This course offers an overview of the theory, history and development of Social Work as a profession and an academic field. The main topics discussed are the history and origins of Social Work: Theories, methods and development; and the future of Social Work. Emphasis is placed on Social Work as a profession in social services, healthcare, school and judicial fields.

The main emphasis in this course is for students to be familiar with the following: Theories on alcohol and drug use, definition of substance use disorder and its major physical and emotional effects on the individuals and their families. Definition of addiction models and theories will be address and their influence on treatment, legislation, and public services. Emphasis is placed on the role of the social worker in education, counselling, and prevention in the field of alcohol and drug use and addiction.

The course is divided into three main parts:

In the first part the nature and structure of the Icelandic society is discussed from the perspective of sociological theories and how they interplay with theories in social work.

Among subjects discussed: Social structures, social communications and problems, organizations, institutions and class. Secondly the main characteristics of the Icelandic political system, the government, politics, the role of local government, foreign policy and international institutions. In the third part the Icelandic economical system, international trade and the main concepts of macroeconomics.

The aim of the course is that students in Social Work acquire basic skills in academic practice in higher education. Students are encouraged to adopt an academic approach when examining, collecting and citing sources. In addition, the course aims to provide students with the opportunity to become acquainted with the basics of conducting research, data processing and presentation of results, as well as the ethical issues that need to be considered in the research process.

The aim of the course is developing students competencies to initiate and  develop new solutions in the welfare sector. The United Nations sustainability goals will be used as a frame of reference in choosing  projects. Emphasis will be put on how to cooperate and participate in groups to develop new welfare projects with the participation of users.  Theories, methods, and concepts on social innovation and entrepreneurship will be discussed and students will get training in reflective methods to explore own strengths and weeknesses to improve their skills in their education and work.

The goal of the course is that students can apply theories in research and in the field, that they understand the nature of different kinds of data and research design. The difference between quantitative and qualitative data will be explained as well as different kinds of quantitative data such as surveys, administrative data as well as how to evaluate policies and practice. The students will practice developing research questions, gain insight into the fundamentals of the philosophy of science and probabilistic thinking, induction and deduction, interpretation and research ethics. Students will be required to critically assess research to develop research literacy.

This course offers students a basic knowledge and understanding of the development and the characteristics of welfare systems from the perspective of Social Work.  The theories, main concepts and methodology of welfare research will be discussed. Special emphasis is placed on the historical, legislative development and characteristics of the Icelandic welfare system. The development of child protection, social security and social services will be discussed. Ways to define need and social problems will also be discussed giving special attention to poverty and poverty research. In addition, the role of Social Workers in Social Services will be discussed. The aim of the course is that the students gain understanding of the interplay of different components of the welfare system and how it contributes to defining the position and circumstances of the clients.  Students gain training in applying the holistic perspective when analyzing the welfare entitlements and rights of the clients.

This course provides students with a basic understanding of the main concepts, theories and research in the sociology of the family. The family as an institute, changes in family forms, roles and the place that the family has in society from a historical perspective is discussed. Special attention is given to changes in family roles, such as roles of mothers, fathers and children and the impact these changes have on the abilities of famlies to balance work and family life.

This course offers students a basic knowledge crisis and their effects on individuals and societies. Topics discussed and skills include the organization of the civil defence and crisis management, with emphasis on the role of the social workers.  The importance of  psychological support is indroduced and first aid and crisis intervention is discussed. Furthermore definitions  of crises, physical and psychological symptoms and PTSD will also be discussed.

The aim of the course is for students to acquire knowledge of various life stages, development and attachment. The development of theories will be examined in the light of history and theoretical progress in Social Work. Emphasis is placed on the philosophy and contribution of entrepreneurs in Social Work, as well as the main issues related to professional approach in the work of social workers. The life stage and the developmental issues that individuals deal with in each life stage are discussed in detail. The focus is on the individual's development based on a holistic view and interaction and attachment theories. Mental, social and emotional development in different life stages is also considered. The course discusses the significance of different theories of life and development in the work of social workers and how they apply their knowledge of these theories in their work.

Students in nursing, medicine and psychology founded Hugrún; a psychiatric association with the aim of educating young people about mental health, mental illness. They provide resources and increase community awareness of the issues of mental health. Hugrún has provided education in upper secondary schools, open educational evenings for the public, presentations in community centres and education for parent and student associations and more. Social work students have now been invited to join Hugrún.

Hugrún's training is provided by volunteers who must meet certain conditions; be a university student and under 35 years old. In addition, each student must complete their training before they go through the association’s programme. Educators travel to high schools around the country to educate young people on mental health and make them aware of the resources that are available to them. The association's activities are kept going by enthusiastic university students who are passionate about improving knowledge about mental health, eliminating prejudice and empowering young people.

This course allows students to experience volunteer work at third sector organizations. Students commit themselves to a specific Non profit organization in the social welfare field for one school year. Volunteer work is selected under the supervision of a teacher. Students attend  discussion classes over the year where they present their own experiences and listen to the experience of others.

The aim of this course it to offer students a basic understanding of social policy. Students will be able to make a basic assessment of an individual's right to services or benefits from a social work perspective.This course discusses the organization and history of social services, social security, unemployment and health insurance as well as housing and tax issues in both central and local governments. The main characteristics of each policy is presented with an emphasis on areas that pertain to social work. Here, social policy is placed in a political, economical and social context as well as examining how these policies effect the field social work and role of the social worker. Vignettes and case studies are discussed in class and students go on fieldtrips to specific institutes or organisations.

The aim of this course is for students to gain a basic understanding of school social work theories and development. This discussion includes the role social workers play in delivering services to children and families in the educational environment either individually or in a group setting. This course will focus on the developmental effects the school environment has on the lives of children and youths. Other content discussed includes a comparison of models used in the provision of school-based services, specific techniques used by school social workers in delivering culturally competent social services, working with parents, teachers and others in promoting the child‘s welfare and abilities.

The main aim of this course is to introduce the field of forensic social work, both theoretically and in the working field.

In the course the following will be covered: Structure, organization, ideology, legislation, institutions and forms of services. The role and expert knowledge of forensic social workers will be defined and main criminal theories will be addressed. A special emphasis is on restitution, and rehabilitation with prisoners and family work. Emphasis is placed on basic theoretical concepts as well as research evidence based practice and innovation and solutions in the field.

This course teaches the foundations of statistics for the social science. First, we discuss measures of central tendencies and distribution of variables. Second, we learn the concepts involved in statistical inference and the application of significance testing. Third, we introduce measures of association between variables, including crosstabulation and simple regression analysis. We conclude the course with a brief introduction of multivariate statistics, including the use of partial tables and partial correlation. Students will learn how to use the Statistical Package for the Social Sciences (SPSS) to analyze data.

The purpose of the course is for students to gain knowledge of theoritical perspectives on financial behaviour and skills in assessment of individual financial problems from the perspective of social work. Students learn about the relationship between psycho-social factors and financial behaviour and resources available for individuals with financial problems. Students work with a workbook for persons with financial problems and learn to analyse their own personal financial behaviour.

Public safety telecommunications, diagnosis and dispatching

The ability to innovate is the single most important feature of which will be in the lead in the field of corporate, municipal and state in the future is considered.

This course is a good preparation for writing MA and Phd dissertations. In this course students will learn to use the accumulated knowledge in their research areas and how to use evidence based methods for policy-making and for developing and assessing social work practives. Students will learn to present the state of knowledge (e.g. through reviews of literature, focused, systematic and scoping reviews and meta-analysis) and gain an understanding of the advantages and limitations of different review forms. They will also learn to extract implications for policies and practices from research. Students will also learn how to assess the effectiveness of policies and practices after they have been implemented.

The aim of this course is to offer students a basic understanding of unemployment and its effects on the individual, family and society. The concept of unemployment is presented from an historical perspective in both theory and research.  The effects of unemployment will be discussed and students will become familiar with the main body of research regarding these effects.

In addition, the goal of this course is to offer students a basic knowledge on occupational rehabilitation. The focus is on the interaction between the individual and their personal circumstances in a broad sense and various ways to strengthen the working people and reduce social barriers. 

Students are introduced to basic responses and resources utilised by the welfare system regarding unemployment and work disability. Institutes that offer job seekers and work disabled individuals support are discussed as well as the arrangement of unemployment and disability benefits.  Therefore, students gain a basic understanding of the concept of activation and its effects on the responses Europe has taken regarding the issue of unemployment over the last decades.

The aim of the course is that students become able to use cross-professional team working methods. Students acquire skills in leading interdisciplinary team work and can take on the role of a case manager. The focus of the course is to strengthen students in learning about their own strengths by reflecting group and team work. Special attention is given to interdisciplinary collaboration.

Students will learn the basics in group and team work and about interdisciplinary collaboration according to theories and research. The course is also about leadership, group dynamics, different groups and the development of them and case management.

Emphasis is placed on active participation of students.

The aim of this course is to offer students an insight into the theories and methods of social work practice in health care settings. The three stages of health care services will be discussed as well as how social work theories apply to each stage. Also discussed is how social work methods widens the emphasis from being that of only disease oriented to that of making the public and consumers of health care services aware of their rights to services and thus assure that the services are utilised to their fullest. By the end of the course students will be able to differentiate between social work services and the services of other professionals in the health care setting.

The course has three objectives. First of all, that students can explain the importance of working with quality measurements, and evaluate the quality of quantitative data. Secondly, student receive training in multivariate statistical methods, including factor analysis, reliability analysis and multiple-regression analysis. Thirdly, students will get the opportunity to apply the aforementioned methods to real survey data, and write research reports. Students will be taught on the use of Jamovi for assisting with the data analysis, but if preferred, students can opt for SPSS or R as well.

The main focus in this course will be on the following: theories on aging, policies and concepts, lifespan development and the changes incurred during the mature years from a social, physical and emotional perspective. Emphasis will be placed on information about legislation and services for older people, the role of the Social Worker and methods of counselling, administration, instruction and prevention. After the course the students will have a necessary knowledge to assist and work with older people and their families.

This course offers students a basic understanding of specific legislation and law that pertains to areas within the field of Social Work emphasizing the judicial process and the rights of the client. The judicial system and Ombudsman are introduced. Special emphasis is placed on administrative law and laws pertaining to the handling of confidential information. Legislation pertaining to the rights of certain groups within society will be discussed including international conventions.  Legislation will be examined from the Social Work perspective and its influence on the field. Various institutes will be visited during organized fieldtrips.

The purpose of this course is to help students gain a knowledge about abuse and neglect in families. The historical roots of violence in families in the social sciences are explored. Furthermore, the students will learn about basic theories concerning abuse and neglect in families and research methods in this area of research. The students will gain detailed knowledge of definitions and the various types of maltreatment in families as well as risk factors for maltreatment. In addition, the main consequences for victims are explored. Finally, students will get a brief overview of the legislature in child protection services and the main services available to families who have been reported to child protection services

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Students in nursing, medicine and psychology founded Hugrún; a psychiatric association with the aim of educating young people about mental health, mental illness. They provide resources and increase community awareness of the issues of mental health. Hugrún has provided education in upper secondary schools, open educational evenings for the public, presentations in community centres and education for parent and student associations and more. Social work students have now been invited to join Hugrún.

Hugrún's training is provided by volunteers who must meet certain conditions; be a university student and under 35 years old. In addition, each student must complete their training before they go through the association’s programme. Educators travel to high schools around the country to educate young people on mental health and make them aware of the resources that are available to them. The association's activities are kept going by enthusiastic university students who are passionate about improving knowledge about mental health, eliminating prejudice and empowering young people.

This course allows students to experience volunteer work at third sector organizations. Students commit themselves to a specific Non profit organization in the social welfare field for one school year. Volunteer work is selected under the supervision of a teacher. Students attend  discussion classes over the year where they present their own experiences and listen to the experience of others.

