Will be able to identify and analyse roles in organization / group , interaction processes, identify and be able to deal with conflict situations.
Will know the forms of supervision, the possibilities of application at individual, group and organizational levels.
Will be able to discuss about professional questions at national and international environment.
Will be able to communicate effectively in group, to evaluate own and others study experience
Will be able to apply case analysis steps to address the emerging issues of professional activity.
Will be able to reflect / analyze profesional issues in the context of personal experience, organizational culture, professional field, client group peculiarities Students will be able to design the most effective problem solving ways in social work.
Students will develop learning to learn and experimental learning competencies.

Introduction to the programme.
Introduction of reflexive and critical thinking within the knowledge field. Different definitions and contexts of supervision. Supervision in a historical perspective.
Goals of supervision.
Process of supervision. Ethics in process of supervision.
Learning organization. Learning from experience. Reflexion concept and methods.Theoretical and pratical aspects of coaching and its the concept
Social work clients, organizational culture, professional role and personal experience in the field of professional activity.
Roles of the group/organization members, conflicts and their solutions. Organization development.
Use case analysis method for dealing with professional issues. Professional stress and their solutions: Individual or group supervision.

Discussions, case study, reflective learning, group work, debate

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Review : 50 %
Examination: 50 %

Will obtain knowledge about the main elements of social research process and principles of qualitative and quantitative research methodology
Will be able to analyse critically modern social research theories, matching their research fields and methods.
Will be able to use research methodology for assessment of professional practice with children and youth.
Will be able to present research results to professional audience, to discuss issues of research methodology.

1. Introduction to scientific research. Philosophical,
epistemological and ethical issues in social research.
2. Research approaches: qualitative, quantitative and
mixed research. Specificity of national and international social work research.
3. Qualitative research: preparation for the research,
sampling, data collecting techniques, data analysis and interpretation.
4. Qualitative methods: case study, ethnography, grounded theory, phenomenology. Choosing methodological approach for research in children and youth field.
5. Quantitative research: formulating the research problem, literature review, development of
research hypothesis, preparing the research design, determining sample design, collecting the data. Analysis of data, testing of hypothesis, generalization (when possible) and interpretation.
6. Quantitative research designs: from experiment to description.
7. Reporting the results

Lectures, Seminars, individual and group consultations.

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Case study: 30 %
Active participation in seminars: 20 %
Examination: 50 %

Will obtain understanding about the application of social work theory;
Will be able to select research strategy and methods when analysing and dealing with rights of child and youth rights protection issues.
Will be able apply legislation and principle of protection of rights of children and youth when providing most appropriate assistance, support and protection.
Will be able to apply the knowledge and skills in the multi-professional teamwork and resources management.
Will obtain knowledge and skills for practice in multicultural rural and urban communities with children and youth within the context of their families, who are facing challenges resulting from issues e.g. of poverty, social injustice, lack of education, school failure, lack of employment and employment skills, mental illness, homelessness, child abuse and neglect, domestic violence, community violence, substance abuse, immigration issues, or grief and loss, etc.

1. Introduction of Social Work with family. Theoretical outcomes of social work with the family, Advanced theories, the history, paradigm in social work and interventions with children, adolescents and families;
2. The Legal and political context of Social work with Children and Families; Apply knowledge of Social Sciences, law and Social Work practice theory; Main programmes and strategies at global level;
3. Values and Ethics in Social work with children and family. Social Work ethical principles to guide professional practice;
4. Practice experience reflection (in group)
5. Family support in Social Work with children and Families; Ecological perspective of family support; Bronfenbrenner´s theory of ecology of the human development; Definitions of family support; The role of the Social Worker in supporting the family; Provision of family support
6. The characteristics and needs for intervention of families experiencing various social problem

Introductory lectures during Intensive Program, group-work in the seminars, afterwards discussion boards and tutoring supported by Moodle and individual studies of the theoretical literature and other sources of course; and study visits. Discussions, active learning, on-line support, supervision

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Active participation in seminars: 50%
Practical training / Practice/ Internship / Work placement / Traineeship: 10%
Examination: 40%

