Knowledge and Understanding:

After successfully completing the module courses, students will be able to understand various theoretical perspectives in the social sciences and empirical research approaches.

Use, Application, and Generation of Knowledge:

Quantitative and qualitative empirical studies can be interpreted with a critical eye toward methodology, and scientific findings can be evaluated as a basis for practical action in social work. Basic knowledge of scientific work can be applied in students’ own academic practice. The goal is for students to be able to analyze empirical studies and competently apply the fundamentals of scientific work.

Communication and cooperation; scholarly self-concept/professionalism:

As part of an introductory course, students are taught the fundamentals of empirical research methods and relevant scientific theories. The course covers both qualitative and quantitative methods of empirical social research are considered and discussed in terms of generating scientific knowledge. To this end, fundamental empirical research procedures and designs, as well as data collection and analysis methods, are introduced, and their advantages and disadvantages are discussed. The goal is to foster an understanding of the possibilities and limitations of empirical methods and to reflect on the significance of research for the discipline of social work.

Lecture: A presentation by the lecturer followed by a discussion.

Formal: none

The module exam consists of a written exam in which students are expected to demonstrate a basic understanding of scientific thinking and research, as well as empirical research methods. In addition, they should be able to apply this knowledge to simple real-world scenarios in the areas of research, citation, and the understanding of scholarly sources, as well as the understanding and reflection on empirical studies.

1 credit from the “Practical Work” subarea

Academic achievements are assessed in the modules through participation in discussions, delivering short presentations or facilitating sessions, completing and submitting practice assignments, preparing meeting minutes, providing peer feedback, participating in group work during seminars, writing short reports, creating artistic contributions, giving poster presentations, and compiling reading lists.

The respective workload should not exceed two hours. The form of academic performance is determined in the seminars by the responsible lecturers .

Since academic work is a core competency for the successful completion of the degree program, in addition to theoretical engagement, mandatory practical application (e.g., text comprehension, text production, and handling of sources) is required in the seminars in order to enable students to engage in independent academic work. In addition, the mandatory seminars prepare students to pass the exam.

1. Berger-Grabner, D. (2022). Wissenschaftlichen Arbeiten in den Wirtschafts- und Sozialwissenschaften. Hilfreiche Tipps und praktische Beispiele (4., überarbeitete und erweiterte Auflage). Springer. https://doi.org/10.1007/978-3-658-39586-5
2. Döring, N. (Hrsg.). (2023). Forschungsmethoden und Evaluation in den Sozial- und Humanwissenschaften (6. vollständig überarbeitete, aktualisierte und erweiterte Auflage). Springer. https://doi.org/10.1007/978-3-662-64762-2
3. Hussy, W., Schreier, M. & Echterhoff, G. (2013). Forschungsmethoden in Psychologie und Sozialwissenschaften für Bachelor (2., überarbeitete Auflage). Springer. http://doi.org/10.1007/978-3-642-34362-9
4. Voss, R. (2020). Wissenschaftliches Arbeiten. … leicht verständlich! (7., überarbeitete Auflage). UVK. https://doi.org/10.36198/9783838587745

Knowledge and Understanding:

The students have developed the skills to appropriately handle the demands and complexity of professional practice. In the context of their role as dual-track students, they have become capable of taking action.

Students are aware of the criteria and standards that are essential for social work in the context of migration and diversity. They are familiar with the fundamentals of diversity-sensitive social work.

Use, application, and generation of knowledge:

Students have acquired the ability to assess the situation, needs, and resources of service recipients. They have acquired professional, methodological, and communication skills relevant to working with service recipients. They can describe and analyze their day-to-day work at their practicum site and understand the sociopolitical context. They are able to apply, make full use of, and improve legal and institutional resources. Students can plan and carry out professional activities and reflect on their own strengths and weaknesses in their work.

Communication and Cooperation:

After the first practicum phase in the dual Bachelor’s program and participation in the practical training support course, students are able to participate in a professionally appropriate manner in the practical training seminar, to articulate the insights and experiences gained from practical work, to critically examine them, and to present them for discussion. Complex professional practice can be systematically analyzed. After successfully completing the first practical phase and the practical training support course, students are able to reflect on and apply the core competencies of teamwork. They have developed a comprehensive understanding of organizational processes. Students learn what prerequisites are necessary for acting in a manner that is mindful of bias.

Academic Self-Concept / Professionalism:

Students are able to examine their personal suitability for the field of work or the profession. They develop the ability to reflect on their own understanding of the profession. They have gained a sense of professional identity, developed guidelines for action, and are able to present, justify, and advocate for these while taking into account the tensions between society, institutions, and client expectations. Students are familiar with other institutions, services, and individuals active in the professional field and engage with professional role models. They are able to identify standards and principles of professional ethics in comparison with and in contrast to other professional roles and to act in accordance with them.

Practicum Phase: Assessing the knowledge and skills acquired during the program and applying them to professional practice (theory-to-practice transfer), gaining personal professional experience in the respective field of work, and testing approaches in social work, legal and economic framework conditions of the field placement site, process flows in social work practice, development of field and subject-specific knowledge, methods, and working practices specific to the individual field placement site.

Ungraded Practicum Report and Proof of Employment for Practicum Phase I

Approved, ungraded clinical report

Proof of employment from the practicum (in accordance with §19 (2) of the StgPO), mandatory attendance in the practicum-accompanying seminar (in accordance with §19 (2) StgPO and §2 (2), sentence 1, SobAG).

Mandatory attendance

To this end, attendance of at least 80% of the course hours is required.

Exceptions

In the event of illness or other important, documented reasons, deviations from the minimum attendance requirement may be approved by the instructor upon informal request.