The purpose of the course is for students to gain knowledge of theoritical perspectives on financial behaviour and skills in assessment of individual financial problems from the perspective of social work. Students learn about the relationship between psycho-social factors and financial behaviour and resources available for individuals with financial problems. Students work with a workbook for persons with financial problems and learn to analyse their own personal financial behaviour.

Public safety telecommunications, diagnosis and dispatching

The ability to innovate is the single most important feature of which will be in the lead in the field of corporate, municipal and state in the future is considered.

This course is a good preparation for writing MA and Phd dissertations. In this course students will learn to use the accumulated knowledge in their research areas and how to use evidence based methods for policy-making and for developing and assessing social work practives. Students will learn to present the state of knowledge (e.g. through reviews of literature, focused, systematic and scoping reviews and meta-analysis) and gain an understanding of the advantages and limitations of different review forms. They will also learn to extract implications for policies and practices from research. Students will also learn how to assess the effectiveness of policies and practices after they have been implemented.

The aim of this course is to offer students a basic understanding of unemployment and its effects on the individual, family and society. The concept of unemployment is presented from an historical perspective in both theory and research.  The effects of unemployment will be discussed and students will become familiar with the main body of research regarding these effects.

In addition, the goal of this course is to offer students a basic knowledge on occupational rehabilitation. The focus is on the interaction between the individual and their personal circumstances in a broad sense and various ways to strengthen the working people and reduce social barriers. 

Students are introduced to basic responses and resources utilised by the welfare system regarding unemployment and work disability. Institutes that offer job seekers and work disabled individuals support are discussed as well as the arrangement of unemployment and disability benefits.  Therefore, students gain a basic understanding of the concept of activation and its effects on the responses Europe has taken regarding the issue of unemployment over the last decades.

The aim of the course is that students become able to use cross-professional team working methods. Students acquire skills in leading interdisciplinary team work and can take on the role of a case manager. The focus of the course is to strengthen students in learning about their own strengths by reflecting group and team work. Special attention is given to interdisciplinary collaboration.

Students will learn the basics in group and team work and about interdisciplinary collaboration according to theories and research. The course is also about leadership, group dynamics, different groups and the development of them and case management.

Emphasis is placed on active participation of students.

The aim of the course is to offer basic knowledge and skills in community work and user involvement in social work. The theoretical basis of community work and user involvement and main theories are introduced. Various types of community work and user involvement and their application are introduced. Emphasis is put on practical projects in this field.

The aim of this course is to offer students an understanding of basic theories and methods of qualitative research  in the field of social work. Research methods are discussed such as interviews, participant observation, focus groups and analysis. Emphasis is placed on students having an opportunity to use the methods through data collection, analysis and reporting the results.

The purpose of this course is to prepare students for social work with clients of diverse cultural backgrounds and legal status. Students learn perspectives and approaches in diversity and multicultural social work as well as gain knowledge of cultural and social issues relevant to ethnic minority groups, refugees and asylum seekers and victims of human trafficking. The course covers the effect of multicultural society on social work, migration and settlement on individuals and families, Icelandic legislation and policies on migration, migrant rights and entitlements to support and participation,  integration and service resources available to migrants in Iceland.

The goal of this course is to enhance students' knowledge and understanding of disability and issues facing disabled people in modern society. Emphasis is on roles of social workers in support to disabled people.  The course covers key perspectives and concepts in disability, the development of rights of disabled people and key areas in the UN´s convention on the rights of people with disabilities. Students learn about rights of disabled people to support and social participation, key services and institutions and how policies and services are developing in Icelandic society. 

BA in Social Work is completed with a theoretical 12-unit BA thesis under the guidance of a permanent teacher at the faculty of Social Work and in certain cases a co-supervisor.

The aim of the BA thesis is to give the student the opportunity to demonstrate the ability to work independently. The subject of an essay must be clearly defined and its goals must be realistic. It is important that the BA thesis includes the innovation of knowledge in the field of social work. Writing a BA thesis must contribute to training in applying critical thinking, formulating a research question/questions, choosing an appropriate research method/methods, gathering data and/or sources, analyzing theories and theoretical knowledge.

The aim of this course is to offer a basic knowledge of management. The course reviews the litterature on organizational theories and organizational behaviour and the main managerial methods are introduced. Emphasis is on the social worker as a manager in organizations.

This course discusses child protection, inheritance and children's rights. The course introduces those components in the law that touch the field of work, policy making in political, economic and social relations and their effects on the framework of Social Workers. The curriculum is based on the Social Workers' modus operandi. Projects are conducted in class and fieldtrips to various institutions taken.

BA in Social Work is completed with a theoretical 12-unit BA thesis under the guidance of a permanent teacher at the faculty of Social Work and in certain cases a co-supervisor.

The aim of the BA thesis is to give the student the opportunity to demonstrate the ability to work independently. The subject of an essay must be clearly defined and its goals must be realistic. It is important that the BA thesis includes the innovation of knowledge in the field of social work. Writing a BA thesis must contribute to training in applying critical thinking, formulating a research question/questions, choosing an appropriate research method/methods, gathering data and/or sources, analyzing theories and theoretical knowledge.

Emphasis is on the student's knowledge on theories of alcohol and drug abuse as well as definitions of the main types of violence and trauma. The main focus is on the interaction of these two factors i.e. a link between alcohol and drug use and violence which can lead to trauma for the individual and/or other individuals. Intervention is discussed, as the approach when dealing with visible symptoms that can be interfered with, such as the behavior and performance of a person who is using alcohol and/or other drugs and examining the association with violence. Emphasis is placed on inteview technique to enhance co-ooperation with the client as well as the role of a social worker in education, counseling and prevention.

This course is an elective course for undergraduate students that have finished the first and preferably also second year of the BA program. The course is organized in seminars where the students work with concepts, theories and research in ecological and sustainable social work. The students will analyze Icelandic environmental policies and international commitments that Iceland has signed up for. The aim of the course is that the students conduct a study on the state of the art and evaluate if there is a need for a course in eco-social work at the Faculty of Social Work. The students will work in groups on their reports and suggestions.

The aim of the course is to contribute to students´ knowledge and understanding of social work approaches from the lens of gender and sexuality and intersectionality. This kind of social work focuses on working towards gendered equality and the elimination of social stereotypes. In the course, students are given an overview of the  history of critical social work with an emphasis on feminist social work and key theories and concepts are discussed.  Concepts forming the basis of all social work practice and as highligted in international social work ethics are discussed, including  intersectionality , diversity competence and role of social workers as advocates and activists. In the course attention is given to the position of diverse individuals in diverse social groups  in the context of gendered and sexuality positions in junction with other social positional differences. The course discusses how normative values pose as risk when it comes to services and practices in service institutions.

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Assignment.

Assignment.

The course introduces economic approaches in politics including major theories in the field. It starts with an introduction to rational choice and economic theory, including the market model, market failures and the basic tools of public policy. In the second half of the course the focus is on political and administrative issues including government failures, voting, party competition and representative democracy.

We will begin with a discussion about the theoretical premises of sociology and psychology and their connection in social psychology. The creation of groups and interaction within groups are key elements of the discussion. Specific attention will be devoted to methods in social psychological research i.e. participant observations and experiments. We will also discuss practical applications of social psychology within for example the criminal system, the labour market and human capital development. Students will be required to do a project on the basis researchtexts with the aim of increasing understanding of the interconnection of theory, methods and practical applications.

After completing the course students should know the key concepts within social psychology and be able to use them when analysing contemporary issues.

This course discusses the sociological perspective and its topical application. The aim of the course is that students gain an overview of the existing knowledge on important sociological topics. The course will emphasize the relation between theory and findings from recent research. In addition to studying classical theory, modernization and central concepts such as social structure and culture, students will learn about research on a range of important topics, such as stratification, organizations, social movements, deviance and illness, children and youth, gender, immigration and the life course.

The main aim of this course is to introduce the student to the field of Criminology. The subjects covered can be roughly divided into two broad categories. First: Criminological research and theoretical explanations, determining both what constitutes crime in society, in addition to the causes of crime, are explored and discussed. For this task, various perspectives are analysed and evaluated, such as Classical and Positivistic theories. Second: Four specific types of crime are closely analysed in terms of their nature and impact in society, theoretical explanations and finally their containment.

The course starts with a general introduction to political science, covering different analytical approaches (e.g. systems approach, functional approach, power approach), decision-making and policy formation (e.g. Simon, Lindblom, Richardson, et al.), comparative government (e.g. the nation state, cleavages, forms of government), political socialization and political culture. The latter part of the course concentrates more heavily on the Icelandic political system, covering the main features of the development of the political system in the 19th and 20th centuries (e.g. nationalism, cleavages, major periods of the politics of independence and modern politics), the constitution, political parties and elections (e.g. development of the franchise and electoral system, participation, party system, organization, voting behaviour), the legislature (Althingi), and the executive (e.g. president, government and the coalition system, the bureaucracy, relations to interest organizations, policy-making and local government).

This is a basic course in public administration. Its aim is to provide students with insight into the problems of decision making and organising the public sector. The difference between the public sector and the private sector are discussed and the sense in which public administration is political in nature. The curriculum will be linked with the national and local administration in Iceland, where that applies.

The course addresses deviance, social control, and marginalization from a sociological perspective. It explores key theories about individual motivations and social pressures that lead to deviance, as well as theories on how societies define deviance and label certain individuals as deviants. Emphasis is placed on power relations and struggles in defining deviance based on gender, age, class status, and other forms of social stratification, as well as cultural conflicts.The course also addresses the historical struggles between different social institutions over the ownership of specific forms of deviance, with a focus on the medicalization of deviance. Furthermore, it examines the normalization of certain traits, attitudes, and behaviors that were previously considered social deviance. Specific examples of deviance are discussed, such as substance use, sexual behavior, and self-harm, along with societal responses to certain ideas and physical characteristics as social deviance. Students in the course have the opportunity to reflect on these topics in larger and smaller groups and to explore a specific subject of their choice in greater depth.

The course considers the concepts of health and disease from a sociological point of view, by examining theories of social deviance and the sick-role. The social distributions of major current health problems are mapped and explained. Group differences in utilization and access to health care are described and explained. Developments and conflicts among physicians and nursing staff are discussed in terms of professionalization and professional dominance. The course concludes with alternative views on past and current contributions of health services to public health.

Discussion of sociological theories on mental illness and their use in explaining the distribution of mental illnesses in groups of specific age, gender, marital status and class. The conditions of the mentally ill and their relations with their families and members of the health profession. The difference in the use of mental health facilities of groups based on age, gender, marital status and class. Discussion of the organisation and effectiveness of the mental health service.

This course addresses the main topics of gender and diversity studies in the light of critical multiculturalism and the diversity of modern societies. It explores the way in which social variables such as gender, sexuality, ethnicity, religion, disability, age and class differently affects people’s conditions and opportunities. It presents the main ideas of gender and diversity studies, such as gender, essentialism and social constructivism, and explores how social variables are interwoven into people’s lives. The emphasis is on how issues such as gender, multiculturalism, and diversity are related to Icelandic politics and society.

This is an introductory course that sheds light on the history of LGBTQI people in Iceland, their experiences, movement, and culture. The history is placed in an international context and the main milestones in their fight for human rights are addressed, as are their legal rights. Important aspects of socialization are addressed, such as the forming of one’s identity and the development of visibility, relationships with families of origin and the search for one’s own family of choice. The difference between lesbian and gay studies and queer studies is addressed and theories on the shaping of sex, gender, and gender trouble are reviewed. The discourse between LGBTQ people and social institutions are covered, as is their condition and quality of life. The role of sexuality in cultural representations is examined, exemplified in how the reality of LGBTQI appears in arts and culture. 

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 16 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.

