Social Intervention With Populations and Risk Groups

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Carla Cibele Fiel Vasconcelos Figueiredo 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 Helena Romano   3,00

Teaching language

Portuguese

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

Understand the problem of risk factors and their group membership, population, development phases and specific vulnerabilities.
Understand the specific vulnerabilities related to certain age periods and or events.
Properly adapt their behavior as a person and in their professional scope to situations, groups and populations at risk.
Flag risk situations and seek the necessary support to the intervention.
Understand what is disability, people with disabilities, special education needs and inclusive education, realize the vulnerability of these social groups.
Understand what it means interpersonal conflict and learn some techniques for prevention and mediation of conflicts.

Syllabus

The basic human needs
Risk concepts and risk factors
Social concepts of vulnerability and resilience
Ideas evolution concerning the rights/duties of children/young people
Child abuse, concepts and typology
Children and young people protection: Children and Young People in Danger Protection Law
Smaller offenses: Guardianship Educational Law
Deficiency and Rehabilitation
Special educational needs and Inclusive Education
Understanding the problem of domestic violence
Understanding Conflicts Management and Mediation

Demonstration of the syllabus coherence with the UC intended learning outcomes

The content covered allows a professional future in the field of Family and Community Intervention gain the ability to assess the severity and urgency of risk and learn to act accordingly, possessing the necessary basic information. The risk identification , complaint and how this process is expressed and properly directed is very important and requires mastery of a set of basic concepts that students should master and which are proposed in the program.

On the other hand, either as citizens or as future professionals, it is important that students understand what it means to design and adopt policies in this field at national and international level, thus learning to research what exists and to mobilize different existing resources when necessary. It is thus proposed a legislative framework which, without being exhaustive, provides the legal frameworks students of reference, teaching them to look for more if necessary.

It is also a goal to make the students deconstruct stereotyped images that often bring about groups and populations at risk, so the program offers important theoretical approaches, showing that anyone can be affected at different stages of his life for different "risks" depending on the historical, geographical, cultural, social and territorial contexts in which it will be standing.

The contents discussed also underscore the importance of resilience and the possibilities for transformation and growth of the subjects before risk situations and adverse life trajectories, avoiding prospects and deterministic predictions about situations of exclusion and/or marginalization.

Teaching methodologies

The contents of program management are promoted the following activities types:
- Work sessions in plenary and/or small groups from the information provided directly by the teacher and/or with the use of texts and other materials (fiction or artistic works in different formats).
- Analysis of artistic works (literary, film, plastic ...) seeking to address groups, populations or risk situations.
- Practical work sessions, focusing techniques and dynamic entertainment.
- Field trips/seminars with guests (organizations, projects, etc.).
- Oriented Research around relevant themes/projects to the UC and respective presentation and classmates discussion.

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

The methodology allows to approach concepts and working models listed in the syllabus, proposing to students that place them in literary and documentary works and moments and episodes of everyday life (also its own), proposing them to build a meaning for learning proposals.
The concepts are worked out in coordination with experiences and concrete projects on the field, with the participation of students in times of debate. They are offered to students with a set of job opportunities that allow a search according to their own interests and respective adjustment to the course area.

Assessment methodologies and evidences

The work at UC will be object of continuous evaluation, focusing a part of that assessment on the regularity of participation in working sessions (20%), and another in the evaluation products that will be required, namely:
- Individual Participation - 10%
- An analysis/personal reflection on a document produced on groups/populations at risk (text / film / video / picture / photo). The analysis, with written presentation, must weave a relationship with the fundamental UC concepts - 20%
- Learning Journal: an individual reflective overview of the concepts and problems worked at UC - 30%
- Presentation and analysis of an existing social response: Working Group / ground work with oral and written - 40%

Attendance system

It is expected that each student is at least 75% of the sessions to review and discuss the proposed texts and perform the evaluation products in close relationship with teachers, except the students with special status (article 24 of the RFA).

Bibliography

Azevedo, Mª, Costa, A. (2006). Maus tratos à criança. Lisboa: Climepsi.
Bento, A, Barreto, E (2002). Sem Amor Sem abrigo, Lisboa: Climepsi.
Canha, J. (2000). Criança maltratada. Lisboa: Quarteto editora.
Carmo, Hermano (2000). Intervenção Social com grupos. Lisboa: Universidade Aberta.
Carmo, Hermano. (2007). Desenvolvimento Comunitário. Lisboa: Universidade Aberta
Baldry, A. & Farrington, D. (2000). Bullies e delinquentes: características pessoais e estilos parentais. Revista Portuguesa de Pedagogia, ano 34, nº 1, 2 e 3, 195-221.
Cleese, J, Skinner, R. (1990). Famílias e como sobreviver com elas. Porto: Edições Afrontamento
Cyrulnik, B. (2001a). Resiliência – Essa inaudita Capacidade de Construção Humana. Lisboa: Horizontes Pedagógicos, Instituto Piaget.
Cyrulnik, B. (2001b). Uma Infelicidade Maravilhosa – Vencer os fracassos da Infância. Lisboa: Edit. Ambar.
Costa, Maria Emília (2003). Gestão de conflitos na escola. Lisboa: Universidade Aberta.
Formosinho, M. D. & Taborda, M. C.(2001). O bullying na escola: prevalência, contextos e efeitos. Revista Portuguesa de Pedagogia, ano 35, nº2, 65-82.
Jares, X. (2002). Educação e Conflito Guia de Educação para a convivência. Porto: ASA.
Ramos, N. (2004). Psicologia Clínica e da Saúde. Lisboa: Universidade Aberta. (obrigatório)
Ornelas, J. (2008). Psicologia Comunitária. Lisboa: Fim de Século Ed.
Pais, J.M. (2001). Jovens «arrumadores de carros» - a sobrevivência nas teias da toxicodependência, Análise Social, vol. XXXVI, n. 158-159, 2001, pgs. 373-398
Pais, J.M. (2003a) Culturas Juvenis. Lisboa: Imprensa Nacional Casa da Moeda
Pais, J.M. (2003b). Traços e Riscos de Vida. Uma abordagem qualitativa a modos de vida juvenis. Lisboa: Ambar. (obrigatório).
Pais, J.M. (2005). Ganchos, Tachos e Biscates. Jovens, trabalho e futuro. Lisboa: Ambar.

Legislation
- Child Protection Act and Young People in Danger, Lei nº 147/99 de 1 de Setembro
- Law Educational Guardianship, Lei nº 166/99 de 14 de Setembro