1. To allow students to have direct contact with the social reality and problems that are the object of intervention by social workers.
2. Acquire skills in selecting and articulating theoretical knowledge to understand the social phenomena and problems under study.
3. Understand social protection systems and their regulatory framework.
4. Know the professional practices of social workers in the various fields of activity.
5. Acquire competences in the ways of knowing and doing social work: drawing up diagnoses, building the helping relationship and
promoting group dynamics.
Programme
1. Relevant theoretical contributions to analysing the social phenomena and problems under study/intervention
2. Normative framework of reference, social policy measures, responses and social support to combat social problems
3. Ways of knowing and doing social work in the field of intervention.
3.1 Psychosocial diagnosis: dimensions of collecting and analysing information;
3.2 Social work practice: main constraints, challenges and intervention procedures.
Demonstration of the syllabus coherence with the curricular unit's learning objectives
The syllabus aims to contribute to the development of theoretical problems capable of explaining the social processes that cause multiple forms of social exclusion. They also aim to explain how social protection systems are organised, what social policy measures are in place and what social support can be mobilised in intervention. The contents are also compatible with the aim of contributing to the problematisation of social workers' professional practices and the exercise of technical and practical know-how.
Main literature
Almeida, J.L., Sousa, P.;Avaliação Diagnóstica na Prática do Serviço Social, Psicosoma, 2016
Almeida, J. L., Sousa, P. (org.);Serviço Social na Escola. Contributos para o campo profissional, Homus, 2018
Elaine Rossetti Behring, Ivanete Boschetti;Política Social fundamentos e história, Cortez, 2009. ISBN: 9788524912597
Ander-Egg,;Investigacion y diagnostico para el trabajo social, Humanitas, 1990. ISBN: 950-582-201-5
Ander-Egg, E., Aguilar Idánez, M. J;Cómo elaborar um proyecto: Guía para disenar proyectos sociales y culturales, Lumem, 1995
Carvalho, M. I.;Serviço Social com Famílias, Pactor, 2015
Guerra, I;Fundamentos e Processos de uma sociologia de Acção, Princípia, 2000
The teaching-learning approach is based on the operationalisation of knowledge and the interpretation of concrete problems, through expository approaches and, essentially, the analysis of cases experienced by the students, based on controlled experiences of observation and participation in the field. In order to develop students' ability to relate and communicate, role-playing exercises, group dynamics and presentations of work that prompt collective discussion are organised.
Assessment Components
Avaliação apenas com exame final
Continuous Assessment
Continuous assessment
Continuous assessment is based on several elements:
a) Evaluation of field work (attendance, punctuality, availability and commitment to field activities, field notes, self- and hetero-evaluation of performance in the internship (see evaluation criteria grid) - 50%;
b) Pre-diagnosis (final assignment) - 40% (see assessment criteria grid);
d) Class participation - 10%.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
The inclusion of students in institutional contexts (based on 4 internship projects) enables them to learn about social work practices in different fields of intervention. The pedagogy is centred on critically analysing the ways of doing things in the institutions that host the students' internships and on solving concrete problems: a systematic exercise in discovering multidisciplinary contributions in order to understand the problems and build intervention models adjusted to their causalities.