Legal Consequences

ungraded

1. Kriener, M., Roth, A., Burkhard, S. & Gabler, H. (Hrsg.). (2021). Praxisphasen im Studium Soziale Arbeit. Beltz.
2. Marona-Glock, K. & Höhl-Spenceley, U. (2012). Praxisanleitung - Anleiter/-Innen-Qualifikation in sozialpädagogischen Berufen (2. Auflage). Cornelsen.
3. Sachse, R. (2019). Persönlichkeitsstile: Wie man sich selbst und anderen auf die Schliche kommt. Junfermann Verlag.
4. Deichsel, W. (2023). Diversitätsorientierte Soziale Arbeit. Handlungspotenziale in vulnerablen Lebenslagen. Kohlhammer.
5. Alleweldt, E., Boße, M., Gründer, R., Hess, S. & Rahn, S. (Hrsg.). (2024). Erfolgsmodell duales Studium Sozialer Arbeit? Professionalisierung und Persönlichkeitsentwicklung durch förderliche Lehr-Lern-Settings. Springer VS

Knowledge and Understanding:

• Students can identify the fundamentals of social work and its theoretical foundations.
• Students can present introductory knowledge of organizational forms and institutions in social work as well as their corresponding historical development.
• Students are familiar with selected fields of work and practice, particularly in the context of migration and diversity.

Application, Use, and Generation of Knowledge:

• Students are able to distinguish between individual fields of practice and methods.
• Students can reflect on fields of practice and methods in the context of diversity-sensitive approaches in social work.
• Students can critically evaluate the design, theories, and concepts of social work, as well as its fields of practice and organizations.

Communication and Cooperation:

• Students are interested in the professional examination of topics related, among other things, to areas of work and practice as well as methods in social work.

Academic Self-Conception/Professionalism:

• Students possess knowledge of methodological competencies as well as social, communicative, and personal key competencies for professional practice.

• Students develop in particular competencies in migration education and diversity sensitivity that are applied in practical learning settings.
• Students develop an initial personal engagement with and understanding of social work as a a profession.
• Students explore professional identity and professional attitudes.
• Students reflect on values-based and ethical conduct.

Areas of Practice in Social Work and Its Organizations, as Well as Its History:

• Fields of practice, professional theories, and contexts of social work, taking into account societal and social change, and the history of the respective fields of practice.
• In particular, the course addresses approaches and methods of migration-related social work.

Practical, social, and personal competencies:

• Exercises in communication and conversation skills.
• Foundations for a systemic understanding, as well as resource- and solution-oriented practical competencies.
• Reflection on value-based and ethical action.
• Exploring empathy and the ability to set boundaries.
• Learning about options for crisis and conflict management.
• Designing and developing a self-management plan.
• Developing diversity-sensitive attitudes and competencies.

• Exercises in communication and conversation skills
• Foundations for a systemic understanding as well as resource- and solution-oriented practical skills
• Reflection on value-based and ethical behavior
• Exploring empathy and the ability to set boundaries
• Exploring options for crisis and conflict management
• Designing and developing a self-management plan
• Developing competencies in migration education and cultural/lifestyle sensitivity

Formal: none

Lecturers provide information about the planned exam format in the course description. Possible exam formats include:

• Performance exam
• Term paper

1 credit in the subfield “Practical, Social, and Personal Competencies”

Academic performance is assessed in the modules through participation in discussions, delivering short presentations or facilitating sessions, completing and submitting exercises, preparing meeting minutes, providing peer feedback, participating in group work during the seminar, writing short reports, creating artistic contributions, giving poster presentations, and compiling reading lists.

• Galuske, M. (2013). Methoden der Sozialen Arbeit (10. Auflage). Beltz Juventa.
• Otto, H.-U., Thiersch, H., Treptow, R. & Ziegler, H. (Hrsg.). (2018). Handbuch Soziale Arbeit. Grundlagen der Sozialarbeit und Sozialpädagogik (6. überarbeitete Auflage). Ernst Reinhardt Verlag.
• Spiegel, H. v. (2021). Methodisches Handeln in der Sozialen Arbeit. Grundlagen und Arbeitshilfen für die Praxis (7. Auflage). Ernst Reinhard Verlag. https://doi.org/ 10.36198/9783838587462
• Thole, W. (Hrsg.). (2012). Grundriss Soziale Arbeit. Ein einführendes Handbuch (4. Auflage). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-94311-4
• Wendt, P.-U. (2021). Lehrbuch Methoden der Sozialen Arbeit (3. überarbeitete Auflage). Beltz Juventa.
• Blank, B., Gögercin, S., Sauer, K. E., Schramkowski, B. (2018). Soziale Arbeit in der Migrationsgesellschaft. Springer VS. https://doi.org/10.1007/978-3-658-19540-3

Knowledge and Understanding:

Upon successful completion of the module courses, students will have become familiar with the structure of various legal constructs and will understand their logic and systematic organization. On this basis, students are able to independently research legal sources, apply the systematic framework they have learned, and thereby independently grasp the content of relevant legal norms that are new to them.

Application, Use, and Generation of Knowledge:

Subfield 1: Law and Public Administration – Fundamentals

Subfield 2: Law and Public Administration – Advanced Studies and Applications

Formatting: none

The module exam consists of one submodule exam in each of the two subfields

Subfield 1 “Fundamentals”

Subarea 2 “Advanced Topics and Applications”

Both submodule exams are written exams.

In the exams, students analyze factual situations from legal perspectives and apply the relevant legal provisions to them . They answer legal and related social science questions and link these to their disciplinary perspective.

Passing the submodule exam in the subfield “Law and Administration – Fundamentals”

Passing the submodule exam in the subfield “Law and Public Administration – Advanced Topics and Applications”

1. Cornel, H. & Trenczek, T. (2024). Strafrecht und Soziale Arbeit. Ein Lehrbuch (2. Auflage). Nomos. https://doi.org/10.5771/9783845297521
2. Frings, D. & Schweigler, D. (2021). Sozialrecht für die Soziale Arbeit (Grundwissen Soziale Arbeit, Band 4; 5., überarbeitete Auflage). Kohlhammer.
3. Kunkel, P.-C. (2025). Jugendhilferecht: systematische Darstellung für Studium und Praxis (11. Auflage). Nomos.
4. Außerdem werden aktuelle Gesetzessammlungen als Hilfsmittel benötigt. Empfehlenswert ist zum Beispiel: Gesetze für die Soziale Arbeit. Nomos. - in aktueller Fassung
   

Knowledge and Understanding:

Introduction to the Science of Social Work.

