Psychosocial Diagnosis 1

Subject: 2023/24 - 1S

Programmes

Hours Effectively Taught

2TURMAU

Teaching Language

Portuguese

Aims, Skills and Learning Outcomes

1. Develop skills in the preparation of psychosocial diagnoses 1.1 Acquire theoretical knowledge in order to formulate social problems 1.2 Mobilise theoretical knowledge from different disciplinary sources in order to understand the social factors that generate the problems that students observe in the internship context 1.3 Develop theoretical problems capable of breaking with common sense interpretations of social problems 1. 4 To be able to break down concepts into dimensions and their respective indicators, with a view to structuring observation and information-gathering processes 2. To exercise the lessons learnt in the social research methods and techniques subjects with regard to the process of observing, recording and analysing information relevant to the construction of a diagnosis.

Programme

I. General theoretical considerations on diagnosis 1.1 Diagnosis as an instrument for analysing and getting to know reality: delving into the dynamics of change, potential and obstacles with a view to designing solutions; 1. 1.2 The need for theoretical syntheses in order to formulate and analyse complex and multifaceted social problems: identifying the factors that contribute to the formation of the problems to be dealt with requires the development of a theoretical problem; 1.3 The close link between the interpretation of social problems and the identification of practices for change: the interaction between knowledge and action; II. Levels of diagnosis 2. 1 Pre-diagnosis: an exploratory phase of problem identification 2.2 Diagnosis: a) formulating social problems and identifying the potential/resources of the intervention environment; b) delving into the social factors that are at the root of the problems to be dealt with: identifying the causalities of problems requires the construction of various theoretical problems and the development of theoretical hypotheses to explain reality; 2. 3. The prioritisation of social problems and the definition of intervention priorities: the identification of possibilities for transformation and the identification of actors capable of sustaining a dynamic of change.

Demonstration of the syllabus coherence with the curricular unit's learning objectives

As the main aim of the course is to develop skills in preparing a psychosocial diagnosis, the syllabus is structured according to various requirements, including the following: the selection/articulation of a set of theoretical knowledge that is appropriate for understanding what a psychosocial diagnosis is, its main stages of preparation, the care to be taken in the process of constructing this tool and its relevance to the design of intervention programmes.

Main literature

Learning Methods

The teaching-learning process is based on active dynamics, based on the presentation of films and social intervention experiences, duly supported by the use of the expository method, through the selection and articulation of the theoretical contributions that are indispensable for understanding the concept of psychosocial diagnosis. The pedagogy is essentially centred on analysing and reflecting on the diagnostic tools that will be presented by the lecturer and by different professionals who have been invited to talk about their experience of diagnostic assessment (in different fields of intervention).

Assessment Components

Avaliação distribuída com exame final

Final Exam

Distributed assessment with final exam.

Demonstration of the coherence between the teaching methodologies and the learning outcomes

The pedagogy is essentially centred on analysing and reflecting on the diagnostic tools that will be presented by the lecturer and by different professionals who have been invited to talk about their experience of diagnostic assessment (in different fields of intervention).