Will be able to understand the role of culture in conflict management and mediation.
Will be able to integrate new knowledge of interactive social work methods, to use interviewing and counselling skills, management and evaluation to own professional practice.
Will be able to communicate, collaborate, to seek information and plan intervention strategies applied for children and the youth, to improve their professional competence.
Will be able to analyse the preconditions for successful interactive social work methods and motivation, to develop new competence in social work with children and youth.
Will be able to evaluate critically approach for interactive social work methods applicable to the children and youth, their advantages and limitations, suitability.
Will be able to describe and analyse input of interactive social work methods to the development of social competences of the youngsters

Interactive Social Work Concept and Theories.
Introduction to the Interactive Social Work -Participatory Approach in Social Work with children and youth.
Modeling and social skills training. Social skills training theoretical perspective. Social skills training as social competence an expanding field.
Transcultural phenomena. Interactive social work methods and techniques in transculturally context.
Studying life stories and life histories of Youth.
Non-verbal forms of communication. Art therapy methods in the context of social work
Interactive social work group methods
The role of interactive social work methods applied for children and youth in the intercultural context.
Innovation of interactive social work methods for children and youth in crisis.
Professional competence and accountability. Evaluation and reflection of social work methods/ social work intervention strategies applied for children and the youth

Discussions, case studies, collaborative learning, self-study methods;
Knowledge forming methods; Knowledge forming methods;
Reflective learning.

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Tasks performance in practical training: 30%
Completion of individual tasks: 30%
Examination: 40%

Will be able to design the most effective problem ways in social work context;
Will be able to present research results to a professional audience;
Will be able to plan research according to chosen methodology and will be able to construct sound generalizations and insights.

Research Design. Research as a knowledge producer: conditions, procedures. The ethics of research in the different types of research. Methodological strategies. How to design a
research project.
Dissertation: Scientific research in Social Work.
Epistemology of Social Work; Social Work and Knowledge Production;Specificity and interdisciplinarity; Problems hieraticism realism and social research and social work;Guidelines for the preparation of the research project.
Presentation of dissertation and project plans: presentation and discussion in class and specific
guidelines.

Theoretical explanation by the lecturers; Discussion and analytical reflection on the research themes of the master students; Reflective learning, discussion; Theoretical explanation by the lecturers.

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Research work: 100%

Will be able to analyse and critically evaluate the interaction of theory, practice and scientific research, to analyse the benefit of theories and their limits in practical activity and in the implementation of research, to apply theoretical models in problem prevention and solution.
Will be able to think systematically, to analyse and evaluate critically principles, techniques of each theoretical model and their significance for social work practice with children and youth.
Will be able to provide services within the context of cultural understanding and competence, to plan activities and to choose a relevant theoretical model and intervention strategy in the social work practice with children and youth.
Will be able to look for information, to plan activities and to choose a relevant theoretical model and intervention strategy in the social work practice with children and youth

1.Contemporary social work: comparative perspective. (International contexts). The significance of theory for social work practice.Human behavior and the social environment,person-in-environ ment. Systems and Ecological theory.
2.Sociological theories: Conflict theory.
Functionalism. Social Constructionism. Feminist perspective. Rationalchoice theory.
3.Psychological theories: Psychoanalysis and psychodynamic.
Cognitive-behavioral.Social learning theory (Albert Bandura). Attachment theory.
Humanistic.
Transactionalanalysis.
Existentialism.
4. Implementing theory into practice.
Practice models: Problem solving model. Crisis intervention model.
Task-centered practice.

1) student-centered learning, which takes into account the learner and his / her needs, develops
students' independence and promotes responsibility for the learning path, enables lifelong learning and independent problem solving.
2) Inclusive teaching refers to teaching and learning methods designed to actively involve all students.
Learning / research methods used: discussions, case studies, reflexive learning,
problem-based learning, workshops, etc.