This course offers an overview of the theory, history and development of Social Work as a profession and an academic field. The main topics discussed are the history and origins of Social Work: Theories, methods and development; and the future of Social Work. Emphasis is placed on Social Work as a profession in social services, healthcare, school and judicial fields.

The main emphasis in this course is for students to be familiar with the following: Theories on alcohol and drug use, definition of substance use disorder and its major physical and emotional effects on the individuals and their families. Definition of addiction models and theories will be address and their influence on treatment, legislation, and public services. Emphasis is placed on the role of the social worker in education, counselling, and prevention in the field of alcohol and drug use and addiction.

The course is divided into three main parts:

In the first part the nature and structure of the Icelandic society is discussed from the perspective of sociological theories and how they interplay with theories in social work.

Among subjects discussed: Social structures, social communications and problems, organizations, institutions and class. Secondly the main characteristics of the Icelandic political system, the government, politics, the role of local government, foreign policy and international institutions. In the third part the Icelandic economical system, international trade and the main concepts of macroeconomics.

The aim of the course is that students in Social Work acquire basic skills in academic practice in higher education. Students are encouraged to adopt an academic approach when examining, collecting and citing sources. In addition, the course aims to provide students with the opportunity to become acquainted with the basics of conducting research, data processing and presentation of results, as well as the ethical issues that need to be considered in the research process.

The aim of the course is developing students competencies to initiate and  develop new solutions in the welfare sector. The United Nations sustainability goals will be used as a frame of reference in choosing  projects. Emphasis will be put on how to cooperate and participate in groups to develop new welfare projects with the participation of users.  Theories, methods, and concepts on social innovation and entrepreneurship will be discussed and students will get training in reflective methods to explore own strengths and weeknesses to improve their skills in their education and work.

The goal of the course is that students can apply theories in research and in the field, that they understand the nature of different kinds of data and research design. The difference between quantitative and qualitative data will be explained as well as different kinds of quantitative data such as surveys, administrative data as well as how to evaluate policies and practice. The students will practice developing research questions, gain insight into the fundamentals of the philosophy of science and probabilistic thinking, induction and deduction, interpretation and research ethics. Students will be required to critically assess research to develop research literacy.

This course offers students a basic knowledge and understanding of the development and the characteristics of welfare systems from the perspective of Social Work.  The theories, main concepts and methodology of welfare research will be discussed. Special emphasis is placed on the historical, legislative development and characteristics of the Icelandic welfare system. The development of child protection, social security and social services will be discussed. Ways to define need and social problems will also be discussed giving special attention to poverty and poverty research. In addition, the role of Social Workers in Social Services will be discussed. The aim of the course is that the students gain understanding of the interplay of different components of the welfare system and how it contributes to defining the position and circumstances of the clients.  Students gain training in applying the holistic perspective when analyzing the welfare entitlements and rights of the clients.

This course provides students with a basic understanding of the main concepts, theories and research in the sociology of the family. The family as an institute, changes in family forms, roles and the place that the family has in society from a historical perspective is discussed. Special attention is given to changes in family roles, such as roles of mothers, fathers and children and the impact these changes have on the abilities of famlies to balance work and family life.

This course offers students a basic knowledge crisis and their effects on individuals and societies. Topics discussed and skills include the organization of the civil defence and crisis management, with emphasis on the role of the social workers.  The importance of  psychological support is indroduced and first aid and crisis intervention is discussed. Furthermore definitions  of crises, physical and psychological symptoms and PTSD will also be discussed.

The aim of the course is for students to acquire knowledge of various life stages, development and attachment. The development of theories will be examined in the light of history and theoretical progress in Social Work. Emphasis is placed on the philosophy and contribution of entrepreneurs in Social Work, as well as the main issues related to professional approach in the work of social workers. The life stage and the developmental issues that individuals deal with in each life stage are discussed in detail. The focus is on the individual's development based on a holistic view and interaction and attachment theories. Mental, social and emotional development in different life stages is also considered. The course discusses the significance of different theories of life and development in the work of social workers and how they apply their knowledge of these theories in their work.

Students in nursing, medicine and psychology founded Hugrún; a psychiatric association with the aim of educating young people about mental health, mental illness. They provide resources and increase community awareness of the issues of mental health. Hugrún has provided education in upper secondary schools, open educational evenings for the public, presentations in community centres and education for parent and student associations and more. Social work students have now been invited to join Hugrún.

Hugrún's training is provided by volunteers who must meet certain conditions; be a university student and under 35 years old. In addition, each student must complete their training before they go through the association’s programme. Educators travel to high schools around the country to educate young people on mental health and make them aware of the resources that are available to them. The association's activities are kept going by enthusiastic university students who are passionate about improving knowledge about mental health, eliminating prejudice and empowering young people.

This course allows students to experience volunteer work at third sector organizations. Students commit themselves to a specific Non profit organization in the social welfare field for one school year. Volunteer work is selected under the supervision of a teacher. Students attend  discussion classes over the year where they present their own experiences and listen to the experience of others.

The aim of this course it to offer students a basic understanding of social policy. Students will be able to make a basic assessment of an individual's right to services or benefits from a social work perspective.This course discusses the organization and history of social services, social security, unemployment and health insurance as well as housing and tax issues in both central and local governments. The main characteristics of each policy is presented with an emphasis on areas that pertain to social work. Here, social policy is placed in a political, economical and social context as well as examining how these policies effect the field social work and role of the social worker. Vignettes and case studies are discussed in class and students go on fieldtrips to specific institutes or organisations.

The aim of this course is for students to gain a basic understanding of school social work theories and development. This discussion includes the role social workers play in delivering services to children and families in the educational environment either individually or in a group setting. This course will focus on the developmental effects the school environment has on the lives of children and youths. Other content discussed includes a comparison of models used in the provision of school-based services, specific techniques used by school social workers in delivering culturally competent social services, working with parents, teachers and others in promoting the child‘s welfare and abilities.

The main aim of this course is to introduce the field of forensic social work, both theoretically and in the working field.

In the course the following will be covered: Structure, organization, ideology, legislation, institutions and forms of services. The role and expert knowledge of forensic social workers will be defined and main criminal theories will be addressed. A special emphasis is on restitution, and rehabilitation with prisoners and family work. Emphasis is placed on basic theoretical concepts as well as research evidence based practice and innovation and solutions in the field.

This course teaches the foundations of statistics for the social science. First, we discuss measures of central tendencies and distribution of variables. Second, we learn the concepts involved in statistical inference and the application of significance testing. Third, we introduce measures of association between variables, including crosstabulation and simple regression analysis. We conclude the course with a brief introduction of multivariate statistics, including the use of partial tables and partial correlation. Students will learn how to use the Statistical Package for the Social Sciences (SPSS) to analyze data.

The purpose of the course is for students to gain knowledge of theoritical perspectives on financial behaviour and skills in assessment of individual financial problems from the perspective of social work. Students learn about the relationship between psycho-social factors and financial behaviour and resources available for individuals with financial problems. Students work with a workbook for persons with financial problems and learn to analyse their own personal financial behaviour.

Public safety telecommunications, diagnosis and dispatching

The ability to innovate is the single most important feature of which will be in the lead in the field of corporate, municipal and state in the future is considered.

This course is a good preparation for writing MA and Phd dissertations. In this course students will learn to use the accumulated knowledge in their research areas and how to use evidence based methods for policy-making and for developing and assessing social work practives. Students will learn to present the state of knowledge (e.g. through reviews of literature, focused, systematic and scoping reviews and meta-analysis) and gain an understanding of the advantages and limitations of different review forms. They will also learn to extract implications for policies and practices from research. Students will also learn how to assess the effectiveness of policies and practices after they have been implemented.

The aim of this course is to offer students a basic understanding of unemployment and its effects on the individual, family and society. The concept of unemployment is presented from an historical perspective in both theory and research.  The effects of unemployment will be discussed and students will become familiar with the main body of research regarding these effects.

In addition, the goal of this course is to offer students a basic knowledge on occupational rehabilitation. The focus is on the interaction between the individual and their personal circumstances in a broad sense and various ways to strengthen the working people and reduce social barriers. 

Students are introduced to basic responses and resources utilised by the welfare system regarding unemployment and work disability. Institutes that offer job seekers and work disabled individuals support are discussed as well as the arrangement of unemployment and disability benefits.  Therefore, students gain a basic understanding of the concept of activation and its effects on the responses Europe has taken regarding the issue of unemployment over the last decades.

The aim of the course is that students become able to use cross-professional team working methods. Students acquire skills in leading interdisciplinary team work and can take on the role of a case manager. The focus of the course is to strengthen students in learning about their own strengths by reflecting group and team work. Special attention is given to interdisciplinary collaboration.

Students will learn the basics in group and team work and about interdisciplinary collaboration according to theories and research. The course is also about leadership, group dynamics, different groups and the development of them and case management.

Emphasis is placed on active participation of students.

The aim of this course is to offer students an insight into the theories and methods of social work practice in health care settings. The three stages of health care services will be discussed as well as how social work theories apply to each stage. Also discussed is how social work methods widens the emphasis from being that of only disease oriented to that of making the public and consumers of health care services aware of their rights to services and thus assure that the services are utilised to their fullest. By the end of the course students will be able to differentiate between social work services and the services of other professionals in the health care setting.

The course has three objectives. First of all, that students can explain the importance of working with quality measurements, and evaluate the quality of quantitative data. Secondly, student receive training in multivariate statistical methods, including factor analysis, reliability analysis and multiple-regression analysis. Thirdly, students will get the opportunity to apply the aforementioned methods to real survey data, and write research reports. Students will be taught on the use of Jamovi for assisting with the data analysis, but if preferred, students can opt for SPSS or R as well.

The main focus in this course will be on the following: theories on aging, policies and concepts, lifespan development and the changes incurred during the mature years from a social, physical and emotional perspective. Emphasis will be placed on information about legislation and services for older people, the role of the Social Worker and methods of counselling, administration, instruction and prevention. After the course the students will have a necessary knowledge to assist and work with older people and their families.

This course offers students a basic understanding of specific legislation and law that pertains to areas within the field of Social Work emphasizing the judicial process and the rights of the client. The judicial system and Ombudsman are introduced. Special emphasis is placed on administrative law and laws pertaining to the handling of confidential information. Legislation pertaining to the rights of certain groups within society will be discussed including international conventions.  Legislation will be examined from the Social Work perspective and its influence on the field. Various institutes will be visited during organized fieldtrips.

The purpose of this course is to help students gain a knowledge about abuse and neglect in families. The historical roots of violence in families in the social sciences are explored. Furthermore, the students will learn about basic theories concerning abuse and neglect in families and research methods in this area of research. The students will gain detailed knowledge of definitions and the various types of maltreatment in families as well as risk factors for maltreatment. In addition, the main consequences for victims are explored. Finally, students will get a brief overview of the legislature in child protection services and the main services available to families who have been reported to child protection services

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Students in nursing, medicine and psychology founded Hugrún; a psychiatric association with the aim of educating young people about mental health, mental illness. They provide resources and increase community awareness of the issues of mental health. Hugrún has provided education in upper secondary schools, open educational evenings for the public, presentations in community centres and education for parent and student associations and more. Social work students have now been invited to join Hugrún.

Hugrún's training is provided by volunteers who must meet certain conditions; be a university student and under 35 years old. In addition, each student must complete their training before they go through the association’s programme. Educators travel to high schools around the country to educate young people on mental health and make them aware of the resources that are available to them. The association's activities are kept going by enthusiastic university students who are passionate about improving knowledge about mental health, eliminating prejudice and empowering young people.

This course allows students to experience volunteer work at third sector organizations. Students commit themselves to a specific Non profit organization in the social welfare field for one school year. Volunteer work is selected under the supervision of a teacher. Students attend  discussion classes over the year where they present their own experiences and listen to the experience of others.

