Social Responses to Support Family

Scholar Year: 2023/2024 - 2S

Courses

Head Teacher Responsability Isaura Fernanda Graça Pedro Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 3,00 Antónia Fernandes   2,00 Gina Lemos   1,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

At the end of the course, the student will be able to:
1. Analyse the family from an ecological-systemic perspective of human development;
2. Identify the changes and transformations involved in the transition to parenthood;
3. To analyse factors that positively influence the process of transition to parenthood;
4. Recognise the importance and complexity of family participation and involvement in the school context;
5. Draw up an action plan and materials as part of a socio-educational intervention;
6. Research and analyse information and reflect critically, mobilising theoretical elements in conjunction with practical issues.

Syllabus

1. Ecological-systemic approach to the family
1.1 Family as a context for human development
1.2 Importance of person-context relationships
1.3 Systems and subsystems in relationship

2. Transition to parenthood
2.1 Transition process as a stressful situation
2.2 Changes and transformations in parenthood
2.3 Specific characteristics of the child
2.4 Factors that positively influence the transition process

3. Family participation and involvement in the school context
3.1 The importance of family participation and involvement
3.2 Complexity of communication between schools and families
3.3 Parental participation and involvement in the family context
3.4 Parental participation and involvement in the school context

4. Planning, training and socio-educational intervention
4.1. Analysis of a training programme with parents
4.2 Intervention strategies with parents in a school context
4.3 Drawing up an action plan and materials
4.4 Presenting and analysing group work

Demonstration of the syllabus coherence with the UC intended learning outcomes

The content covered provides an overview of the various social measures and policies to support the family, as well as the basic information needed to understand the family system in the light of current issues, enabling the objectives of this subject to be achieved in an integrated manner.

Teaching methodologies

The lessons in this subject favour the use of active learning techniques, which can be explored in individual activities and group dynamics, developed within the scope of the syllabus (e.g. brainstorming, self-knowledge activities, hetero-knowledge dynamics, sharing ideas in small and large groups, debate, problem solving in small and large groups). The expository method is used primarily to summarise key ideas about the syllabus.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The active learning techniques that are favoured methodologically favour the appropriation of the competences considered in this subject to be fundamental for the future Family and Community Service professional. In addition, the expository method facilitates the integration of the theoretical concepts covered into everyday and/or professional reality.
In order to achieve the learning objectives, the following strategies are used in addition to the methodologies mentioned above:
a) Tutorial support, in order to support, guide and advise students on their learning path. Tutoring can be carried out during classes, in specific sessions designed for this purpose, and/or extraordinary face-to-face and/or distance sessions, depending on the specific needs felt;
b) Active and interested participation on the part of the student, which is essential for learning progress and success in assessments, through: attending classes, carrying out guided research, completing the work proposed by the teacher, participating in extracurricular activities that enhance the knowledge acquired through classes and study.

Assessment methodologies and evidences

The continuous assessment system includes the following assessment elements:
a) Completion of two group tasks, with an oral presentation to the class, on points 2 and 4 of the programme;
b) Individual reflection on two points of the programme.
Each group task has a weight of 30 per cent. In the individual reflection, each point of the syllabus has a weight of 20% in the final classification.

Attendance system

The regulation of the attendance of CTeSP students derives from the regulations governing these courses.

Bibliography

Correia, L. M., & Serrano, A. (2013). Envolvimento parental na educação do aluno com necessidades educativas especiais. In Luís M. Correia (Org.). Inclusão e necessidades educativas especiais: Um guia para educadores e professores. (2.ª edição revista e ampliada) (pp. 155-164). Coleção Necessidades Educativas Especiais. Porto Editora.

Cruz, O. (2014, março). Que parentalidade? Comunicação apresentada na ação de formação Temas de Direito da Família e das Crianças. CEJ, Centro de Estudos Judiciários.

Garcês, I. M. et al. (2001). Família e intervenção social. In L. F. Silva (Org.), Acção social na área da família (pp. 35-99). Universidade Aberta.

Hidalgo, M. V. (1998). Transición a la maternidad y la paternidad. In M. J. Rodrigo, & J. Palacios (Coords.), Familia y desarrollo humano (pp. 161-180). Alianza Editorial.

Lacasa, P. (2004). Ambiente familiar e educação escolar: A intersecção de dois cenários educacionais. In C. Coll, Álvaro Marchesi, Jesús Palacios et al. (Coord.) Desenvolvimento psicológico e educação: Psicologia da educação escolar (Vol. 2). (2.ª edição) (pp. 403-419). Artmed Editora.

Martín, E., & Mauri, T. (2004). As instituições escolares como fonte de influência educacional. In C. Coll, Álvaro Marchesi, Jesús Palacios et al. (Coord.) Desenvolvimento psicológico e educação: Psicologia da educação escolar (Vol. 2). (2.ª edição) (pp. 389-402). Artmed Editora.

Mata, L., & Pedro, I. (2021). Participação e envolvimento das famílias: Construção de parcerias em contextos de educação de infância. Ministério da Educação/ Direção-Geral de Educação (DGE).

Palacios, J., & Rodrigo, M. J. (1998). La familia como contexto de desarrollo humano. In M. J. Rodrigo, & J. Palacios (Coords.), Familia y desarrollo humano (pp. 25-44). Alianza Editorial.

Rodrigo, M. J., & Palacios, J. (1998). Conceptos y dimensiones em el análisis evolutivo-educativo de la familia. In M. J. Rodrigo, & J. Palacios (Coords.), Familia y desarrollo humano (pp. 45-70). Alianza Editorial.

Silva, A. P., & Esteves, J. (2012). Parentalidade positiva. CESIS, Centro de Estudos para a Intervenção Social.

Qualquer recurso adicional cuja disponibilização se revele pertinente será posteriormente adicionado.