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Tasks performance in seminars: 25 %
Case study: 15 %
Essay: 10 %
Examination: 50 %

Will be able to critically explore the contemporary issues that impact on management and leadership in social work with children and youth; to critically appraise newest theories and models of management and leadership and their relevance to social work practice with children and youth; to show originality in their application of knowledge.
Will be able to demonstrate the moral courage to employ strategies that both empower clients and lead others to adopt the promotion of social justice; to understand how organizations are run, communicate clearly and sensitively, and advocate for change; to develop creative solutions to address career needs of young people.
Will be able to motivate; instruct and discipline the people they are in charge of; to use verbal and nonverbal communication skills to establish and maintain relationships of mutual respect, acceptance and trust.
Will be able to perform critical self-reflection and promote a culture of critical reflection in their organisation.

a) Leadership and management within a framework of help,
approach - based on competence.
b) Leadership styles, objectives and mission of the helping process, context, culture.
c) Leadership - individual, group, team, community, organizational level. Change, its characteristics and needs, change management;
d) Difficult situation in leadership/management, dealing with problems, resolving conflicts, leading effective decision-making procedures. Self-awareness of leaders, self-reflection, management supervision and leadership.
II - Collaborative leadership in Social Work:
a) Principles of collaboration. Adaptive work. Decision making based on no consensus;
b) Collaborative Leadership in contemporary society: as bases. Complexity and creativity. Transformational leadership. Leading change;
c) Successful collaborative practices. Stages of a collaborative process. Multi-agency work models.
III - Innovative Approaches

1) learner-centred, develops independence and promotes responsibility, enables lifelong learning
2) inclusive teaching refers to teaching and learning methods designed to actively engage all students
3) discussions, case studies, reflective learning,
problem-based learning, workshops, etc.
4) Incorporating the reflective learning method into the study process, self-assess, develop better organisation and time management.

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Essay: 5%
Written paper (Abstract): 60%
Review: 30%
Active participation in practical training: 5%

Students will:
obtain knowledge and skills that enable them to identify the main societal challenges and problems in social policy for children and youth in Europe.
obtain knowledge and skills that enable them to analyze the key areas (employment policy; social protection; gender equality; living conditions; family policies; etc.) of the social policy for children and youth in EU and member states in a comparative perspective.
be able to identify, compare and explain the substantial similarities and differences of social policies for children and youth in European countries.
be able to analyse and critically evaluate different theories and typologies of social policies for children and youth.
be able to understand, conceptualize and critically evaluate the EU dimension of social policy for children and youth.
be able to identify and formulate the social policy problems, address them with appropriate theoretical information and research methodology, to arrive at a valid conclusion.

Concepts and programs in social policy for children and youth: labour market and employment policy; policy on living and working conditions; social policy for gender equality; family policies; policy for older and disabled people.
Comparison of social policy for children and youth measures implemented in welfare states in European countries
National social policies and its harmonization in the European Union: models of welfare in the European Union member states; Consolidating the European social model; place of social policies or children and youth in consolidated European model; Open method of coordination in coordination of national social policies in the European Union.
The future development of social policy for children and youth in European countries. Factors encouraging development of social policy in Europe. The role of institutions, including NGOs, in development of the social policy for children and youth.

Communication and cooperation; enabling learning environment; techniques of impression transformation; knowledge forming methods; reflexive learning.

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Active participation in seminars: 20%
Essay: 30%
Examination: 50%

Will be able to recognize the features of conflict escalation and de-escalation.
Will be able to elaborate different techniques of mediation in order to resolve the conflict constructively
Will be able to elaborate culturally appropriate conflict communication management and mediation techniques leading to constructive conflict resolution.
Will be able to understand the role of culture in conflict management and mediation.

1 - Introduction
2 - Conflct Interaction
3 - Managing Conflict
4 - Mediation as Relational Approach to Conflict Intervention
5 - The Wheel of Culture
6 - Cross-Cultural Mediation

Lectures, analysis of conflict situations, group discussions

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Experience-based learning: 25%
Tasks performance in seminars: 25%
Examination: 50%

Will obtain competencies and understanding, critically evaluate and analyse needs and problems of children, youth and their families with balanced bio-psycho-social approach.
Will obtain competencies and understanding to ensure the well-being of children and youths through evidence-based practices provide directions for changes for children, youth and their families.
Will obtain competencies, understanding and ability to provide social services, to do interventions according cultural differences, health status and values with bio-psycho-social approach to ensure health and social inclusion.