The purpose of the course is for students to gain knowledge of theoritical perspectives on financial behaviour and skills in assessment of individual financial problems from the perspective of social work. Students learn about the relationship between psycho-social factors and financial behaviour and resources available for individuals with financial problems. Students work with a workbook for persons with financial problems and learn to analyse their own personal financial behaviour.

Public safety telecommunications, diagnosis and dispatching

The ability to innovate is the single most important feature of which will be in the lead in the field of corporate, municipal and state in the future is considered.

This course is a good preparation for writing MA and Phd dissertations. In this course students will learn to use the accumulated knowledge in their research areas and how to use evidence based methods for policy-making and for developing and assessing social work practives. Students will learn to present the state of knowledge (e.g. through reviews of literature, focused, systematic and scoping reviews and meta-analysis) and gain an understanding of the advantages and limitations of different review forms. They will also learn to extract implications for policies and practices from research. Students will also learn how to assess the effectiveness of policies and practices after they have been implemented.

The aim of this course is to offer students a basic understanding of unemployment and its effects on the individual, family and society. The concept of unemployment is presented from an historical perspective in both theory and research.  The effects of unemployment will be discussed and students will become familiar with the main body of research regarding these effects.

In addition, the goal of this course is to offer students a basic knowledge on occupational rehabilitation. The focus is on the interaction between the individual and their personal circumstances in a broad sense and various ways to strengthen the working people and reduce social barriers. 

Students are introduced to basic responses and resources utilised by the welfare system regarding unemployment and work disability. Institutes that offer job seekers and work disabled individuals support are discussed as well as the arrangement of unemployment and disability benefits.  Therefore, students gain a basic understanding of the concept of activation and its effects on the responses Europe has taken regarding the issue of unemployment over the last decades.

The aim of the course is that students become able to use cross-professional team working methods. Students acquire skills in leading interdisciplinary team work and can take on the role of a case manager. The focus of the course is to strengthen students in learning about their own strengths by reflecting group and team work. Special attention is given to interdisciplinary collaboration.

Students will learn the basics in group and team work and about interdisciplinary collaboration according to theories and research. The course is also about leadership, group dynamics, different groups and the development of them and case management.

Emphasis is placed on active participation of students.

The aim of the course is to offer basic knowledge and skills in community work and user involvement in social work. The theoretical basis of community work and user involvement and main theories are introduced. Various types of community work and user involvement and their application are introduced. Emphasis is put on practical projects in this field.

The aim of this course is to offer students an understanding of basic theories and methods of qualitative research  in the field of social work. Research methods are discussed such as interviews, participant observation, focus groups and analysis. Emphasis is placed on students having an opportunity to use the methods through data collection, analysis and reporting the results.

The purpose of this course is to prepare students for social work with clients of diverse cultural backgrounds and legal status. Students learn perspectives and approaches in diversity and multicultural social work as well as gain knowledge of cultural and social issues relevant to ethnic minority groups, refugees and asylum seekers and victims of human trafficking. The course covers the effect of multicultural society on social work, migration and settlement on individuals and families, Icelandic legislation and policies on migration, migrant rights and entitlements to support and participation,  integration and service resources available to migrants in Iceland.

The goal of this course is to enhance students' knowledge and understanding of disability and issues facing disabled people in modern society. Emphasis is on roles of social workers in support to disabled people.  The course covers key perspectives and concepts in disability, the development of rights of disabled people and key areas in the UN´s convention on the rights of people with disabilities. Students learn about rights of disabled people to support and social participation, key services and institutions and how policies and services are developing in Icelandic society. 

BA in Social Work is completed with a theoretical 12-unit BA thesis under the guidance of a permanent teacher at the faculty of Social Work and in certain cases a co-supervisor.

The aim of the BA thesis is to give the student the opportunity to demonstrate the ability to work independently. The subject of an essay must be clearly defined and its goals must be realistic. It is important that the BA thesis includes the innovation of knowledge in the field of social work. Writing a BA thesis must contribute to training in applying critical thinking, formulating a research question/questions, choosing an appropriate research method/methods, gathering data and/or sources, analyzing theories and theoretical knowledge.

The aim of this course is to offer a basic knowledge of management. The course reviews the litterature on organizational theories and organizational behaviour and the main managerial methods are introduced. Emphasis is on the social worker as a manager in organizations.

This course discusses child protection, inheritance and children's rights. The course introduces those components in the law that touch the field of work, policy making in political, economic and social relations and their effects on the framework of Social Workers. The curriculum is based on the Social Workers' modus operandi. Projects are conducted in class and fieldtrips to various institutions taken.

BA in Social Work is completed with a theoretical 12-unit BA thesis under the guidance of a permanent teacher at the faculty of Social Work and in certain cases a co-supervisor.

The aim of the BA thesis is to give the student the opportunity to demonstrate the ability to work independently. The subject of an essay must be clearly defined and its goals must be realistic. It is important that the BA thesis includes the innovation of knowledge in the field of social work. Writing a BA thesis must contribute to training in applying critical thinking, formulating a research question/questions, choosing an appropriate research method/methods, gathering data and/or sources, analyzing theories and theoretical knowledge.

Emphasis is on the student's knowledge on theories of alcohol and drug abuse as well as definitions of the main types of violence and trauma. The main focus is on the interaction of these two factors i.e. a link between alcohol and drug use and violence which can lead to trauma for the individual and/or other individuals. Intervention is discussed, as the approach when dealing with visible symptoms that can be interfered with, such as the behavior and performance of a person who is using alcohol and/or other drugs and examining the association with violence. Emphasis is placed on inteview technique to enhance co-ooperation with the client as well as the role of a social worker in education, counseling and prevention.

This course is an elective course for undergraduate students that have finished the first and preferably also second year of the BA program. The course is organized in seminars where the students work with concepts, theories and research in ecological and sustainable social work. The students will analyze Icelandic environmental policies and international commitments that Iceland has signed up for. The aim of the course is that the students conduct a study on the state of the art and evaluate if there is a need for a course in eco-social work at the Faculty of Social Work. The students will work in groups on their reports and suggestions.

The aim of the course is to contribute to students´ knowledge and understanding of social work approaches from the lens of gender and sexuality and intersectionality. This kind of social work focuses on working towards gendered equality and the elimination of social stereotypes. In the course, students are given an overview of the  history of critical social work with an emphasis on feminist social work and key theories and concepts are discussed.  Concepts forming the basis of all social work practice and as highligted in international social work ethics are discussed, including  intersectionality , diversity competence and role of social workers as advocates and activists. In the course attention is given to the position of diverse individuals in diverse social groups  in the context of gendered and sexuality positions in junction with other social positional differences. The course discusses how normative values pose as risk when it comes to services and practices in service institutions.

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Assignment.

Assignment.

The course introduces economic approaches in politics including major theories in the field. It starts with an introduction to rational choice and economic theory, including the market model, market failures and the basic tools of public policy. In the second half of the course the focus is on political and administrative issues including government failures, voting, party competition and representative democracy.

We will begin with a discussion about the theoretical premises of sociology and psychology and their connection in social psychology. The creation of groups and interaction within groups are key elements of the discussion. Specific attention will be devoted to methods in social psychological research i.e. participant observations and experiments. We will also discuss practical applications of social psychology within for example the criminal system, the labour market and human capital development. Students will be required to do a project on the basis researchtexts with the aim of increasing understanding of the interconnection of theory, methods and practical applications.

After completing the course students should know the key concepts within social psychology and be able to use them when analysing contemporary issues.

This course discusses the sociological perspective and its topical application. The aim of the course is that students gain an overview of the existing knowledge on important sociological topics. The course will emphasize the relation between theory and findings from recent research. In addition to studying classical theory, modernization and central concepts such as social structure and culture, students will learn about research on a range of important topics, such as stratification, organizations, social movements, deviance and illness, children and youth, gender, immigration and the life course.

The main aim of this course is to introduce the student to the field of Criminology. The subjects covered can be roughly divided into two broad categories. First: Criminological research and theoretical explanations, determining both what constitutes crime in society, in addition to the causes of crime, are explored and discussed. For this task, various perspectives are analysed and evaluated, such as Classical and Positivistic theories. Second: Four specific types of crime are closely analysed in terms of their nature and impact in society, theoretical explanations and finally their containment.

The course starts with a general introduction to political science, covering different analytical approaches (e.g. systems approach, functional approach, power approach), decision-making and policy formation (e.g. Simon, Lindblom, Richardson, et al.), comparative government (e.g. the nation state, cleavages, forms of government), political socialization and political culture. The latter part of the course concentrates more heavily on the Icelandic political system, covering the main features of the development of the political system in the 19th and 20th centuries (e.g. nationalism, cleavages, major periods of the politics of independence and modern politics), the constitution, political parties and elections (e.g. development of the franchise and electoral system, participation, party system, organization, voting behaviour), the legislature (Althingi), and the executive (e.g. president, government and the coalition system, the bureaucracy, relations to interest organizations, policy-making and local government).

This is a basic course in public administration. Its aim is to provide students with insight into the problems of decision making and organising the public sector. The difference between the public sector and the private sector are discussed and the sense in which public administration is political in nature. The curriculum will be linked with the national and local administration in Iceland, where that applies.

The course addresses deviance, social control, and marginalization from a sociological perspective. It explores key theories about individual motivations and social pressures that lead to deviance, as well as theories on how societies define deviance and label certain individuals as deviants. Emphasis is placed on power relations and struggles in defining deviance based on gender, age, class status, and other forms of social stratification, as well as cultural conflicts.The course also addresses the historical struggles between different social institutions over the ownership of specific forms of deviance, with a focus on the medicalization of deviance. Furthermore, it examines the normalization of certain traits, attitudes, and behaviors that were previously considered social deviance. Specific examples of deviance are discussed, such as substance use, sexual behavior, and self-harm, along with societal responses to certain ideas and physical characteristics as social deviance. Students in the course have the opportunity to reflect on these topics in larger and smaller groups and to explore a specific subject of their choice in greater depth.

The course considers the concepts of health and disease from a sociological point of view, by examining theories of social deviance and the sick-role. The social distributions of major current health problems are mapped and explained. Group differences in utilization and access to health care are described and explained. Developments and conflicts among physicians and nursing staff are discussed in terms of professionalization and professional dominance. The course concludes with alternative views on past and current contributions of health services to public health.

Discussion of sociological theories on mental illness and their use in explaining the distribution of mental illnesses in groups of specific age, gender, marital status and class. The conditions of the mentally ill and their relations with their families and members of the health profession. The difference in the use of mental health facilities of groups based on age, gender, marital status and class. Discussion of the organisation and effectiveness of the mental health service.

This course addresses the main topics of gender and diversity studies in the light of critical multiculturalism and the diversity of modern societies. It explores the way in which social variables such as gender, sexuality, ethnicity, religion, disability, age and class differently affects people’s conditions and opportunities. It presents the main ideas of gender and diversity studies, such as gender, essentialism and social constructivism, and explores how social variables are interwoven into people’s lives. The emphasis is on how issues such as gender, multiculturalism, and diversity are related to Icelandic politics and society.

This is an introductory course that sheds light on the history of LGBTQI people in Iceland, their experiences, movement, and culture. The history is placed in an international context and the main milestones in their fight for human rights are addressed, as are their legal rights. Important aspects of socialization are addressed, such as the forming of one’s identity and the development of visibility, relationships with families of origin and the search for one’s own family of choice. The difference between lesbian and gay studies and queer studies is addressed and theories on the shaping of sex, gender, and gender trouble are reviewed. The discourse between LGBTQ people and social institutions are covered, as is their condition and quality of life. The role of sexuality in cultural representations is examined, exemplified in how the reality of LGBTQI appears in arts and culture. 

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 16 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.

