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 different elements in the development of a professional relationship (start up, maintaining the relationship actively and end) |
| 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 deals with the frame of reference of others in a respectful way |
| The student actively takes the different phases in delevoping a professional relationship (start up, maintaining the relationship, end) into account when working |
| The student communicates with the client and clientsystem in a sensitive and responsive way
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| The student takes on leadership towards the client and client group with respect to their care need |
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 formulates the care need of the client based on communication with the client, targeted observation, going through observation reports, files and action plans, knowledge exchange with team members, theoretical frameworks and culture-bound fac |
| The student analyses the client group (possibilities and limitations, specific problems, interests, sensitivities, ability to come into contact, communication, social perspectives, social context, ...)
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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 student systematically organizes on its own initiative and autonomously additional activities (artistic-agogical, sporting activities, ...) geared to the interests and talents of clients and himself
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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 handles sensitive information in a delicate and professional way |
| The student uses the professional code of conduct (typical for the cultural and social context) as a guideline when building professional relationships |
| The student critically reflects on social themes |
| The student respects the professional code of conduct |
| The student informs himself about current themes related to the internship and organization |
| the student acts on the basis of universal rights and values
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| the student identifies situations where discrimination is possible and follows this up
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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 discusses practice situations using orthopedagogical and other theoretical frameworks and given concepts |
| The student openly evaluates his learningprocess for himself, the team, the internshipsupervisor and the practice lecturer
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| The student integrates information from several national and international sources (included sources from outside the educational programme) critically in own actions and reporting
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| The student maps out/shows his own frame of reference and the effects resulting from it |
| The student actively deals with feedback |
| 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 analyzes practice situations in a reflective way |
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 developes a plan of action to help the client achieve his goals regarding his care need |
| The student discusses the progression of the client |
| The student formulates the goals set in the care need of the client
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| The student formulates the existing plan of approach and the methods and techniques used to achieve these goals
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The bachelor in social educational care work takes preventive measures to avoid problematic situations concerning the client. He reports bottlenecks and proactively participates in prevention on an organizational level.
| The student critically describes how and why counselors handle triggering factors (on client, team or organization level) of wanted and unwanted behaviour
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| The student acts proactively/preventively by dealing with the factors (on client, team or organization level) that trigger wanted and unwanted behaviour
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| The student describes the underlying factors that can trigger wanted and unwanted behavior
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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 presents himself as a constructive team member in a team and all partnerships
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| The student discusses his reflections with others |
| The student consistently commits to agreements made |
| The student actively takes part in internal and external consultation
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| The student shows initiative in taking on tasks |
| The student makes oral reports in a clear, complete and revelant way both internally and externally (diary, report, consultation moments)
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| the student critically questions the team functioning |
| The student shows respect for the input of others |
| The student stimulates reflection in others |
| The student makes written reports in a clear, complete and revelant way both internal and external (diary, report, consultation moments)
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| The student initiates interactions between himself and the staff, volunteers and informal caregivers |
| the student uses independent all communication channels to client / client system and the specific client administration |
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 student analyses groupdynamic processes
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| The student assumes co-responsibility in influencing the climate in the support request from the client / client system
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| The student deals with group dynamic processes
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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 indicates how he could influence the network of the client in accordance to his job description |
| The student does not lose sight of the network of the client while counseling/ in the professional context |
| The student supports the client in reinforcing his social network and to increase social participation
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| The student shows an attitude of multi-directional partiality (multiple partiality) |
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 how the organization is embedded in the field of social care (referral, joint indertaking, place in the care trajectory)
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| The student critically reflects on the organization (structure, operation, vision)
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| The student describes how he integrates the vision into his actions
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| The student shows insight into the structure and workings of the organization
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