Module 1: Public Order Management
Module 1 focuses on general questions of collaboration between social work and police and critically reflects the “habitus” of the professions. The aim is to understand cultural differences, organisational structures, activities, attitudes, opinions, habits etc. Learning activities support the collaboration in prevention work between police crime prevention officers and social workers. Working methods in social work and in community policing will be discussed.
Module 2: Substance Use among Youngsters: Prevention and Harm Reduction in Nightlife
In Module 2 participants shall learn about substance use disorders and discuss drug use in nightlife from different perspectives. Local prevalence and incidence rates will be presented, and a general framework of prevention will be introduced and discussed. Police officers and social workers examine the balance of prevention, harm reduction and social control on the basis of examples in European cities.
Module 3: Homeless People
Module 3 aims to explore the multidimensional processes of exclusion and marginalisation in public space and introduces participants to social prevention strategies. The main focus is on risk factors for homelessness and social isolation including housing conditions, gentrification, displacement, alcohol and drug consumption, and mental illness. ‘Problem-oriented policing’ integrates case management, conflict resolution and care work in the community.
The modules follow concepts in highschool didactics such as “Student-Centred Learning” and “Constructive Alignment”. Intended learning outcomes and learning activities will be embedded in an overall module format. Each module will be described according to the following structure:
- The Module Profile will be described in terms of problem definition, aims and objectives, and the substance of teaching. Here, partners involved in the development of the SWaPOL training programme show their expertise linking theory and practice. Inputs on teaching are collected from both social work and policing, and the module profile will outline what will be taught.
- Learning Objectives will be laid down in answer to the question of why it is important for the students to learn about elements defined in the Module Profile. It has to be pointed out how students of both professions will profit from that knowledge.
- Learning Outcomes and Intended Competences: Learning outcomes express the level of competence attained by the student. They are statements of what a learner knows, understands and is able to do on completion of a learning process. The definition of competences shall use verbs such as to know, interpret, apply, generalise, make connections, develop an insight, and draw on capabilities for action. Here, the distinction of cognitive learning outcomes, affective learning outcomes and psycho-motoric learning outcomes can be applied.
- Learning Activities are described and explained in terms of particular tasks students have to perform during the module in order to obtain the competences and to achieve the learning outcomes defined above. An explanation of tasks shall comprise, first, a general description of the exercise, its aims and purposes, and second, detailed instructions how to organise and perform the exercise.