Providing an overview of the science of social work, as well as an overview of social work theories.

Theories of social work, particularly in the context of the program’s specialization in migration and diversity.

Formal: none

The module exam is a written exam.

The exam consists of independently writing an academic paper based on theories of social work. In doing so, students must adhere to the requirements for academic writing as well as the exam requirements applicable to the module. These will be announced in the corresponding courses. As part of the written exam, students present two theories of social work of their own choosing. They then analyze their similarities and differences using a case, a situation, or an institution. The for the analysis will be specified in the written exam . From these options, students select a basis for their analysis.

Students may use up to six literature sources, a printed bibliography—that is, full citations of the six sources they have brought with them—and two A4 sheets containing verbatim quotations from the six sources they have brought with them. The bibliography and the collection of quotations must be labeled with the student’s name, student ID number, and the name of the examiner and must be turned in at the end of the exam along with the exam answer sheets used.

Duration: 4 hours

1 SL in the subfield “Introduction to the Science of Social Work”

1 SL in the subfield “Theories of Social Work”

Coursework is assessed in the modules based on participation in discussions, delivering short presentations or facilitating sessions, completing and submitting assignments, preparing meeting minutes, providing peer feedback, participating in group work during seminars, writing short reports, creating artistic contributions, giving poster presentations, and compiling reading lists.

The respective workload should not exceed two hours. The form of academic achievement is determined in the seminars by the responsible lecturers .

• Hammerschmidt, P., Aner, K. & Weber, S. (2017). Zeitgenössische Theorien Sozialer Arbeit. Beltz Juventa.
• Otto, H.-U., Thiersch, H., Treptow, R. & Ziegler, H. (Hrsg.). (2018). Handbuch Soziale Arbeit. Grundlagen der Sozialarbeit und Sozialpädagogik (6. überarbeitete Auflage). Ernst Reinhardt Verlag.
• Pothmann, J. & Schmidt, H. (2022). Soziale Arbeit - die Organisationen und Institutionen (Soziale Arbeit - Grundlagen, Band 3). Verlag Barbara Budrich. https://doi.org/10.36198/9783838547800
• Sandermann, P. & Neumann, S. (2018). Grundkurs Theorien der Sozialen Arbeit. Ernst Reinhardt Verlag. https://doi.org/10.36198/9783838549484
• Thole, W. (Hrsg.). (2012). Grundriss Soziale Arbeit. Ein einführendes Handbuch (4. Auflage). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-94311-4

Knowledge and Understanding:

Upon successful completion, dual-track students will have acquired analytical, reflective, and instrumental competencies that they can apply in integrated practice.
They have developed the ability to assess the requirements, complexity, and interrelationships of practical situations. They can analyze and understand the organization and concepts of practical fields.

Use, Application, and Generation of Knowledge:

They are capable of assessing formal aspects and areas of responsibility in their role as dual-track students.
You can professionally analyze the life situations of your clients. You have acquired in-depth and expanded knowledge of methods and techniques and can apply them. Students understand the contribution that social work can make to individual and societal coping with social problems arising against the backdrop of diversity and migration. This is achieved, among other things, by applying the insights gained in the academic setting to the practical setting and vice versa.

Communication and Cooperation:

You are familiar with the characteristics and forms of teamwork and are already applying them in group exam preparation.

Academic Self-Conception/Professionalism:

Selected Methods

Field-Specific and Cross-Disciplinary Concepts and Methods (e.g., networking, case management, social group work, systemic solution-focused counseling approach, questioning techniques and interventions, counseling and counseling psychology, working with young people experiencing mental health challenges, methodical practice in the ASD of the Youth Welfare Office).

Field-specific and cross-disciplinary concepts and methods

Missions and Guiding Principles of Social Work, Organizational Structures, Professional Framework Conditions and Organizational Cultures, Institutional Analyses, Work Processes, Methods and Practical Procedures, Forms of Documentation, Reporting, Evaluation Procedures, elements of quality management, teamwork, communication and conflict models, contextual sensitivity, cooperation strategies, conflict resolution skills, coping with stress and borderline situations, regulating closeness and distance, self-critical competence, judgment, handling responsibility, identifying one’s own strengths and areas for development, and developing professional and personal learning goals.

Formal: none

Performance Exam

The performance exam includes both theoretical and practical components.

1 SL

Academic achievements are assessed in the modules based on participation in discussions, delivering short presentations or facilitating sessions, completing and submitting practice assignments, preparing meeting minutes, providing peer feedback, participating in group work during the seminar, writing short reports, creating artistic contributions, giving poster presentations, and compiling reading lists.

The respective workload should not exceed two hours. The form of academic achievement is determined in the seminars by the responsible lecturers.

1. Aner, K. & Hammerschmidt, P. (2018). Handlungsfelder und Organisationen der Sozialen Ar­beit. Eine Einführung. Springer VS. https://doi.org/10.1007/978-3-658-20564-5
2. Galuske, M. (2013). Methoden der Sozialen Arbeit (10. Auflage). Beltz Juventa.
3. Graßhoff, G., Renker, A. & Schröer, W. (2018). Soziale Arbeit. Eine elementare Einführung. Springer VS. https://doi.org/10.1007/978-3-658-15666-4
4. Heiner, M. (2023). Kompetent handeln in der Sozialen Arbeit. Handlungskompetenzen in der Sozialen Arbeit (4. Auflage). Ernst Reinhardt Verlag.
5. Maus, F., Nodes, W. & Röh, D. (2013). Schlüsselkompetenzen in der Sozialen Arbeit für Tä­tigkeitsfelder Sozialarbeit und Sozialpädagogik (4. Auflage). Wochenschau Verlag.
6. Spiegel, H. v. (2021). Methodisches Handeln in der Sozialen Arbeit (7. Auflage). UTB Verlag. B Verlag.

Knowledge and Understanding:

Students can outline the fundamentals of developmental and social psychology as well as the fundamentals of psychological assessment. Students can describe risks to psychological development and appropriate forms of intervention. They can explain the fundamentals of epidemiology, the social security system, and institutions providing outpatient and inpatient counseling and care, as well as how these institutions function.