Types and assessment of adaptive and maladaptive behaviour of child, youth and
their families;
Group factors, influence, conformity in childhood and adolescence;
Individual, family, group, community models of holistic based prevention and intervention models;
Youth policy strategies on microsocial and macrosocial level, effective movements, and projects for building health social environment;
Mobilization of child and youth potential to emerge youth local self-managed projects within
specific cultural conditions.
Leadership theories and the best practice useful for youngsters to initiate and manage their own creative, prosocial, productive models of self-managed activities.
Analysis and evaluation of risk social groups, productive informal movements and projects for self-actualization of children and youth

Essay: 20%
Written paper (Abstract): 60%
Report: 20%

Students will be able to analyze and evaluate different practices of career guidance services for children and youth; to analyze the influence of career guidance services to the quality of person life.
Students will be able to provide and manage career information and career counseling services for children and youth as well as their families in case to empower them to take active participation in career management process.
Will be able to guide by the principles of social cooperation, community involvement, and different client empowerment strategies and will perceive necessity of teamwork in providing career guidance.
Students will be able to manage personal career management process and develop personal career plan.

Career concept. Career models.
Career types. Career competencies.
Career guidance concept.
Definition of career guidance.Career guidance services. Aim and goals of career guidance process.
National and EU legal documents regulating career guidance services for children, youth and families
Career guidance services for children, youth and families: experience of EU countries

Research work: 60%
Examination: 40%

Will be able to understand and analyse the socio-cultural preconditions of youth cultural exclusion and discrimination.
Will be able to carry out the social integration of young people and to solve the problems of intercultural communication: to motivate, to enable, to integrate and reintegrate them.
Will be able to prepare career plans, initiate projects, guide their implementation, assess the quality and effectiveness of social support in a multicultural environment
Will promote interprofessional collaboration ensuring democratic manner of communication in a holistic way allows synergistically influence the ways service for children, youth and their families are provided
Will be able working in a multicultural environment providing social services for children and youth

1. Introduction. Youth Intercultural Communication. Globalization and intercultural communication. Principles of global world strategy of intercultural communication in different communities.
2. Levels of intercultural communication.
3. Intercultural Communication Barriers and Bridges.
4. Possible discrimination factors in multicultural environment. Problems of children and youth in multicultural environment.
5. Factors interferes an intercultural cooperation. Prejudices and superstitions, stereotypes, racism, xenophobia, anti-Semitism, ethnocentrism, discrimination and its consequences.
6. Prejudices and stereotypes about other cultural groups. Researches which clarifies existing stereotypes.
7. Ethnocentrism. Ethnocentrism scale. Quantitative research in community.
8. Discrimination and it?s consequences Quantitative research in community.
9. Cultural stigma and youth discrimination: social and cultural factors in social work with migrants (emigrants).

The group investigation, problem analysis, creation of insights and development scenarios, implementation of IKT.give opportunities for students to gain competence to solve creatively problems arising.
Communication and cooperation methods (discussions, debates, analytical conversation, group work and other.) are used to develop students? ability to cooperate, communicate, work

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Tasks performance in seminars: 20%
Case study: 20%
Research work (planning and conducting a minimal scale research in line with thematic of study field): 40%
Experience-based learning: 10%
Analysis (small sample): 10%

Will be able to integrate new knowledge of projects? planning, management and evaluation to own professional practice;
Students will be able to develop and implement social problem prevention programmes;
Will be able to describe and analyse input of social projects to social changes.
Will be able to reflect in group professional experience of projects? planning, management and evaluation.

1. Introduction to social projects? planning,
implementation, management and evaluation
2. The cycle of social project: initiation
3. The cycle of social project: planning
4. The cycle of social project: implementation. Project
budget: revenue and expenditure.
5. The cycle of social project: ending and closing
6. Types of project evaluation.
The process of project evaluation
7. The project management. Risk management
8. Dissemination and exploitation of the results.
9. Sources of project funding (European Commission: ESF and EGF, public, private and
individual sources)

Individual and group tasks;
Lectures, seminars, discussions, individual and group consultation, evaluation of social projects

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Case study: 30%
Active participation in seminars: 20%
Examination: 50%

Students will know and will be able to find out the cultural needs, interests, attitudes of youth different groups, be able to plan socio-cultural activities for young people in social institutions or in the community. Will be able to explain diversity of different youth groups, analyse social inclusion issues, facilities and youth empowerment strategies.
Will be able to investigate socio-cultural work specifics of intercultural youth empowerment, social and cultural characteristics, will be able to interpret and compare the socio-cultural differences in the context of the European countries. Will be able to research and evaluate cases of youth empowerment through solving intercultural engagement problems.
Will be able to collaborate and work socio-culturally in the youth groups, to intermediate between different youth institutions and develop their professional, social and intercultural competencies

