them

• Psychosocial Theoretical Perspectives on Vulnerability and Trauma.
• Safeguarding Children's Best Interests: Examining Vulnerability through the Lens of the International Convention on the Rights of the Child, focusing on Norway.
• Addressing Trauma in Refugee and Asylum-Seeking Children: Challenges and Approaches.
• Navigating Vulnerability in the Age of Social Media: Pedagogical Strategies and Responses.
• Unpacking the Discourse of Fear: Balancing Children's Rights with the Vulnerability of Asylum-Seeking and Refugee Youth.
• The Significance of Pedagogical Relationships for Children Facing Vulnerabilities.

The following coursework must be completed and approved before the student can sit for the course examination:

• Compulsory attendance - 80% attendance
• A reflection essay on a topic of choice - 800 words

If the reflection essay is not approved, the student will be given one additional chance in the same semester to submit a completed reflection note.

• English
• The use of other languages may be applied for