emphasising work at community level (the macro level). However, it is an advantage not to consistently separate the thinking on these two levels throughout the training programme. The micro and macro perspectives in the performance of the work of social educators must always be understood as two perspectives which mutually influence each other.

Profile of the programme

Profile in this connection means emphasis on certain themes based on the College’s special competence and distinctive character, and perception of what appear to be significant challenges for social educators in the future. Rogaland College has traditionally had a relatively broad view on methodical social educator work. The problems which the social educator meets in practice are complex, and it is important that they can analyze occupational issues from different professional perspectives. We wish to retain this profile as we feel that expertise in a specific field can be acquired in the form of further education. At the same time we wish to give some thematic areas greater emphasis than others.

The diaconal perspective will be important in our programme, not only because the College is a diaconal college, but also because the values diaconia represents will provide an important perspective on the performance of the work of social educators, regardless of their philosophy of life. This also means that those receiving the services can retain their spiritual / religious needs.

In their work, social educators will face many ethical dilemmas where consideration of the client’s health, rights and available resources come into conflict with professional prioritizing and the demands of the employer. This will require the ability to reflect and to define the relevant values the specific choice of action represents. The College’s Christian philosophy and diaconal objectives will be a starting point in the choice of values in learning situations. Ethics as a subject area and the development of ethical consciousness in the students will form the basis for major themes throughout the course of study.

Social educators work in close cooperation with different client groups, relatives and people from other professions in different arenas. The relationship skills of the social educator form the basis for the quality of the cooperation with the different parties. This entails the programme focusing on the personal development of each student where relationship skills are concerned. Interaction with others expresses personal qualities, knowledge, skills and attitudes. These themes are discussed throughout the training.

The frame plan focuses on the wish for training in alternatives to the use of force when treating handicapped persons. Understanding and insight into these issues demand good professional knowledge. Behaviour analysis is one of the theoretical fields which has developed relevant tools for the understanding of and methodology for this problem. We wish to give the students a broad introduction in this field, including cognitive behaviour analysis / social learning theory. Among other things, this knowledge will enable the students to acquire alternative skills to cope with inappropriate behaviour and reduce the use of force. In this process it will also be important for students to develop a critical attitude to the use of different methods, and to be able to evaluate their own actions. Behaviour analysis will be given emphasis in both the pedagogical subject area and in the methodology subjects.