This course offers an overview of the theory, history and development of Social Work as a profession and an academic field. The main topics discussed are the history and origins of Social Work: Theories, methods and development; and the future of Social Work. Emphasis is placed on Social Work as a profession in social services, healthcare, school and judicial fields.

The main emphasis in this course is for students to be familiar with the following: Theories on alcohol and drug use, definition of substance use disorder and its major physical and emotional effects on the individuals and their families. Definition of addiction models and theories will be address and their influence on treatment, legislation, and public services. Emphasis is placed on the role of the social worker in education, counselling, and prevention in the field of alcohol and drug use and addiction.

The course is divided into three main parts:

In the first part the nature and structure of the Icelandic society is discussed from the perspective of sociological theories and how they interplay with theories in social work.

Among subjects discussed: Social structures, social communications and problems, organizations, institutions and class. Secondly the main characteristics of the Icelandic political system, the government, politics, the role of local government, foreign policy and international institutions. In the third part the Icelandic economical system, international trade and the main concepts of macroeconomics.

The aim of the course is that students in Social Work acquire basic skills in academic practice in higher education. Students are encouraged to adopt an academic approach when examining, collecting and citing sources. In addition, the course aims to provide students with the opportunity to become acquainted with the basics of conducting research, data processing and presentation of results, as well as the ethical issues that need to be considered in the research process.

The aim of the course is developing students competencies to initiate and  develop new solutions in the welfare sector. The United Nations sustainability goals will be used as a frame of reference in choosing  projects. Emphasis will be put on how to cooperate and participate in groups to develop new welfare projects with the participation of users.  Theories, methods, and concepts on social innovation and entrepreneurship will be discussed and students will get training in reflective methods to explore own strengths and weeknesses to improve their skills in their education and work.

The goal of the course is that students can apply theories in research and in the field, that they understand the nature of different kinds of data and research design. The difference between quantitative and qualitative data will be explained as well as different kinds of quantitative data such as surveys, administrative data as well as how to evaluate policies and practice. The students will practice developing research questions, gain insight into the fundamentals of the philosophy of science and probabilistic thinking, induction and deduction, interpretation and research ethics. Students will be required to critically assess research to develop research literacy.

This course offers students a basic knowledge and understanding of the development and the characteristics of welfare systems from the perspective of Social Work.  The theories, main concepts and methodology of welfare research will be discussed. Special emphasis is placed on the historical, legislative development and characteristics of the Icelandic welfare system. The development of child protection, social security and social services will be discussed. Ways to define need and social problems will also be discussed giving special attention to poverty and poverty research. In addition, the role of Social Workers in Social Services will be discussed. The aim of the course is that the students gain understanding of the interplay of different components of the welfare system and how it contributes to defining the position and circumstances of the clients.  Students gain training in applying the holistic perspective when analyzing the welfare entitlements and rights of the clients.

This course provides students with a basic understanding of the main concepts, theories and research in the sociology of the family. The family as an institute, changes in family forms, roles and the place that the family has in society from a historical perspective is discussed. Special attention is given to changes in family roles, such as roles of mothers, fathers and children and the impact these changes have on the abilities of famlies to balance work and family life.

This course offers students a basic knowledge crisis and their effects on individuals and societies. Topics discussed and skills include the organization of the civil defence and crisis management, with emphasis on the role of the social workers.  The importance of  psychological support is indroduced and first aid and crisis intervention is discussed. Furthermore definitions  of crises, physical and psychological symptoms and PTSD will also be discussed.

The aim of the course is for students to acquire knowledge of various life stages, development and attachment. The development of theories will be examined in the light of history and theoretical progress in Social Work. Emphasis is placed on the philosophy and contribution of entrepreneurs in Social Work, as well as the main issues related to professional approach in the work of social workers. The life stage and the developmental issues that individuals deal with in each life stage are discussed in detail. The focus is on the individual's development based on a holistic view and interaction and attachment theories. Mental, social and emotional development in different life stages is also considered. The course discusses the significance of different theories of life and development in the work of social workers and how they apply their knowledge of these theories in their work.

Students in nursing, medicine and psychology founded Hugrún; a psychiatric association with the aim of educating young people about mental health, mental illness. They provide resources and increase community awareness of the issues of mental health. Hugrún has provided education in upper secondary schools, open educational evenings for the public, presentations in community centres and education for parent and student associations and more. Social work students have now been invited to join Hugrún.

Hugrún's training is provided by volunteers who must meet certain conditions; be a university student and under 35 years old. In addition, each student must complete their training before they go through the association’s programme. Educators travel to high schools around the country to educate young people on mental health and make them aware of the resources that are available to them. The association's activities are kept going by enthusiastic university students who are passionate about improving knowledge about mental health, eliminating prejudice and empowering young people.

This course allows students to experience volunteer work at third sector organizations. Students commit themselves to a specific Non profit organization in the social welfare field for one school year. Volunteer work is selected under the supervision of a teacher. Students attend  discussion classes over the year where they present their own experiences and listen to the experience of others.

The aim of this course it to offer students a basic understanding of social policy. Students will be able to make a basic assessment of an individual's right to services or benefits from a social work perspective.This course discusses the organization and history of social services, social security, unemployment and health insurance as well as housing and tax issues in both central and local governments. The main characteristics of each policy is presented with an emphasis on areas that pertain to social work. Here, social policy is placed in a political, economical and social context as well as examining how these policies effect the field social work and role of the social worker. Vignettes and case studies are discussed in class and students go on fieldtrips to specific institutes or organisations.

The aim of this course is for students to gain a basic understanding of school social work theories and development. This discussion includes the role social workers play in delivering services to children and families in the educational environment either individually or in a group setting. This course will focus on the developmental effects the school environment has on the lives of children and youths. Other content discussed includes a comparison of models used in the provision of school-based services, specific techniques used by school social workers in delivering culturally competent social services, working with parents, teachers and others in promoting the child‘s welfare and abilities.

The main aim of this course is to introduce the field of forensic social work, both theoretically and in the working field.

In the course the following will be covered: Structure, organization, ideology, legislation, institutions and forms of services. The role and expert knowledge of forensic social workers will be defined and main criminal theories will be addressed. A special emphasis is on restitution, and rehabilitation with prisoners and family work. Emphasis is placed on basic theoretical concepts as well as research evidence based practice and innovation and solutions in the field.

This course teaches the foundations of statistics for the social science. First, we discuss measures of central tendencies and distribution of variables. Second, we learn the concepts involved in statistical inference and the application of significance testing. Third, we introduce measures of association between variables, including crosstabulation and simple regression analysis. We conclude the course with a brief introduction of multivariate statistics, including the use of partial tables and partial correlation. Students will learn how to use the Statistical Package for the Social Sciences (SPSS) to analyze data.

The purpose of the course is for students to gain knowledge of theoritical perspectives on financial behaviour and skills in assessment of individual financial problems from the perspective of social work. Students learn about the relationship between psycho-social factors and financial behaviour and resources available for individuals with financial problems. Students work with a workbook for persons with financial problems and learn to analyse their own personal financial behaviour.

Public safety telecommunications, diagnosis and dispatching

The ability to innovate is the single most important feature of which will be in the lead in the field of corporate, municipal and state in the future is considered.

This course is a good preparation for writing MA and Phd dissertations. In this course students will learn to use the accumulated knowledge in their research areas and how to use evidence based methods for policy-making and for developing and assessing social work practives. Students will learn to present the state of knowledge (e.g. through reviews of literature, focused, systematic and scoping reviews and meta-analysis) and gain an understanding of the advantages and limitations of different review forms. They will also learn to extract implications for policies and practices from research. Students will also learn how to assess the effectiveness of policies and practices after they have been implemented.

The aim of this course is to offer students a basic understanding of unemployment and its effects on the individual, family and society. The concept of unemployment is presented from an historical perspective in both theory and research.  The effects of unemployment will be discussed and students will become familiar with the main body of research regarding these effects.

In addition, the goal of this course is to offer students a basic knowledge on occupational rehabilitation. The focus is on the interaction between the individual and their personal circumstances in a broad sense and various ways to strengthen the working people and reduce social barriers. 

Students are introduced to basic responses and resources utilised by the welfare system regarding unemployment and work disability. Institutes that offer job seekers and work disabled individuals support are discussed as well as the arrangement of unemployment and disability benefits.  Therefore, students gain a basic understanding of the concept of activation and its effects on the responses Europe has taken regarding the issue of unemployment over the last decades.

The aim of the course is that students become able to use cross-professional team working methods. Students acquire skills in leading interdisciplinary team work and can take on the role of a case manager. The focus of the course is to strengthen students in learning about their own strengths by reflecting group and team work. Special attention is given to interdisciplinary collaboration.

Students will learn the basics in group and team work and about interdisciplinary collaboration according to theories and research. The course is also about leadership, group dynamics, different groups and the development of them and case management.

Emphasis is placed on active participation of students.

The aim of this course is to offer students an insight into the theories and methods of social work practice in health care settings. The three stages of health care services will be discussed as well as how social work theories apply to each stage. Also discussed is how social work methods widens the emphasis from being that of only disease oriented to that of making the public and consumers of health care services aware of their rights to services and thus assure that the services are utilised to their fullest. By the end of the course students will be able to differentiate between social work services and the services of other professionals in the health care setting.

The course has three objectives. First of all, that students can explain the importance of working with quality measurements, and evaluate the quality of quantitative data. Secondly, student receive training in multivariate statistical methods, including factor analysis, reliability analysis and multiple-regression analysis. Thirdly, students will get the opportunity to apply the aforementioned methods to real survey data, and write research reports. Students will be taught on the use of Jamovi for assisting with the data analysis, but if preferred, students can opt for SPSS or R as well.

The main focus in this course will be on the following: theories on aging, policies and concepts, lifespan development and the changes incurred during the mature years from a social, physical and emotional perspective. Emphasis will be placed on information about legislation and services for older people, the role of the Social Worker and methods of counselling, administration, instruction and prevention. After the course the students will have a necessary knowledge to assist and work with older people and their families.

This course offers students a basic understanding of specific legislation and law that pertains to areas within the field of Social Work emphasizing the judicial process and the rights of the client. The judicial system and Ombudsman are introduced. Special emphasis is placed on administrative law and laws pertaining to the handling of confidential information. Legislation pertaining to the rights of certain groups within society will be discussed including international conventions.  Legislation will be examined from the Social Work perspective and its influence on the field. Various institutes will be visited during organized fieldtrips.

The purpose of this course is to help students gain a knowledge about abuse and neglect in families. The historical roots of violence in families in the social sciences are explored. Furthermore, the students will learn about basic theories concerning abuse and neglect in families and research methods in this area of research. The students will gain detailed knowledge of definitions and the various types of maltreatment in families as well as risk factors for maltreatment. In addition, the main consequences for victims are explored. Finally, students will get a brief overview of the legislature in child protection services and the main services available to families who have been reported to child protection services

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Students in nursing, medicine and psychology founded Hugrún; a psychiatric association with the aim of educating young people about mental health, mental illness. They provide resources and increase community awareness of the issues of mental health. Hugrún has provided education in upper secondary schools, open educational evenings for the public, presentations in community centres and education for parent and student associations and more. Social work students have now been invited to join Hugrún.

Hugrún's training is provided by volunteers who must meet certain conditions; be a university student and under 35 years old. In addition, each student must complete their training before they go through the association’s programme. Educators travel to high schools around the country to educate young people on mental health and make them aware of the resources that are available to them. The association's activities are kept going by enthusiastic university students who are passionate about improving knowledge about mental health, eliminating prejudice and empowering young people.

This course allows students to experience volunteer work at third sector organizations. Students commit themselves to a specific Non profit organization in the social welfare field for one school year. Volunteer work is selected under the supervision of a teacher. Students attend  discussion classes over the year where they present their own experiences and listen to the experience of others.

