Decree On Training For A Bachelor In Pedagogy And Relaxation Relaxation And Psychomotor Therapy

Original Language Title: Bekendtgørelse om uddannelsen til professionsbachelor i afspændingspædagogik og psykomotorik

Subscribe to a Global-Regulation Premium Membership Today!

Key Benefits:

Subscribe Now for only USD$20 per month, or Get a Day Pass for only USD$4.99.
Overview (table of contents) Annex 1 The full text of the Decree on training for a bachelor in pedagogy and relaxation relaxation and psychomotor therapy under section 22 of Act No. 207 of 31. March 2008 on vocational college education and professional bacheloruddannelser fixed: § 1. The aim of the programme to the bachelor in Ayurvedic education and relaxation and psychomotor therapy is to qualify the trained to independently be able to plan, initiate, implement and evaluate the psychomotor tasks within the field, as well as perform tasks as a psychomotor therapist in relation to health promotion, prevention, education, treatment, rehabilitation and relaxation in independent practice or as an employee in the private and public business.
(2). The graduates must have knowledge, skills and competences, as set out in annex 1.
§ 2. Training, there is a full-time education is rated at 210 ECTS credits. 60 ECTS credits corresponding to a full-time student work in 1 year.
(2). The training provides the qualified right to apply the title bachelor of Ayurvedic education and relaxation and psychomotor therapy. The English title is Bachelor of Relaxation and Psychomotor Therapy.
(3). The term of education is Ba Degree Programme in Relaxation and Psychomotor Therapy.
§ 3. The training consists of: 1) Mandatory educational elements with a total extent of 150 ECTS credits.
2) Internship with a total extent of 30 ECTS credits.
3) Optional training elements for each student have a total extent of 10 ECTS credits.
4) Bachelor's degree project of 20 ECTS credits.
(2). Education mandatory elements are arranged in the following core areas: 1) health promotion and lifestyle changes.
2) Prevention of physical and mental illness.
3) Educational dissemination.
4) Individual and group dynamic processes in psychomotor practice.
5) teaching of body awareness and movement.
6) Psychomotor treatment.
7) Relaxation.
8) Rehabilitation.
§ 4. The training shall be subject to the rules of professional bacheloruddannelser, laid down in the Ordinance on vocational college education and professional bacheloruddannelser, including rules on purpose, level of knowledge, training, content and organization, duration and structure, access, teacher qualifications, tests and exam, academic regulations, and merit.
§ 5. The Ministry may allow derogation by Decree as part of trials. During experiments at the same time, the experiment duration and fixed reporting form.
(2). The Ministry may exempt from the Ordinance, when it is justified by exceptional circumstances.
§ 6. The notice shall enter into force on the 29th. April 2010 and has effect for students who are admitted on the training accordingly.
(2). At the same time repealed Executive Order No. 194 of 2. April 2002 on training for relaxation therapist.
(3). The educational institution may organise transitional arrangements so that students who follow the training after the previous rules, see. (2) can complete training in accordance with the provisions of this Ordinance.

The Ministry of education, the 26. April 2010 P.M.V. Torben Kornbech Rasmussen head/Trine A Annex 1 targets for learning outcomes for training to bachelor of Ayurvedic education and relaxation and psychomotor therapy goals for learning yield include the knowledge, skills and competences, as a bachelor in relaxation relaxation and psychomotor therapy must achieve in pedagogy and education.
Knowledge The educated have knowledge about 1) professionens phenomenological theoretical basis, which relates to the integration of body, cognition and action, as well as its importance for health and psykofysisk for the opportunity to be part of communities, 2) knowledge areas of psychomotor and relaxation pedagogical practice forms, 3) health professional, technical, humanistic and social sciences natural areas, which are central to the professional exercise, 4) psychomotor and relaxation educational theory and methodology, including quality improvement documentation, literature, and information retrieval, 5) results from research and development work in the field, as well as psychomotor 6) professional for legal framework and ethics.

The skills of the trained may 1) observe, examine and describe human total situation 2) develop, organise and implement appropriate relaxation pedagogical and psychomotor intervention that promotes social mapping and interaction, on the basis of the individual's psychophysical resources, 3) plan, initiate, implement and assess the effect of relaxation of pedagogical and psychomotor tasks focusing on the relationship between body, cognition, emotion and action, 4) work health educational and therapeutic in the health field through the integration of knowledge within psychomotor , humanities, natural and social sciences, professional health-care areas, 5) organise progressive psychophysical training course, course of treatment and rehabilitation courses with starting point in the target group would, assumptions, and needs, 6) apply their own bodily and relational competencies in the professional exercise, 7) search and apply knowledge about Central relaxation pedagogical and psychomotor intervention options, 8) disseminate professional knowledge, observations, analyses, assessments and intervention proposal for users, colleagues and other stakeholders 9) document the relaxation and psychomotor educational services , as well as 10) search and apply psychomotor theory, practice and method and participate in development work.

Competences of The graduates may 1) advocate for the importance of détente and psychomotor activity through the life course, 2) combine skills with knowledge and understanding within the different areas of psychomotor professional pursuit, 3) evaluate own professional pursuit and psychomotor professional exercise generally, 4) adapt to new situations and be innovative in problem-solving and decision-making, individually and in cooperation with users and other partners, 5) establish a therapeutic and educational relationship to the user or target audience and engage in cooperation with users , relatives, colleagues and other relevant parties, 6) enter into collaborations irrespective of ethnic, cultural, religious and social backgrounds based on existing ethical guidelines, 7) identify and handle ethical dilemmas, 8) understand and act in relation to professions for legal bases, 9) provide guidance to students, colleagues and other cooperation partners on relaxation education and relaxation and psychomotor therapy, 10) coordinate, manage and direct relaxation and psychomotor educational professional exercise and general health services to users with a focus on health promotion , prevention and rehabilitation, 11) identify their own learning needs, evaluate and develop own learning outcomes knowledge, skills and competences as part of lifelong learning, 12) independently seek out, critically evaluate and apply the results from research and development work, as well as 13) developing psychomotor theory, practices and methodology.