The professional bachelor in social educational care work is able to build a professional relationship with the client and the client system in keeping with an orthopedagogical attitude, he takes care of this relationship and makes sure the relationship can be discontinued with care.
| The student describes the way he counsels clients; with attention to proximity-distance, emotionality-rationality, to steer or to follow the client, to work individually with a client or in a group) |
| The student recognizes an attitude of multi-directional partiality (multiple partiality) |
The professional bachelor in social educational care work independently assesses the possibilities and limitations of the client, in consultation with the client and his system and within the context of a team.
| The student analyses the client group (possibilities and limitations, specific problems, interests, sensitivities, ability to come into contact, communication, social perspectives, social context, ...) |
The bachelor in social educational care work supports, guides, organizes and coordinates living, work and leisure activities in the daily context of the client. He hereby acts in a methodical and sustainable way, with attention to creativity and innovation. He consciously takes action to guarantee the developmental opportunities and the quality of life of the client.
| The student intentionally supervises activities of daily living taking the current climate and possible unexpected situations into account
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The professional bachelor in social educational care work actively contributes (on micro-, meso- and macrolevel) to increase understanding and commitment concerning ethical, normative and social issues related to the profession. He acts in accordance to the universal rights and values.
| The student informs himself on current themes connected to the organization |
The bachelor in social educational care work adapts his professional agogical conduct by making use of critical self reflection, recent insights from scientific research and local, European and international evolutions.
| The student analyzes practice situations using different reflection models ("spiral model", "onion model") |
| The student discusses practice situations using orthopedagogical and other theoretical frameworks and given concepts |
| The student processes relevant information in a critical manner |
| The student looks up information from several national and international sources (included sources from outside the educational programme) with respect to his own learning process in an independant and goaloriented way
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| The student openly evaluates his learningprocess for himself, the team, the internshipsupervisor and the practice lecturer (in a way that is visible to)
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He assists in analyzing the care need of clients and actively helps to guide the process of drawing up a care need plan.
In consultation with the parties involved, the bachelor in social educational care work selects goals and suitable methods based on his acquired orthopedagogical knowledge.
| The student uses the existing action plan as a guideline |
| The student formulates the goals set in the care need of the client
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| The student identifies the existing plan of action and the used methodes and techniques to achieve these goals |
The bachelor in social educational care work collaborates with colleagues in an interdisciplinairy way and communicates with clients, the client system, colleagues and external parties, in a clear and respectful manner, even when the context is complex and specialized.
| The student makes written reports in a clear, complete and revelant way both internal and external (diary, report, consultation moments)
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In consultation with the client and the client system, the bachelor in social educational care work creates a climate that stimulates the emotional, social, cognitive and motor development of the client.
| The student analyzes the current climate in function of the client's support request /client systemwith respect to the care need of the clients and the view of the organization
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| The student identifies the climate clients need to feel safe and to blossom
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The bachelor in social educational care work supports the client in reinforcing his network in a qualitative and sustainable way, in order to boost the well being and social participation of the client.
| The student does not lose sight of the network of the client while counseling/ in the professional context |
| The student recognizes an attitude of multi-directional partiality (multiple partiality) |
| The student indicates how he could influence the network of the client in accordance to his job description |
The bachelor in social educational care work actively contributes to vision development, making and laying down the policy and managing the organization.
| The student describes the structure and workings and vision of the organization
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| The student describes how the organization is embedded in the field of social care (referral, joint indertaking, place in the care trajectory)
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