The purpose of the course is for students to gain knowledge of theoritical perspectives on financial behaviour and skills in assessment of individual financial problems from the perspective of social work. Students learn about the relationship between psycho-social factors and financial behaviour and resources available for individuals with financial problems. Students work with a workbook for persons with financial problems and learn to analyse their own personal financial behaviour.

Public safety telecommunications, diagnosis and dispatching

The ability to innovate is the single most important feature of which will be in the lead in the field of corporate, municipal and state in the future is considered.

This course is a good preparation for writing MA and Phd dissertations. In this course students will learn to use the accumulated knowledge in their research areas and how to use evidence based methods for policy-making and for developing and assessing social work practives. Students will learn to present the state of knowledge (e.g. through reviews of literature, focused, systematic and scoping reviews and meta-analysis) and gain an understanding of the advantages and limitations of different review forms. They will also learn to extract implications for policies and practices from research. Students will also learn how to assess the effectiveness of policies and practices after they have been implemented.

The aim of this course is to offer students a basic understanding of unemployment and its effects on the individual, family and society. The concept of unemployment is presented from an historical perspective in both theory and research.  The effects of unemployment will be discussed and students will become familiar with the main body of research regarding these effects.

In addition, the goal of this course is to offer students a basic knowledge on occupational rehabilitation. The focus is on the interaction between the individual and their personal circumstances in a broad sense and various ways to strengthen the working people and reduce social barriers. 

Students are introduced to basic responses and resources utilised by the welfare system regarding unemployment and work disability. Institutes that offer job seekers and work disabled individuals support are discussed as well as the arrangement of unemployment and disability benefits.  Therefore, students gain a basic understanding of the concept of activation and its effects on the responses Europe has taken regarding the issue of unemployment over the last decades.

The aim of the course is that students become able to use cross-professional team working methods. Students acquire skills in leading interdisciplinary team work and can take on the role of a case manager. The focus of the course is to strengthen students in learning about their own strengths by reflecting group and team work. Special attention is given to interdisciplinary collaboration.

Students will learn the basics in group and team work and about interdisciplinary collaboration according to theories and research. The course is also about leadership, group dynamics, different groups and the development of them and case management.

Emphasis is placed on active participation of students.

The aim of the course is to offer basic knowledge and skills in community work and user involvement in social work. The theoretical basis of community work and user involvement and main theories are introduced. Various types of community work and user involvement and their application are introduced. Emphasis is put on practical projects in this field.

The aim of this course is to offer students an understanding of basic theories and methods of qualitative research  in the field of social work. Research methods are discussed such as interviews, participant observation, focus groups and analysis. Emphasis is placed on students having an opportunity to use the methods through data collection, analysis and reporting the results.

The purpose of this course is to prepare students for social work with clients of diverse cultural backgrounds and legal status. Students learn perspectives and approaches in diversity and multicultural social work as well as gain knowledge of cultural and social issues relevant to ethnic minority groups, refugees and asylum seekers and victims of human trafficking. The course covers the effect of multicultural society on social work, migration and settlement on individuals and families, Icelandic legislation and policies on migration, migrant rights and entitlements to support and participation,  integration and service resources available to migrants in Iceland.

The goal of this course is to enhance students' knowledge and understanding of disability and issues facing disabled people in modern society. Emphasis is on roles of social workers in support to disabled people.  The course covers key perspectives and concepts in disability, the development of rights of disabled people and key areas in the UN´s convention on the rights of people with disabilities. Students learn about rights of disabled people to support and social participation, key services and institutions and how policies and services are developing in Icelandic society. 

BA in Social Work is completed with a theoretical 12-unit BA thesis under the guidance of a permanent teacher at the faculty of Social Work and in certain cases a co-supervisor.

The aim of the BA thesis is to give the student the opportunity to demonstrate the ability to work independently. The subject of an essay must be clearly defined and its goals must be realistic. It is important that the BA thesis includes the innovation of knowledge in the field of social work. Writing a BA thesis must contribute to training in applying critical thinking, formulating a research question/questions, choosing an appropriate research method/methods, gathering data and/or sources, analyzing theories and theoretical knowledge.

The aim of this course is to offer a basic knowledge of management. The course reviews the litterature on organizational theories and organizational behaviour and the main managerial methods are introduced. Emphasis is on the social worker as a manager in organizations.

This course discusses child protection, inheritance and children's rights. The course introduces those components in the law that touch the field of work, policy making in political, economic and social relations and their effects on the framework of Social Workers. The curriculum is based on the Social Workers' modus operandi. Projects are conducted in class and fieldtrips to various institutions taken.

BA in Social Work is completed with a theoretical 12-unit BA thesis under the guidance of a permanent teacher at the faculty of Social Work and in certain cases a co-supervisor.

The aim of the BA thesis is to give the student the opportunity to demonstrate the ability to work independently. The subject of an essay must be clearly defined and its goals must be realistic. It is important that the BA thesis includes the innovation of knowledge in the field of social work. Writing a BA thesis must contribute to training in applying critical thinking, formulating a research question/questions, choosing an appropriate research method/methods, gathering data and/or sources, analyzing theories and theoretical knowledge.

Emphasis is on the student's knowledge on theories of alcohol and drug abuse as well as definitions of the main types of violence and trauma. The main focus is on the interaction of these two factors i.e. a link between alcohol and drug use and violence which can lead to trauma for the individual and/or other individuals. Intervention is discussed, as the approach when dealing with visible symptoms that can be interfered with, such as the behavior and performance of a person who is using alcohol and/or other drugs and examining the association with violence. Emphasis is placed on inteview technique to enhance co-ooperation with the client as well as the role of a social worker in education, counseling and prevention.

This course is an elective course for undergraduate students that have finished the first and preferably also second year of the BA program. The course is organized in seminars where the students work with concepts, theories and research in ecological and sustainable social work. The students will analyze Icelandic environmental policies and international commitments that Iceland has signed up for. The aim of the course is that the students conduct a study on the state of the art and evaluate if there is a need for a course in eco-social work at the Faculty of Social Work. The students will work in groups on their reports and suggestions.

The aim of the course is to contribute to students´ knowledge and understanding of social work approaches from the lens of gender and sexuality and intersectionality. This kind of social work focuses on working towards gendered equality and the elimination of social stereotypes. In the course, students are given an overview of the  history of critical social work with an emphasis on feminist social work and key theories and concepts are discussed.  Concepts forming the basis of all social work practice and as highligted in international social work ethics are discussed, including  intersectionality , diversity competence and role of social workers as advocates and activists. In the course attention is given to the position of diverse individuals in diverse social groups  in the context of gendered and sexuality positions in junction with other social positional differences. The course discusses how normative values pose as risk when it comes to services and practices in service institutions.

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Assignment.

Assignment.

The course introduces economic approaches in politics including major theories in the field. It starts with an introduction to rational choice and economic theory, including the market model, market failures and the basic tools of public policy. In the second half of the course the focus is on political and administrative issues including government failures, voting, party competition and representative democracy.

We will begin with a discussion about the theoretical premises of sociology and psychology and their connection in social psychology. The creation of groups and interaction within groups are key elements of the discussion. Specific attention will be devoted to methods in social psychological research i.e. participant observations and experiments. We will also discuss practical applications of social psychology within for example the criminal system, the labour market and human capital development. Students will be required to do a project on the basis researchtexts with the aim of increasing understanding of the interconnection of theory, methods and practical applications.

After completing the course students should know the key concepts within social psychology and be able to use them when analysing contemporary issues.

This course discusses the sociological perspective and its topical application. The aim of the course is that students gain an overview of the existing knowledge on important sociological topics. The course will emphasize the relation between theory and findings from recent research. In addition to studying classical theory, modernization and central concepts such as social structure and culture, students will learn about research on a range of important topics, such as stratification, organizations, social movements, deviance and illness, children and youth, gender, immigration and the life course.

The main aim of this course is to introduce the student to the field of Criminology. The subjects covered can be roughly divided into two broad categories. First: Criminological research and theoretical explanations, determining both what constitutes crime in society, in addition to the causes of crime, are explored and discussed. For this task, various perspectives are analysed and evaluated, such as Classical and Positivistic theories. Second: Four specific types of crime are closely analysed in terms of their nature and impact in society, theoretical explanations and finally their containment.

The course starts with a general introduction to political science, covering different analytical approaches (e.g. systems approach, functional approach, power approach), decision-making and policy formation (e.g. Simon, Lindblom, Richardson, et al.), comparative government (e.g. the nation state, cleavages, forms of government), political socialization and political culture. The latter part of the course concentrates more heavily on the Icelandic political system, covering the main features of the development of the political system in the 19th and 20th centuries (e.g. nationalism, cleavages, major periods of the politics of independence and modern politics), the constitution, political parties and elections (e.g. development of the franchise and electoral system, participation, party system, organization, voting behaviour), the legislature (Althingi), and the executive (e.g. president, government and the coalition system, the bureaucracy, relations to interest organizations, policy-making and local government).

This is a basic course in public administration. Its aim is to provide students with insight into the problems of decision making and organising the public sector. The difference between the public sector and the private sector are discussed and the sense in which public administration is political in nature. The curriculum will be linked with the national and local administration in Iceland, where that applies.

The course addresses deviance, social control, and marginalization from a sociological perspective. It explores key theories about individual motivations and social pressures that lead to deviance, as well as theories on how societies define deviance and label certain individuals as deviants. Emphasis is placed on power relations and struggles in defining deviance based on gender, age, class status, and other forms of social stratification, as well as cultural conflicts.The course also addresses the historical struggles between different social institutions over the ownership of specific forms of deviance, with a focus on the medicalization of deviance. Furthermore, it examines the normalization of certain traits, attitudes, and behaviors that were previously considered social deviance. Specific examples of deviance are discussed, such as substance use, sexual behavior, and self-harm, along with societal responses to certain ideas and physical characteristics as social deviance. Students in the course have the opportunity to reflect on these topics in larger and smaller groups and to explore a specific subject of their choice in greater depth.

The course considers the concepts of health and disease from a sociological point of view, by examining theories of social deviance and the sick-role. The social distributions of major current health problems are mapped and explained. Group differences in utilization and access to health care are described and explained. Developments and conflicts among physicians and nursing staff are discussed in terms of professionalization and professional dominance. The course concludes with alternative views on past and current contributions of health services to public health.

Discussion of sociological theories on mental illness and their use in explaining the distribution of mental illnesses in groups of specific age, gender, marital status and class. The conditions of the mentally ill and their relations with their families and members of the health profession. The difference in the use of mental health facilities of groups based on age, gender, marital status and class. Discussion of the organisation and effectiveness of the mental health service.

This course addresses the main topics of gender and diversity studies in the light of critical multiculturalism and the diversity of modern societies. It explores the way in which social variables such as gender, sexuality, ethnicity, religion, disability, age and class differently affects people’s conditions and opportunities. It presents the main ideas of gender and diversity studies, such as gender, essentialism and social constructivism, and explores how social variables are interwoven into people’s lives. The emphasis is on how issues such as gender, multiculturalism, and diversity are related to Icelandic politics and society.

This is an introductory course that sheds light on the history of LGBTQI people in Iceland, their experiences, movement, and culture. The history is placed in an international context and the main milestones in their fight for human rights are addressed, as are their legal rights. Important aspects of socialization are addressed, such as the forming of one’s identity and the development of visibility, relationships with families of origin and the search for one’s own family of choice. The difference between lesbian and gay studies and queer studies is addressed and theories on the shaping of sex, gender, and gender trouble are reviewed. The discourse between LGBTQ people and social institutions are covered, as is their condition and quality of life. The role of sexuality in cultural representations is examined, exemplified in how the reality of LGBTQI appears in arts and culture. 

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 16 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.

