| Code: | ss2210225 | Acronym: | DPS2 | |
| Predominant Scientific Areas: | Social Work | |||
| Acronym | No. of Students | Study plan | Curriculum Years | ECTS | Contact hours | Total Hours |
|---|---|---|---|---|---|---|
| LSS1 | 62 | Viso nº 16918/2022 de 30 de Agosto | 2º | 5 ECTS |
| Theoretical-Practical: | 19,50 |
Teaching - Hours
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1.Drawing up psychosocial diagnoses 1.1 Acquiring skills in articulating knowledge from different disciplinary backgrounds with a view to constructing theoretical problems that explain the social problems experienced by the individuals the students work with during their internship 1.2 Constructing a coherent and unified framework for analyzing social problems and phenomena 1. 3 To be able to distinguish intangible structural processes from the social mechanisms that can be transformed 1.4 To acquire analytical skills in order to identify the most appropriate courses of action for resolving the problems to be addressed 2. To discover the potential of action in order to deepen the understanding of social problems 3. To understand the close link between a diagnosis and an intervention project.
THE PSYCHOSOCIAL DIAGNOSIS: dimensions of psychosocial characterization of individuals PART I ECONOMIC DIMENSION OF SOCIAL INCLUSION: PARTICIPATION IN PRODUCTION AND CONSUMPTION BY INDIVIDUALS / FAMILIES - Reconstruct the relationship between individuals/families and the world of work in order to understand their particular ways of accessing economic inclusion and a place in society (Gaulejac & Léonetti, 1994). - To understand the nature of the influence that families exert on their children with regard to their professional and life projects. - To understand how the ways in which individuals are integrated into society interfere with their definition of life strategies and their representations of the past, present and future. PART II SOCIAL DIMENSION OF INCLUSION: Horizontal Social Links 1. residential group: sociability and life experiences in the territorial space a) Housing conditions and architectural quality of the residential area where the individual lives; b) Symbolic connotations attributed to the territory where they live; c) Cultural practices and leisure activities; d) Ways of coping with the symbolic devaluation associated with living in an unqualified habitat. 2) Family dynamics a) Primary socialization process; b) Family modes of pedagogical investment; c) Domestic moral order; d) Forms of exercising family authority e) Family modes of dealing with conflict situations (conjugal; parental); f) Representations that the individual has in relation to their family; g) Traumatic events experienced in the domestic group: losses, institutionalization, abandonment, neglect, sexual abuse, physical abuse, prostitution and/or situations of drug addiction and alcoholism of the parents. PART III SOCIAL DIMENSION OF INCLUSION: Vertical social ties 1. THE INSERTION OF THE INDIVIDUAL INTO THE SCHOOL CONTEXT 1.1 The journey of individuals through the education system 1.2 Behavioral attributes aimed at study, work and sociability (observation guide)
The syllabus meets the objectives of the course, both in terms of formulating problems and analyzing them, and in terms of reflecting on the courses of action best able to overcome or mitigate the problems identified.
| ANDER-EGG, Ezequiel;Investigacion y diagnostico para el trabajo social, Humanitas, 1990 |
| PEREZ SERRANO, Glória;Cómo elaborar un proyecto : Guía para disenar proyectos sociales y culturales, Porto Editora, 2008 |
| GUERRA, Isabel;Fundamentos e Processos de uma sociologia de Acção, Principia, 2000 |
| Gaulejac, V., Bonetti, M., Fraisse, J.,;L'ingénierie sociale, Syros, 1995 |
| Serge Paugam;La disqualification sociale. Essai sur la nouvelle pauvreté, Presses Unversitaires de France, 1991 |
| Maria Cidália Queiroz e Marielle Gros;Ser Jovem num bairro de habitação social, Campo das Letras, 2002 |
Assessment is continuous, with the possibility of a final exam, and the teaching-learning process is based on active methods centered on the information gathered by the students in their internships and practical exercises to familiarize them with the diagnostic tools used in various institutions that provide social services. It is based on concrete situations that we try to reflect on the social factors that contribute to the formation of social problems. It is also on the basis of reflection on the origin of the social facts recorded by the students that investment is made in defining possible lines of action to be implemented in order to combat the causes of the problems diagnosed. The pedagogy used aims to help students build a psychosocial diagnosis to be submitted for evaluation at the end of the semester.
Avaliação apenas com exame final
The teaching-learning methodology based on active methods (practical exercises in case analysis; familiarizing students with diagnostic tools and information-gathering protocols used by institutions that provide social services; reflection on data collected by students during their internship) contributes to achieving the UC's learning objectives.