Application and Generation of Knowledge:

They can recognize common psychopathological symptoms in children, adolescents, and adults and respond appropriately. They are able to research findings, contrast and critique them, and translate them into practical, pedagogical action. You can develop solutions to professional challenges.

Scientific Self-Conception/ Professionalism:

Psychology and Medicine Fundamentals:

Developmental and Health Psychology, Social Medicine (particularly attitudes, stereotypes, and prejudices), as well as Social Medicine and Public Health.

Psychology and Medicine Applications:

Formal: none

The module exam consists of a written exam in which students demonstrate and recall fundamental knowledge of psychology and medicine. In addition, they should be able to demonstrate nuanced, in-depth knowledge in a specialized field of their choice and apply this knowledge to real-world scenarios (e.g., case studies).

The written exam consists of a general, interdisciplinary section and an advanced section.

1 credit in one of the respective introductory courses (either “Fundamentals & Applications 1” or “Fundamentals & Applications 2”)

Academic performance is assessed in the modules based on participation in discussions, delivering short presentations or facilitating sessions, completing and submitting exercises, preparing meeting minutes, providing peer feedback, and contributing in group work during the seminar, short reports, artistic contributions, poster presentations, and the preparation of reading lists.

The respective workload should not exceed two hours. The form of the coursework is determined by the lecturers responsible for the seminars.

• Entwicklungspsychologie: Lohaus, A., Vierhaus, M. & Lemola, S. (2024). Entwicklungspsychologie des Kindes- und Jugendalters für Bachelor. Springer. https://doi.org/10.1007/978-3-662-69370-4
• Sozialpsychologie: Aronson, E., Wilson, T.D. & Sommers, S.R. (2023). Sozialpsychologie (10., aktualisierte Auflage). Pearson.
• Klinische Psychologie und Psychotherapie:
  Asbrand, J. & Schmitz, J. (Hrsg.). (2023). Lehrbuch Klinische Kinder- und Jugendpsychologie und Psychotherapie. Kohlhammer. https://doi.org/10.17433/978-3-17-040355-0
  Hoyer, J. & Knappe, S. (Hrsg.). (2020). Klinische Psychologie & Psychotherapie (3. Auflage). Springer. https://doi.org/10.1007/978-3-662-61814-1
• Psychologische Diagnostik: Rentzsch, K. & Schütz, A. (2022). Psychologische Diagnostik. Grundlagen und Anwendungsperspektiven (2., überarbeitete Auflage). Kohlhammer. https://doi.org/10.17433/978-3-17-039485-8

• Egger, M., Razum, O. & Rieder, A. (Hrsg.). (2021). Public Health Kompakt (4. Auflage). De Gruyter. https://doi.org/10.1515/9783110673708
• Schwartz, F.W., Walter, U., Siegrist, J., Kolip, P., Leidl, R., Busse, R., Amelung, V. & Dierks, M.-L. (Hrsg.). (2022). Public Health. Gesundheit und Gesundheitswesen (4. Auflage). Elsevier Urban & Fischer Verlag.

Knowledge and Understanding; Use, Application, and Generation of Knowledge:

Upon successful completion of the module, students will have developed the ability to describe educational and ethical principles and theories, transfer these to the practical level of social pedagogy and social work, and apply them to relevant problems. In doing so, In the course of this, they engage with, among other things, migration pedagogy as well as ethical issues in the areas of diversity and migration.

Communication and Cooperation:

Students can articulate their knowledge of educational science and ethical considerations and communicate them persuasively. They are able to critically reflect on their own values, beliefs, and professional conduct in social work .

Academic Understanding/Professionalism:

Fundamentals of Educational Science:

This introductory lecture provides an overview of the basic concepts, principles, structures, and theories of educational science. The students gain an overview of theories of upbringing, education, socialization, learning, and pedagogical practice. The topic of norms and values is outlined.

Fundamentals of Ethics:

The introductory ethics seminars provide an introduction to the basic concepts, principles, and arguments of social work ethics, as reflected in the professional ethics of social work. Students gain insight (in particular) into the concepts of human dignity, self-determination, care, justice, and responsibility, as well as into the associated ethical arguments and challenges for practice. Upon completion of the ethics seminars, students will be able to understand and analyze ethical challenges in the practice of social work based on the ethical concepts covered as well as the professional ethics of social work, and to critically reflect on their own judgments in light of these concepts.

Applications in Educational Science:

By combining the foundational courses with two elective courses from the field of (professional) ethical and/or educational science applications, students learn to reflect on their everyday understanding of pedagogical processes and to distinguish it from a scientific perspective. A practical application of the fundamentals of educational science can be established, for example, through the following areas: inclusion, human rights, globalization, intercultural issues, disability, gender, queer studies, diversity management, sexuality, aging and dying, religion, educational equity, child protection.

Ethics Applications:

Formal: none

The module exam consists of an oral exam in the form of a professional discussion. In the exam, students demonstrate that they are able to identify, communicate, and apply them to social work in a reflective manner.

For the exam, students independently prepare a handout containing selected content from the courses in the following subfields :

• Fundamentals of Educational Science and Ethics
• or
• Ethics Applications and Educational Science Applications.

Based on the selected content, students describe in the exam basic concepts, principles, structures, theories, and applications of educational science, as well as fundamental positions and concepts in ethics and their application. Students are able to discuss these topics and relate them to social work.

1 course credit in the subfield “Educational Science Applications and Ethical Applications”

Coursework is assessed in the modules through participation in discussions, delivering short presentations or facilitating sessions, completing and submitting assignments, preparing meeting minutes, providing peer feedback, participating in group work during the seminar, writing short reports, creating artistic contributions, giving poster presentations, and compiling reading lists.

The respective workload should not exceed two hours. The form of academic achievement is determined in the seminars by the lecturers in charge.