This course offers an overview of the theory, history and development of Social Work as a profession and an academic field. The main topics discussed are the history and origins of Social Work: Theories, methods and development; and the future of Social Work. Emphasis is placed on Social Work as a profession in social services, healthcare, school and judicial fields.

The main emphasis in this course is for students to be familiar with the following: Theories on alcohol and drug use, definition of substance use disorder and its major physical and emotional effects on the individuals and their families. Definition of addiction models and theories will be address and their influence on treatment, legislation, and public services. Emphasis is placed on the role of the social worker in education, counselling, and prevention in the field of alcohol and drug use and addiction.

The course is divided into three main parts:

In the first part the nature and structure of the Icelandic society is discussed from the perspective of sociological theories and how they interplay with theories in social work.

Among subjects discussed: Social structures, social communications and problems, organizations, institutions and class. Secondly the main characteristics of the Icelandic political system, the government, politics, the role of local government, foreign policy and international institutions. In the third part the Icelandic economical system, international trade and the main concepts of macroeconomics.

The aim of the course is that students in Social Work acquire basic skills in academic practice in higher education. Students are encouraged to adopt an academic approach when examining, collecting and citing sources. In addition, the course aims to provide students with the opportunity to become acquainted with the basics of conducting research, data processing and presentation of results, as well as the ethical issues that need to be considered in the research process.

The aim of the course is developing students competencies to initiate and  develop new solutions in the welfare sector. The United Nations sustainability goals will be used as a frame of reference in choosing  projects. Emphasis will be put on how to cooperate and participate in groups to develop new welfare projects with the participation of users.  Theories, methods, and concepts on social innovation and entrepreneurship will be discussed and students will get training in reflective methods to explore own strengths and weeknesses to improve their skills in their education and work.

The goal of the course is that students can apply theories in research and in the field, that they understand the nature of different kinds of data and research design. The difference between quantitative and qualitative data will be explained as well as different kinds of quantitative data such as surveys, administrative data as well as how to evaluate policies and practice. The students will practice developing research questions, gain insight into the fundamentals of the philosophy of science and probabilistic thinking, induction and deduction, interpretation and research ethics. Students will be required to critically assess research to develop research literacy.

This course offers students a basic knowledge and understanding of the development and the characteristics of welfare systems from the perspective of Social Work.  The theories, main concepts and methodology of welfare research will be discussed. Special emphasis is placed on the historical, legislative development and characteristics of the Icelandic welfare system. The development of child protection, social security and social services will be discussed. Ways to define need and social problems will also be discussed giving special attention to poverty and poverty research. In addition, the role of Social Workers in Social Services will be discussed. The aim of the course is that the students gain understanding of the interplay of different components of the welfare system and how it contributes to defining the position and circumstances of the clients.  Students gain training in applying the holistic perspective when analyzing the welfare entitlements and rights of the clients.

This course provides students with a basic understanding of the main concepts, theories and research in the sociology of the family. The family as an institute, changes in family forms, roles and the place that the family has in society from a historical perspective is discussed. Special attention is given to changes in family roles, such as roles of mothers, fathers and children and the impact these changes have on the abilities of famlies to balance work and family life.

This course offers students a basic knowledge crisis and their effects on individuals and societies. Topics discussed and skills include the organization of the civil defence and crisis management, with emphasis on the role of the social workers.  The importance of  psychological support is indroduced and first aid and crisis intervention is discussed. Furthermore definitions  of crises, physical and psychological symptoms and PTSD will also be discussed.

The aim of the course is for students to acquire knowledge of various life stages, development and attachment. The development of theories will be examined in the light of history and theoretical progress in Social Work. Emphasis is placed on the philosophy and contribution of entrepreneurs in Social Work, as well as the main issues related to professional approach in the work of social workers. The life stage and the developmental issues that individuals deal with in each life stage are discussed in detail. The focus is on the individual's development based on a holistic view and interaction and attachment theories. Mental, social and emotional development in different life stages is also considered. The course discusses the significance of different theories of life and development in the work of social workers and how they apply their knowledge of these theories in their work.

Students in nursing, medicine and psychology founded Hugrún; a psychiatric association with the aim of educating young people about mental health, mental illness. They provide resources and increase community awareness of the issues of mental health. Hugrún has provided education in upper secondary schools, open educational evenings for the public, presentations in community centres and education for parent and student associations and more. Social work students have now been invited to join Hugrún.

Hugrún's training is provided by volunteers who must meet certain conditions; be a university student and under 35 years old. In addition, each student must complete their training before they go through the association’s programme. Educators travel to high schools around the country to educate young people on mental health and make them aware of the resources that are available to them. The association's activities are kept going by enthusiastic university students who are passionate about improving knowledge about mental health, eliminating prejudice and empowering young people.

This course allows students to experience volunteer work at third sector organizations. Students commit themselves to a specific Non profit organization in the social welfare field for one school year. Volunteer work is selected under the supervision of a teacher. Students attend  discussion classes over the year where they present their own experiences and listen to the experience of others.

The aim of this course it to offer students a basic understanding of social policy. Students will be able to make a basic assessment of an individual's right to services or benefits from a social work perspective.This course discusses the organization and history of social services, social security, unemployment and health insurance as well as housing and tax issues in both central and local governments. The main characteristics of each policy is presented with an emphasis on areas that pertain to social work. Here, social policy is placed in a political, economical and social context as well as examining how these policies effect the field social work and role of the social worker. Vignettes and case studies are discussed in class and students go on fieldtrips to specific institutes or organisations.

The aim of this course is for students to gain a basic understanding of school social work theories and development. This discussion includes the role social workers play in delivering services to children and families in the educational environment either individually or in a group setting. This course will focus on the developmental effects the school environment has on the lives of children and youths. Other content discussed includes a comparison of models used in the provision of school-based services, specific techniques used by school social workers in delivering culturally competent social services, working with parents, teachers and others in promoting the child‘s welfare and abilities.

The main aim of this course is to introduce the field of forensic social work, both theoretically and in the working field.

In the course the following will be covered: Structure, organization, ideology, legislation, institutions and forms of services. The role and expert knowledge of forensic social workers will be defined and main criminal theories will be addressed. A special emphasis is on restitution, and rehabilitation with prisoners and family work. Emphasis is placed on basic theoretical concepts as well as research evidence based practice and innovation and solutions in the field.

This course teaches the foundations of statistics for the social science. First, we discuss measures of central tendencies and distribution of variables. Second, we learn the concepts involved in statistical inference and the application of significance testing. Third, we introduce measures of association between variables, including crosstabulation and simple regression analysis. We conclude the course with a brief introduction of multivariate statistics, including the use of partial tables and partial correlation. Students will learn how to use the Statistical Package for the Social Sciences (SPSS) to analyze data.

The purpose of the course is for students to gain knowledge of theoritical perspectives on financial behaviour and skills in assessment of individual financial problems from the perspective of social work. Students learn about the relationship between psycho-social factors and financial behaviour and resources available for individuals with financial problems. Students work with a workbook for persons with financial problems and learn to analyse their own personal financial behaviour.

Public safety telecommunications, diagnosis and dispatching

The ability to innovate is the single most important feature of which will be in the lead in the field of corporate, municipal and state in the future is considered.

This course is a good preparation for writing MA and Phd dissertations. In this course students will learn to use the accumulated knowledge in their research areas and how to use evidence based methods for policy-making and for developing and assessing social work practives. Students will learn to present the state of knowledge (e.g. through reviews of literature, focused, systematic and scoping reviews and meta-analysis) and gain an understanding of the advantages and limitations of different review forms. They will also learn to extract implications for policies and practices from research. Students will also learn how to assess the effectiveness of policies and practices after they have been implemented.

The aim of this course is to offer students a basic understanding of unemployment and its effects on the individual, family and society. The concept of unemployment is presented from an historical perspective in both theory and research.  The effects of unemployment will be discussed and students will become familiar with the main body of research regarding these effects.

In addition, the goal of this course is to offer students a basic knowledge on occupational rehabilitation. The focus is on the interaction between the individual and their personal circumstances in a broad sense and various ways to strengthen the working people and reduce social barriers. 

Students are introduced to basic responses and resources utilised by the welfare system regarding unemployment and work disability. Institutes that offer job seekers and work disabled individuals support are discussed as well as the arrangement of unemployment and disability benefits.  Therefore, students gain a basic understanding of the concept of activation and its effects on the responses Europe has taken regarding the issue of unemployment over the last decades.

The aim of the course is that students become able to use cross-professional team working methods. Students acquire skills in leading interdisciplinary team work and can take on the role of a case manager. The focus of the course is to strengthen students in learning about their own strengths by reflecting group and team work. Special attention is given to interdisciplinary collaboration.

Students will learn the basics in group and team work and about interdisciplinary collaboration according to theories and research. The course is also about leadership, group dynamics, different groups and the development of them and case management.

Emphasis is placed on active participation of students.

The aim of this course is to offer students an insight into the theories and methods of social work practice in health care settings. The three stages of health care services will be discussed as well as how social work theories apply to each stage. Also discussed is how social work methods widens the emphasis from being that of only disease oriented to that of making the public and consumers of health care services aware of their rights to services and thus assure that the services are utilised to their fullest. By the end of the course students will be able to differentiate between social work services and the services of other professionals in the health care setting.

The course has three objectives. First of all, that students can explain the importance of working with quality measurements, and evaluate the quality of quantitative data. Secondly, student receive training in multivariate statistical methods, including factor analysis, reliability analysis and multiple-regression analysis. Thirdly, students will get the opportunity to apply the aforementioned methods to real survey data, and write research reports. Students will be taught on the use of Jamovi for assisting with the data analysis, but if preferred, students can opt for SPSS or R as well.

The main focus in this course will be on the following: theories on aging, policies and concepts, lifespan development and the changes incurred during the mature years from a social, physical and emotional perspective. Emphasis will be placed on information about legislation and services for older people, the role of the Social Worker and methods of counselling, administration, instruction and prevention. After the course the students will have a necessary knowledge to assist and work with older people and their families.

This course offers students a basic understanding of specific legislation and law that pertains to areas within the field of Social Work emphasizing the judicial process and the rights of the client. The judicial system and Ombudsman are introduced. Special emphasis is placed on administrative law and laws pertaining to the handling of confidential information. Legislation pertaining to the rights of certain groups within society will be discussed including international conventions.  Legislation will be examined from the Social Work perspective and its influence on the field. Various institutes will be visited during organized fieldtrips.

The purpose of this course is to help students gain a knowledge about abuse and neglect in families. The historical roots of violence in families in the social sciences are explored. Furthermore, the students will learn about basic theories concerning abuse and neglect in families and research methods in this area of research. The students will gain detailed knowledge of definitions and the various types of maltreatment in families as well as risk factors for maltreatment. In addition, the main consequences for victims are explored. Finally, students will get a brief overview of the legislature in child protection services and the main services available to families who have been reported to child protection services

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Students in nursing, medicine and psychology founded Hugrún; a psychiatric association with the aim of educating young people about mental health, mental illness. They provide resources and increase community awareness of the issues of mental health. Hugrún has provided education in upper secondary schools, open educational evenings for the public, presentations in community centres and education for parent and student associations and more. Social work students have now been invited to join Hugrún.

Hugrún's training is provided by volunteers who must meet certain conditions; be a university student and under 35 years old. In addition, each student must complete their training before they go through the association’s programme. Educators travel to high schools around the country to educate young people on mental health and make them aware of the resources that are available to them. The association's activities are kept going by enthusiastic university students who are passionate about improving knowledge about mental health, eliminating prejudice and empowering young people.

This course allows students to experience volunteer work at third sector organizations. Students commit themselves to a specific Non profit organization in the social welfare field for one school year. Volunteer work is selected under the supervision of a teacher. Students attend  discussion classes over the year where they present their own experiences and listen to the experience of others.