Introduction.
Characteristics of informal youth groups.
Social, economic and spiritual Children and Youth empowerment. Youth discrimination based on religion or belief, age, disability, sexual orientation, on the grounds of race or ethnic origin. Youth engagement: forms and methods.
Socio-cultural work with children and youth groups. Peculiarities of recreational, socio-educational and artistic cultural practice. Creative thinking in Social work.
Public active youth in Europe. Social changes: conception of active participation; training approach of interactive learning. Development of social competences of the youngsters. Citizenship and responsibility. Cultural tolerance, social justice, equal opportunities and anti-discrimination training.
Youth with less opportunities and socio-cultural work. Empowerment of young people with psichological, bihevioral and psichiatric problems. Social autonomy

Lecture, discussion, Questionaire of personal competences
Seminars, discussions, creative exercises, work on-line
Problem-based teaching, case studies, discussions, reflections.

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Presentation: 20 %
Tasks performance in Seminars: 10%
Test / didactic test /
progress test: 15 %
Case study: 15 %
Examination: 40%

Be able to apply ethical principles to social work research and practice
Be able to analyse and interpret research data, formulate well-founded conclusions and recommendations.
Will be able to define the research problem, purpose, objectives, choose appropriate methods of data collection and analysis.
Will learn from reflecting on their practical experience to initiate, develop and coordinate social projects, assess a situation, find conflict solutions, organise, coordinate and evaluate the process of social support for children and young people to carry out social management, administration and research tasks.
They will learn to raise problematic issues, identify ethical problems/dilemmas in their research activities and seek the best possible solutions in individual and group reflection contexts.

1. Introduction to Scientific Resaerch Practice: practice
goals, learning outcomes, practice documents,
practice tasks, assessment criteria.
Practice process in the practice institution: choice of institution for practice, contact with institution, presentation and discussion of practice tasks, preparation of practice program and research project.
2. Research project.
3. Implementation of practice tasks in the practice institution
4. Practice experience reflection
(in group)
5. Practice self-assessment
6. Practice report

Discussion, case analysis, scientific research, reflective learning.

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Practical training / Practice / Internship / Work placement / Traineeship: 50 %
Examination: 50 %

Will obtain understanding about the ICT-supported social work interventions with children and youth.
Will be able to use research findings and guidelines in order to apply innovations and improve quality of services in a field of child and youth rights protection.
Will be able to provide the assessment of specific needs of children and youth, to use assessment and identification ICT instruments to identify client?s problems and social diagnosis, use the methods of prevention and psychosocial rehabilitation.
Will be able to apply the knowledge and skills in the multi-professional and/or international teamwork and via ICT channels.

Social Work and technologies - a new channel for working with young people;
Why do clients choose work online? Counselling synchronously and asynchronously
Distance counselling (ex. via telephone call, video call, online);
Blogging and video blogging for helping professions. Social work and social media
Chatbots for counselling and therapy;
Assistive technologies and social robots
Digital literacy and digital capabilities for social workers;
Distance education technology;
Safe on the Internet ? protection of youth against predators, manipulations and hoaxes. Fact-checking;
Ethical responsibilities when using digital technology.

Introductory lectures during Intensive Program, group-work in the seminars, afterwards discussion boards and tutoring supported by Moodle and individual studies of the theoretical literature and other sources of course; (virtual) study visits.

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Tasks performance in seminars: 10%
Project (individual project): 10%
Tasks: 10 %
Essay: 10%
Examination: 60%

Jorge Manuel Ferreira

On-line support, debate, reflex learning methods, aspects of chosen problem in the area of social work with youth and children
Students will be able to design the most effective problem ways in social work context
Students will be able to analyze and use legal documents preparing scientific text
Students will be able to verbalize the arguments in written and oral ways in Lithuanian and foreign languages.

Analysis of scientific literatureand national and international researches;
Preparation of scientific text;
Assessment.

On-line support, debate, reflex learning methods independent studies, research reports presentation and argumentation.

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Dissertation: 100%