Erziehungswissenschaftliche Grundlagen:

1. Bernhard, A. (2017). Pädagogisches Denken. Einführung in allgemeine Grundlagen der Erziehungs- und Bildungswissenschaft. Schneider Verlag Hohengehren.
2. Krüger, H.-H. & Helsper, W. (Hrsg.). (2010). Einführung in die Grundbegriffe und Grundlagen der Erziehungswissenschaften (9. Auflage). Verlag Barbara Budrich. https://doi.org/10.36198/9783838580920
3. Spies, A. & Stecklina, G. (2015). Pädagogik: Studienbuch für pädagogische und soziale Berufe. Ernst Reinhardt Verlag. https://doi.org/10.36198/9783838586441
4. Trabandt, S. & Wagner, H.-J. (2023). Pädagogisches Grundwissen für das Studium der Sozialen Arbeit. Ein Kompendium (2., überarbeitete Auflage). Verlag Barbara Budrich. https://doi.org/10.36198/9783838559803
5. Mecheril, P. (Hrsg.). (2016). Handbuch Migrationspädagogik. Beltz.

Ethik Grundlagen:

1. Deutscher Berufsverband für Soziale Arbeit e.V. (2014). Berufsethik des DBSH. Ethik und Werte. Forum Sozial, 20(4). https://www.dbsh.de/media/dbsh-www/redaktionell/pdf/Sozialpolitik/DBSH-Berufsethik-2015-02-08.pdf
2. International Federation of Social Workers (2018). Global Social Work Statement of Ethical Principles. https://www.ifsw.org/wp-content/uploads/2018/07/Global-Social-Work-Statement-of-Ethical-Principles-IASSW-27-April-2018-1.pdf
3. Maaser, W. (2015). Lehrbuch Ethik (2., überarbeitete Auflage). Beltz.
4. Neuhäuser, C., Raters, M.-L. & Stoecker, R. (Hrsg.). (2023). Handbuch Angewandte Ethik (2., aktualisierte und erweiterte Auflage). J.B. Metzler. https://doi.org/10.1007/978-3-476-05869-0.

Anwendungsseminare:

Knowledge and Understanding:

Students have deepened their ability to appropriately handle the demands and complexity of professional practice. In the practical learning setting, students draw on in-depth, field-specific expertise. To this end, they have developed the ability, through the integration of theory and practice, to grasp and process information, concepts, and theories from various sources.

Students expand their existing knowledge to include criteria and standards that are essential for social work in the context of migration and diversity. They are familiar with the fundamentals of diversity-sensitive social work practice.

Students can draw on theoretically grounded methods of social work for cooperative process design with service recipients, for organizational development, and for professional self-reflection.

Use, application, and generation of knowledge:

Students have deepened their ability to assess the situation, needs, and inherent strengths of clients. They have acquired subject-matter, methodological, and communication skills related to working with clients and apply these in practical settings. Students have further developed their abilities to plan and carry out professional activities. The reflection on their own strengths and weaknesses remains a key focus.

Communication and Cooperation:

Students deepen their ability to participate in a professionally appropriate manner in the practical training seminar, to articulate the insights and experiences gained from practical work, to critically examine them, and to bring them up for discussion. Complex professional practice can be systematically documented and reflected upon .

After successfully completing the second practicum phase and the practical training seminar, students are able to actively contribute to teamwork. Their already extensively developed understanding of organizational structures is further deepened.

Students continuously learn what prerequisites are necessary for acting in a bias-conscious manner . They can reflect on their own actions in the context of theoretical models and methods related to the topic.

Academic Self-Concept / Professionalism:

Students are able to engage with their personal suitability for the professional field or the profession. In this context, they can critically reflect on their own development during the previous practical phases.

They have further developed their existing professional identity and continuously reflect on it.

They are able, at a deeper level, to recognize professional standards and ethical principles in comparison with and in contrast to other professional roles, and to act in accordance with them.

Practicum: Assessing the knowledge and skills acquired during the program and applying them in professional practice (theory-to-practice transfer), gaining one’s own professional experience in the respective field of work, testing approaches to social work, legal and economic framework conditions of the placement site, process flows in social work practice, development of field and subject-specific knowledge, methods, and working practices of the individual placement site.

Ungraded Practicum Report and Proof of Employment for Practicum Phase II

The practicum report focuses on reflection on one’s own professional actions; this reflection to specific practical situations encountered by dual-track students. The specific assignment is announced by the instructor at the beginning of the internship phase (10 pages in length).

Passed ungraded practicum report

Proof of employment from the practicum (in accordance with §19 (2) of the StgPO), mandatory attendance at the practical seminar (in accordance with §19 (2) StgPO and §2 (2), sentence 1, SobAG).

Mandatory attendance

Active participation in the courses of Module K10 B is required, as the intended learning outcomes—in particular the ability to critically reflection on academic content, engaging in reasoned debate in plenary sessions, and collaboratively developing solutions—can only be achieved through continuous attendance and active participation in discussions and group work .

To this end, attendance of at least 80% of the course sessions is required.

Exceptions

In the event of illness or other important, documented reasons, exemptions from the minimum attendance requirement may be granted upon an informal request by the instructor.

Legal Consequences

1. Kriener, M., Roth, A., Burkhard, S. & Gabler, H. (Hrsg.). (2021). Praxisphasen im Studium Soziale Arbeit. Beltz.
2. Marona-Glock, K. & Höhl-Spenceley, U. (2012). Praxisanleitung - Anleiter/-Innen-Qualifikation in sozialpädagogischen Berufen (2. Auflage). Cornelsen.
3. Sachse, R. (2019). Persönlichkeitsstile: Wie man sich selbst und anderen auf die Schliche kommt. Junfermann Verlag.
4. Deichsel, W. (2023). Diversitätsorientierte Soziale Arbeit. Handlungspotenziale in vulnerablen Lebenslagen. Kohlhammer.
5. Alleweldt, E., Boße, M., Gründer, R., Hess, S. & Rahn, S. (Hrsg.). (2024). Erfolgsmodell duales Studium Sozialer Arbeit? Professionalisierung und Persönlichkeitsentwicklung durch förderliche Lehr-Lern-Settings. Springer VS

Knowledge and Understanding; Use, Application, and Generation of Knowledge:

Upon successful completion of the courses in this module, students will be able to identify fundamental sociological and political science approaches and describe their significance for social work.