The purpose of the course is for students to gain knowledge of theoritical perspectives on financial behaviour and skills in assessment of individual financial problems from the perspective of social work. Students learn about the relationship between psycho-social factors and financial behaviour and resources available for individuals with financial problems. Students work with a workbook for persons with financial problems and learn to analyse their own personal financial behaviour.

Public safety telecommunications, diagnosis and dispatching

The ability to innovate is the single most important feature of which will be in the lead in the field of corporate, municipal and state in the future is considered.

This course is a good preparation for writing MA and Phd dissertations. In this course students will learn to use the accumulated knowledge in their research areas and how to use evidence based methods for policy-making and for developing and assessing social work practives. Students will learn to present the state of knowledge (e.g. through reviews of literature, focused, systematic and scoping reviews and meta-analysis) and gain an understanding of the advantages and limitations of different review forms. They will also learn to extract implications for policies and practices from research. Students will also learn how to assess the effectiveness of policies and practices after they have been implemented.

The aim of this course is to offer students a basic understanding of unemployment and its effects on the individual, family and society. The concept of unemployment is presented from an historical perspective in both theory and research.  The effects of unemployment will be discussed and students will become familiar with the main body of research regarding these effects.

In addition, the goal of this course is to offer students a basic knowledge on occupational rehabilitation. The focus is on the interaction between the individual and their personal circumstances in a broad sense and various ways to strengthen the working people and reduce social barriers. 

Students are introduced to basic responses and resources utilised by the welfare system regarding unemployment and work disability. Institutes that offer job seekers and work disabled individuals support are discussed as well as the arrangement of unemployment and disability benefits.  Therefore, students gain a basic understanding of the concept of activation and its effects on the responses Europe has taken regarding the issue of unemployment over the last decades.

The aim of the course is that students become able to use cross-professional team working methods. Students acquire skills in leading interdisciplinary team work and can take on the role of a case manager. The focus of the course is to strengthen students in learning about their own strengths by reflecting group and team work. Special attention is given to interdisciplinary collaboration.

Students will learn the basics in group and team work and about interdisciplinary collaboration according to theories and research. The course is also about leadership, group dynamics, different groups and the development of them and case management.

Emphasis is placed on active participation of students.

The aim of the course is to offer basic knowledge and skills in community work and user involvement in social work. The theoretical basis of community work and user involvement and main theories are introduced. Various types of community work and user involvement and their application are introduced. Emphasis is put on practical projects in this field.

The aim of this course is to offer students an understanding of basic theories and methods of qualitative research  in the field of social work. Research methods are discussed such as interviews, participant observation, focus groups and analysis. Emphasis is placed on students having an opportunity to use the methods through data collection, analysis and reporting the results.

The purpose of this course is to prepare students for social work with clients of diverse cultural backgrounds and legal status. Students learn perspectives and approaches in diversity and multicultural social work as well as gain knowledge of cultural and social issues relevant to ethnic minority groups, refugees and asylum seekers and victims of human trafficking. The course covers the effect of multicultural society on social work, migration and settlement on individuals and families, Icelandic legislation and policies on migration, migrant rights and entitlements to support and participation,  integration and service resources available to migrants in Iceland.

The goal of this course is to enhance students' knowledge and understanding of disability and issues facing disabled people in modern society. Emphasis is on roles of social workers in support to disabled people.  The course covers key perspectives and concepts in disability, the development of rights of disabled people and key areas in the UN´s convention on the rights of people with disabilities. Students learn about rights of disabled people to support and social participation, key services and institutions and how policies and services are developing in Icelandic society. 

BA in Social Work is completed with a theoretical 12-unit BA thesis under the guidance of a permanent teacher at the faculty of Social Work and in certain cases a co-supervisor.

The aim of the BA thesis is to give the student the opportunity to demonstrate the ability to work independently. The subject of an essay must be clearly defined and its goals must be realistic. It is important that the BA thesis includes the innovation of knowledge in the field of social work. Writing a BA thesis must contribute to training in applying critical thinking, formulating a research question/questions, choosing an appropriate research method/methods, gathering data and/or sources, analyzing theories and theoretical knowledge.

The aim of this course is to offer a basic knowledge of management. The course reviews the litterature on organizational theories and organizational behaviour and the main managerial methods are introduced. Emphasis is on the social worker as a manager in organizations.

This course discusses child protection, inheritance and children's rights. The course introduces those components in the law that touch the field of work, policy making in political, economic and social relations and their effects on the framework of Social Workers. The curriculum is based on the Social Workers' modus operandi. Projects are conducted in class and fieldtrips to various institutions taken.

BA in Social Work is completed with a theoretical 12-unit BA thesis under the guidance of a permanent teacher at the faculty of Social Work and in certain cases a co-supervisor.

The aim of the BA thesis is to give the student the opportunity to demonstrate the ability to work independently. The subject of an essay must be clearly defined and its goals must be realistic. It is important that the BA thesis includes the innovation of knowledge in the field of social work. Writing a BA thesis must contribute to training in applying critical thinking, formulating a research question/questions, choosing an appropriate research method/methods, gathering data and/or sources, analyzing theories and theoretical knowledge.

Emphasis is on the student's knowledge on theories of alcohol and drug abuse as well as definitions of the main types of violence and trauma. The main focus is on the interaction of these two factors i.e. a link between alcohol and drug use and violence which can lead to trauma for the individual and/or other individuals. Intervention is discussed, as the approach when dealing with visible symptoms that can be interfered with, such as the behavior and performance of a person who is using alcohol and/or other drugs and examining the association with violence. Emphasis is placed on inteview technique to enhance co-ooperation with the client as well as the role of a social worker in education, counseling and prevention.

This course is an elective course for undergraduate students that have finished the first and preferably also second year of the BA program. The course is organized in seminars where the students work with concepts, theories and research in ecological and sustainable social work. The students will analyze Icelandic environmental policies and international commitments that Iceland has signed up for. The aim of the course is that the students conduct a study on the state of the art and evaluate if there is a need for a course in eco-social work at the Faculty of Social Work. The students will work in groups on their reports and suggestions.

The aim of the course is to contribute to students´ knowledge and understanding of social work approaches from the lens of gender and sexuality and intersectionality. This kind of social work focuses on working towards gendered equality and the elimination of social stereotypes. In the course, students are given an overview of the  history of critical social work with an emphasis on feminist social work and key theories and concepts are discussed.  Concepts forming the basis of all social work practice and as highligted in international social work ethics are discussed, including  intersectionality , diversity competence and role of social workers as advocates and activists. In the course attention is given to the position of diverse individuals in diverse social groups  in the context of gendered and sexuality positions in junction with other social positional differences. The course discusses how normative values pose as risk when it comes to services and practices in service institutions.

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Assignment.

Assignment.

The course introduces economic approaches in politics including major theories in the field. It starts with an introduction to rational choice and economic theory, including the market model, market failures and the basic tools of public policy. In the second half of the course the focus is on political and administrative issues including government failures, voting, party competition and representative democracy.

We will begin with a discussion about the theoretical premises of sociology and psychology and their connection in social psychology. The creation of groups and interaction within groups are key elements of the discussion. Specific attention will be devoted to methods in social psychological research i.e. participant observations and experiments. We will also discuss practical applications of social psychology within for example the criminal system, the labour market and human capital development. Students will be required to do a project on the basis researchtexts with the aim of increasing understanding of the interconnection of theory, methods and practical applications.

After completing the course students should know the key concepts within social psychology and be able to use them when analysing contemporary issues.

This course discusses the sociological perspective and its topical application. The aim of the course is that students gain an overview of the existing knowledge on important sociological topics. The course will emphasize the relation between theory and findings from recent research. In addition to studying classical theory, modernization and central concepts such as social structure and culture, students will learn about research on a range of important topics, such as stratification, organizations, social movements, deviance and illness, children and youth, gender, immigration and the life course.

The main aim of this course is to introduce the student to the field of Criminology. The subjects covered can be roughly divided into two broad categories. First: Criminological research and theoretical explanations, determining both what constitutes crime in society, in addition to the causes of crime, are explored and discussed. For this task, various perspectives are analysed and evaluated, such as Classical and Positivistic theories. Second: Four specific types of crime are closely analysed in terms of their nature and impact in society, theoretical explanations and finally their containment.

The course starts with a general introduction to political science, covering different analytical approaches (e.g. systems approach, functional approach, power approach), decision-making and policy formation (e.g. Simon, Lindblom, Richardson, et al.), comparative government (e.g. the nation state, cleavages, forms of government), political socialization and political culture. The latter part of the course concentrates more heavily on the Icelandic political system, covering the main features of the development of the political system in the 19th and 20th centuries (e.g. nationalism, cleavages, major periods of the politics of independence and modern politics), the constitution, political parties and elections (e.g. development of the franchise and electoral system, participation, party system, organization, voting behaviour), the legislature (Althingi), and the executive (e.g. president, government and the coalition system, the bureaucracy, relations to interest organizations, policy-making and local government).

This is a basic course in public administration. Its aim is to provide students with insight into the problems of decision making and organising the public sector. The difference between the public sector and the private sector are discussed and the sense in which public administration is political in nature. The curriculum will be linked with the national and local administration in Iceland, where that applies.

The course addresses deviance, social control, and marginalization from a sociological perspective. It explores key theories about individual motivations and social pressures that lead to deviance, as well as theories on how societies define deviance and label certain individuals as deviants. Emphasis is placed on power relations and struggles in defining deviance based on gender, age, class status, and other forms of social stratification, as well as cultural conflicts.The course also addresses the historical struggles between different social institutions over the ownership of specific forms of deviance, with a focus on the medicalization of deviance. Furthermore, it examines the normalization of certain traits, attitudes, and behaviors that were previously considered social deviance. Specific examples of deviance are discussed, such as substance use, sexual behavior, and self-harm, along with societal responses to certain ideas and physical characteristics as social deviance. Students in the course have the opportunity to reflect on these topics in larger and smaller groups and to explore a specific subject of their choice in greater depth.

The course considers the concepts of health and disease from a sociological point of view, by examining theories of social deviance and the sick-role. The social distributions of major current health problems are mapped and explained. Group differences in utilization and access to health care are described and explained. Developments and conflicts among physicians and nursing staff are discussed in terms of professionalization and professional dominance. The course concludes with alternative views on past and current contributions of health services to public health.

Discussion of sociological theories on mental illness and their use in explaining the distribution of mental illnesses in groups of specific age, gender, marital status and class. The conditions of the mentally ill and their relations with their families and members of the health profession. The difference in the use of mental health facilities of groups based on age, gender, marital status and class. Discussion of the organisation and effectiveness of the mental health service.

This course addresses the main topics of gender and diversity studies in the light of critical multiculturalism and the diversity of modern societies. It explores the way in which social variables such as gender, sexuality, ethnicity, religion, disability, age and class differently affects people’s conditions and opportunities. It presents the main ideas of gender and diversity studies, such as gender, essentialism and social constructivism, and explores how social variables are interwoven into people’s lives. The emphasis is on how issues such as gender, multiculturalism, and diversity are related to Icelandic politics and society.

This is an introductory course that sheds light on the history of LGBTQI people in Iceland, their experiences, movement, and culture. The history is placed in an international context and the main milestones in their fight for human rights are addressed, as are their legal rights. Important aspects of socialization are addressed, such as the forming of one’s identity and the development of visibility, relationships with families of origin and the search for one’s own family of choice. The difference between lesbian and gay studies and queer studies is addressed and theories on the shaping of sex, gender, and gender trouble are reviewed. The discourse between LGBTQ people and social institutions are covered, as is their condition and quality of life. The role of sexuality in cultural representations is examined, exemplified in how the reality of LGBTQI appears in arts and culture. 

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 16 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.