Sociology component:

Students understand the relationship between social structures and social change, social problems, and social work; they are familiar with relevant theories regarding sociological and are familiar with selected sociological theories and concepts. They are able to engage with specific sociological questions and explanatory approaches related to fields of social work and to evaluate them. This occurs in particular within the study program’s specialization. Social issues can be discussed in relation to diversity and migration .

Political Science Component:

Fundamentals of Sociology, in particular

• Basic sociological concepts
• Theories and analyses of society
• Social problems and conflicts

Fundamentals of Political Science, in particular

• Political structures (democracy, the Basic Law), political institutions (parliament, government, administration, judiciary), political action (actors and forms of participation) at the federal, state, and local levels
• fundamental discourses on the political mandates of social work within the framework of a democratic constitutional state
• basic knowledge of anti-democratic and authoritarian political systems and their effects on service recipients and social work practice

Sociology – theory and empirical research in applied contexts, e.g.,

• Social structure analysis and social inequality, life situations and life stages, migration and integration, social space, education and work, technology, social change, lines of social conflict, and the impact on social work

Political Science – Applications in Social and Local Politics, e.g.,

• Origins and Function of the Welfare State; Social Security Systems; Problems of the Welfare State; Social Policy and Social Work; local government structure and policy, the development of democracy and threats to it; migration policy

Formal: none

The module exam consists of a written exam in which students are expected to demonstrate the fundamental knowledge they have acquired in all four submodules. They are expected to demonstrate that they have understood the theories and concepts covered and can apply them to real-world issues and problems (e.g., case studies).

1. Borstel, D. & Fischer, U. (2018). Politisches Grundwissen für die Soziale Arbeit. Kohlhammer.
2. Kopp, J. & Steinbach, A. (Hrsg.). (2018). Grundbegriffe der Soziologie. Springer VS. https://doi.org/10.1007/978-3-658-20978-0
3. Kasparick, D. & Schammann, H. (2021). Migrationspolitik. Nomos

Knowledge and Understanding:

They recognize the relevance of cultural-aesthetic approaches to societal and social phenomena and practices. They are able to perceive, describe, and reflectively and critically analyze contexts of interpersonal interaction and social work by incorporating cultural studies perspectives , describe them, and analyze them in a reflective and critical manner. In addition, they are able to research, reflect on, conceptualize, and justify their significance.

Use, application, and generation of knowledge:

Students have acquired theoretical and practical foundations and competencies in artistic-cultural practice, which enable them to apply or provide guidance with a media-analytical, creative, and artistic focus, e.g., in working with media such as music, visual arts, performance and theater, dance, photography and film, literature, etc. In doing so, they can realistically assess the potential applications and their effects.

In concrete practical applications and with a focus on specific fields of action and tasks in social work, they are able to select and apply relevant theories from cultural studies that are relevant to each situation. They can describe cultural-aesthetic practices and media in social contexts and develop specific methods of action using examples and in a context-specific manner.

They are able to identify processes of disadvantage and exclusion in the various areas of cultural life and develop artistic and media-oriented contributions toward their resolution.

Academic Self-Conception/Professionalism:

Introduction to Cultural Studies and Cultural Work

Cultural studies approaches, methods, and concepts of cultural work are taught using examples drawn from practical reflection . Selected media-related topics (e.g., visual arts, media, music, theater) are explained and explored in depth. The courses can be supplemented and expanded through field trips, allowing students to get to know cultural sites and institutions (museums, theaters, media organizations, cultural centers, etc.) . Likewise, social-space-oriented research on cultural work and aesthetic research experiments are possible in order to explore connections between theory and practice and to analyze students’ own aesthetic perceptions. The relevance, opportunities, and challenges of cultural studies perspectives and cultural work are thus demonstrated and contextualized in a practical manner.

In-Depth Study of Cultural and Aesthetic Practice 

In these courses, theories and concepts of cultural education and cultural-aesthetic practice are discussed, explored in depth, and contextualized in relation to practical application. In doing so, different areas of focus may be placed on social challenges, artistic-aesthetic aspects, and specific methods. Additionally, various perspectives (e.g., theater, music, media, and visual arts) may be selected. The theories and concepts are illustrated using various examples, and their practical relevance is made explicit. Likewise, a connection can be established to project work or practical labs in which students are engaged, in order to test and reflect on practical applications.

Formal: none

Two partial exams in the form of two portfolio exams are required.

Subfield “Introduction to Cultural Studies and Cultural Work”:

(conducted throughout the semester) In this exam, students demonstrate a basic understanding of cultural studies concepts and theories of social cultural work and show that they are able to independently research practical examples and design approaches , describe them adequately, and analyze them comparatively. The exam consists of a portfolio exam that combines research on a topic/subject in the field of cultural studies and cultural work with a reflection on theory and practice, followed by a presentation or a (group) paper (30 minutes each) and a written paper (at least 3,000 words). Half of the exam (= 6 ECTS) counts toward the overall exam grade.

Subfield “Advanced Study in Cultural and Aesthetic Practice”:

Knowledge and Understanding:

Students continue to deepen their ability to appropriately handle the demands and complexity of professional practice. In the practical learning setting, students further develop the in-depth, field-specific expertise they can draw upon. Students have deepened and further developed their ability to identify and process information, concepts, and theories from various sources.

Students further deepen their existing knowledge of criteria and standards that are essential for social work in the context of migration and diversity. The fundamental principles of diversity-sensitive social work practice have become the foundation for students’ own practical actions.

Students can confidently draw upon theoretically grounded methods of social work for cooperative process design with service recipients, for organizational development, and for professional self-reflection .

Use, application, and generation of knowledge:

Students have further deepened their ability to assess the situation, needs, and inherent strengths of service recipients. The specialized, methodological, and communication skills already acquired are further developed. Students apply these skills in a well-founded manner to their work with clients and put them into practice in real-world settings. Ongoing reflection on their own strengths and weaknesses remains a central focus.

Communication and Cooperation:

Students continue to deepen their ability to participate in a professionally appropriate manner in the practice-accompanying seminar, to verbalize the insights and experiences from practical work, to critically examine them, and to present them for discussion. Complex professional practice can be systematically documented and reflected upon.

After successfully completing the third practical phase and the practical seminar, students are able to contribute actively, confidently, and knowledgeably to teamwork. Their already well-developed understanding of organizational dynamics is further deepened.

Students continuously learn what prerequisites are necessary for bias-conscious action . In this context of theoretical models and methods on the topic, they can reflect on their own actions.

Academic Self-Concept / Professionalism:

Students are thoroughly equipped to examine their personal suitability for the field of work or the profession. In this context, they can critically reflect on their own development during the previous practical phases.

They have further developed their existing professional identity and continuously reflect on it.

They are well-equipped to recognize professional standards and ethical principles in comparison with and in contrast to other professional roles, and to act in accordance with them.

Practicum Phase: Assessing the knowledge and skills acquired during the program and applying them to professional practice (theory-to-practice transfer), gaining personal professional experience in the respective field of work, and testing approaches in social work, legal and economic framework conditions of the placement site, process flows in social work practice, development of field and specialized knowledge, methods and work practices of the individual placement site.

Accompanying Seminar: Documentation of practical activities, organizational cultures, institutional analyses, work processes, methods and procedures of the practicum site, reflection and supervision. Students are trained in the following methods of practice, among others: case study work, intervention planning, reconstructive, case-analytical, and interactionist methods.

Formal: none

Ungraded Practicum Report and Proof of Employment for Practicum Phase III

Approved ungraded practicum report

Proof of employment from the practicum (in accordance with §19 (2) of the StgPO); mandatory attendance at the practical seminar (in accordance with §19 (2) StgPO and §2 (2), sentence 1, SobAG).

Mandatory attendance

Active participation in the courses of module K10 C is required, as the intended learning outcomes—in particular the ability to critically reflection on academic content, engaging in reasoned debate in plenary sessions, and collaboratively developing solutions—can only be achieved through continuous attendance and active participation in discussions and group work .

To this end, attendance of at least 80% of the course hours is required.

Exceptions

In the event of illness or other important, documented reasons, exceptions to the minimum attendance requirement may be approved upon an informal request by the instructor.

Legal Consequences

1. Kriener, M., Roth, A., Burkhard, S. & Gabler, H. (Hrsg.). (2021). Praxisphasen im Studium Soziale Arbeit. Beltz.
2. Marona-Glock, K. & Höhl-Spenceley, U. (2012). Praxisanleitung - Anleiter/-Innen-Qualifikation in sozialpädagogischen Berufen (2. Auflage). Cornelsen.
3. Sachse, R. (2019). Persönlichkeitsstile: Wie man sich selbst und anderen auf die Schliche kommt. Junfermann Verlag.
4. Deichsel, W. (2023). Diversitätsorientierte Soziale Arbeit. Handlungspotenziale in vulnerablen Lebenslagen. Kohlhammer.
5. Alleweldt, E., Boße, M., Gründer, R., Hess, S. & Rahn, S. (Hrsg.). (2024). Erfolgsmodell duales Studium Sozialer Arbeit? Professionalisierung und Persönlichkeitsentwicklung durch förderliche Lehr-Lern-Settings. Springer VS

Knowledge and Understanding:

You have acquired and critically reflected upon in-depth and advanced competencies in theory, research, and practice in fields of knowledge relevant to social work.

Use, Application, and Generation of Knowledge:

You are able to evaluate developments in fields of social work practice as well as in the societal context in a scientifically sound manner and to develop and apply practical solutions based on the current state of research.

Communication and Cooperation:

You are able to formulate professional arguments in discourses, justify them theoretically and methodologically, and, in collaboration with professional representatives and target audiences, and integrate them in a solution-oriented manner.

Academic Self-Conception/Professionalism:

Discourses in social work studies in theory and research, particularly

• theories in social work (e.g., lifeworld orientation, social space orientation, eco-social theories),
• theories in the social and behavioral sciences theories (e.g., theories of action, communication, and society),
• research methods (e.g., reconstructive research methods, evaluation, practice-based research).

Target-group-specific content, in particular

• age groups (e.g., children, adolescents, older adults),
• groups with special needs (e.g., the long-term unemployed, offenders, people with mental illness),
• groups in pluralistic societies (e.g., people with a migration background, refugees, people with disabilities).

Framework conditions of social work, in particular

• institutional framework conditions (e.g., organization and management, financing, quality development, public relations),
• legal framework conditions (e.g., labor law, liability law),
• social and cultural frameworks (e.g., democracy and the welfare state, international/European social policy, globalization, media, and aesthetics).

Formal: none

Each of the three sub-areas concludes with a competency-based sub-module exam (each accounting for 1/3 of the overall grade).

Lecturers will provide information about the planned exam format in the course description. Possible exam formats include:

• Written exam, Duration: 1 hour
• Exam during the semester: Presentation (10 minutes) with a written paper (position paper or essay, length: 1–5 pages)
• term paper, length: 8–10 pages
• oral exam, duration: 20 minutes

1. Braches-Chyrek, R. & Sünker, H. (Hrsg.). (2024). Soziale Arbeit in guter Gesellschaft. Springer Fachmedien. https://doi.org/10.1007/978-3-658-43371-0
2. Friele, B., Kart, M., Kergel, D., Rieger, J., Schomers, B., Sen, K., Staats, M. & Trotzke, P. (Hrsg.). (2023). Soziale Arbeit und gesellschaftliche Transformation zwischen Exklusion und Inklusion: Analysen und Perspektiven. Springer Fachmedien. https://doi.org/10.1007/978-3-658-41471-9
3. Schmidtke, B., Kolbinger, M. L. & Molzbichler, D. (Hrsg.). (2024). Sozial - Innovativ - Nachhaltig: Herausforderungen und Perspektiven für die Sozialwirtschaft. Springer Fachmedien. https://doi.org/10.1007/978-3-658-42847-1
   

Knowledge and Understanding:

Upon successful completion of the practicum phases, students will have developed a solid understanding of the theoretical foundations and concepts of social work.

Application, Use, and Generation of Knowledge:

Thanks to the program’s strong focus on competencies, students are able to apply the knowledge they have acquired in a targeted manner in their professional practice and to further develop it. The experiences and insights gained from previous practical phases are further deepened and refined with an eye toward the transition from academic study to employment as a professional. Students are therefore trained in various methods of action that are primarily address the challenges faced during the initial phase of their careers after graduation. Students are able to confidently apply their nuanced analytical and methodological repertoire of approaches.

Communication and Cooperation:

Students have further developed their skills in communication and cooperation. They can interact effectively with clients as well as on an equal footing with colleagues and other professionals to jointly develop solutions to complex problems. Their professional identity enables them to work in interdisciplinary teams and integrate different perspectives.

In the context of migration and diversity, students are empowered to recognize and respect differences. They actively promote an inclusive and diverse work environment.

Academic Self-Concept / Professionalism:

Students have systematically experienced the complexities of professional practice in both practical settings and at the university, working with independent, public, and private social work organizations. They are familiar with the core social work practices of their field of work and can apply this knowledge to other fields of social work.

Practicum Phase: Assessing the knowledge and skills acquired during the program and applying them to professional practice (theory-to-practice transfer), gaining one’s own professional experience in the respective field of work, and testing approaches in social work, legal and economic framework conditions of the field placement site, process flows in social work practice, development of field and subject-specific knowledge, methods, and work practices of the individual field placement site.

Ungraded Practicum Report and Proof of Employment for Practicum Phase IV

Passed ungraded practicum report

Proof of employment from the practicum (in accordance with §19 (2) of the StgPO), mandatory attendance at the practical seminar (in accordance with §19 (2) StgPO and §2 (2), sentence 1, SobAG).

Mandatory attendance

Active participation in the courses of module K10 C is required, as the intended learning outcomes—in particular, the ability to critically reflection on academic content, engaging in reasoned debate in plenary sessions, and collaboratively developing solutions—can only be achieved through continuous attendance and active participation in discussions and group work.

To this end, attendance of at least 80% of the course hours.

Exceptions

In the event of illness or other important, documented reasons, deviations from the minimum attendance requirement may be approved upon an informal request to the instructor in charge .

• Kriener, M., Roth, A., Burkhard, S. & Gabler, H. (Hrsg.). (2021). Praxisphasen im Studium Soziale Arbeit. Beltz.
• Marona-Glock, K. & Höhl-Spenceley, U. (2012). Praxisanleitung - Anleiter/-Innen-Qualifikation in sozialpädagogischen Berufen (2. Auflage). Cornelsen.
• Sachse, R. (2019). Persönlichkeitsstile: Wie man sich selbst und anderen auf die Schliche kommt. Junfermann Verlag.
• Deichsel, W. (2023). Diversitätsorientierte Soziale Arbeit. Handlungspotenziale in vulnerablen Lebenslagen. Kohlhammer.
• Alleweldt, E., Boße, M., Gründer, R., Hess, S. & Rahn, S. (Hrsg.). (2024). Erfolgsmodell duales Studium Sozialer Arbeit? Professionalisierung und Persönlichkeitsentwicklung durch förderliche Lehr-Lern-Settings. Springer VS

Knowledge and Understanding:

Based on theoretical and practical reflection, students have the ability to identify the processes and methods required for the respective task and to plan and manage them in a goal- and solution-oriented manner. They are able to carry out the resulting work both individually and in teams .

Application, Use, and Generation of Knowledge:

Students can selectively draw upon knowledge from various academic disciplines to identify and analyze individual and societal needs. Based on their knowledge and understanding, they are able to derive tasks for addressing a problem.

Academic Self-Concept/Professionalism:

The one-semester project phase takes place either as part of teaching-research projects or in supervised practical projects addressing various issues, target groups, and/or fields of social work. The module includes:

• Introduction and Theory: Specialized knowledge regarding the individual and societal contextual factors relevant to the project, as well as the identified needs.

Formal: none

The module exam is a project-based assignment and generally involves regular attendance at the courses associated with the respective project, the completion of tasks within the project, as well as exam components specified by the lecturer or announced at the beginning of the semester.

Module Exam

Regular participation, planning and execution of a project, and writing up the results

Mandatory attendance

Active participation in the K12 module’s courses is required, as the intended learning outcomes—in particular, the ability to critically reflect on academic content, to engage in reasoned debate in class, and to collaboratively develop solutions—can only be achieved through continuous attendance and active participation in discussions and group work .

To this end, attendance at a minimum of 80% of class hours is required.

Exceptions

In the event of illness or other important, documented reasons, exceptions to the minimum attendance requirement may be approved upon an informal request by the instructor.

Legal Consequences

Application, Use, and Generation of Knowledge:

As part of this module, students write their final thesis. To this end, they have mastered all substantive and formal requirements, and their time management is geared toward completion of the bachelor’s thesis. Within the specified timeframe, students are able to independently address a topic in the field of social work based on scientific methods and critically reflect upon it.

Communication and Cooperation:

Independent preparation of the thesis. The preparatory and accompanying seminars cover all relevant topics related to writing a bachelor’s thesis. The content of the thesis generally relates to topics within the context of the respective work placement of the dual-track students. In addition to content-related aspects, formal structural elements (e.g., outline, handling of sources and citations, research) are addressed in particular.

Formal requirements: To register for the bachelor's thesis, a minimum of 120 ECTS credits is required.

1. Eco, U. & Schlick, W. (2010). Wie man eine wissenschaftliche Abschlussarbeit schreibt. (13. Auflage). Facultas/UTB. https://doi.org/10.36198/9783838553771
2. Hartung-Beck, V., König, A. & Wühr, B. (2025). Hinweise für die Anfertigung von schriftlichen wissenschaftlichen Arbeiten: Formatierung und Gliederung. Fachbereich Angewandte Sozialwissenschaften an der Fachhochschule Dortmund.
3. Kotthaus, J. (2014). FAQ Wissenschaftliches Arbeiten. Für Studierende der Sozialen Arbeit. Verlag Barbara Budrich.
4. Wühr, B., Hartung-Beck, V. & König, A. (2025). Hinweise für die Anfertigung von schriftlichen wissenschaftlichen Arbeiten: Zitation. Fachbereich Angewandte Sozialwissenschaften an der Fachhochschule Dortmund.