| Code: | GS3203 | Acronym: | IS2 |
| Web page: | https://1drv.ms/f/s!Ajm0ypx3E2i8guM5uxJBLPc5vGSq6A |
| Teaching Area: | Gerontologia Aplicada |
| Acronym | No. of Students | Study plan | Curriculum Years | ECTS | Contact hours | Total Hours |
|---|---|---|---|---|---|---|
| LGS | 8 | Despacho 6311/08 | 3º | 3 ECTS | 0 | 0 |
| Laboratoriais: | 20,00 |
| Forms: | 0,00 |
Teaching - Hours
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Portuguese
The curriculum of Systemic Intervention aims to create a systematic body of knowledge and practices that seek to understand the reality of the problems of the user system and the surrounding social circumstances. Using a casuistic methodology (each case is unique) and a personalistic approach (focused on the individual and their context), it aims to raise awareness of the importance of "assisting" the user in seeking solutions to their problem by improving their social and family situation.
This curriculum also aims to introduce to Social Work a methodology for seeking solutions to individual problems within a group context, understanding that groups can assist individuals with their problems by involving users in groups and communities, giving meaning to their lives, and encouraging them to acquire social skills and motivations.
Thus, by introducing systemic thinking into Social Work, it offers a model of intervention in which the Social Worker attempts to promote change in an integrative and circular manner, integrating the socioeconomic, psychological, cultural, family, and interpersonal components of the user, reducing a type of intervention that is simply welfare-oriented or linear.
Family life cycle. Family typologies: nuclear families, single-parent families, reconstituted families, etc. Family structure: hierarchies, boundaries, alliances, and coalitions. Individual interview vs family interview: how to intervene in the system.
With the introduction of the systemic approach, the aim is for students to no longer view the problem as individual, but rather to understand a circular causality relationship in understanding issues, taking into account all the factors surrounding the client's life, whether it be the individual, the group, or the community. By introducing the assumptions of the Systemic Model, the goal is to promote in students a "holistic" perspective of the client's experiences, encompassing material, cultural, and relational aspects, progressing from an individual or cause-and-effect perspective. It is highlighted that with the knowledge of this model, the reintegration of the idea is emphasized that when one element of the system undergoes a change, it will affect the entire group, and the change of these same members can facilitate a more effective transformation of the system.
| Alarcão, M. ;(Des)Equilíbrios familiares, uma visão sistémica, Quarteto Editora, 2002 |
| Cabral, Daniel Welton Arruda, & Sales, Camila Maria Del Carlos Pinheiro;Contribuições e implicações da perspectiva dialógica: o self do(a) terapeuta na terapia familiar/de casal, Nova Perspectiva Sistêmica, 28(63), 21-41, 2019 |
| Cesar, C. C. F., Costa, J. S. ;Terapia familiar sistêmica, Londrina: Editora , 2018 |
| Gouveia-Pereira & Pires de Miranda ;Manual de Terapia Familiar: Teoria, avaliação e intervenção sistémica, Pactor, 2021 |
| Pinho, J., Viseu, I., Carvalho, D., Sousa, S., Figueiredo, M. H., & Vilar, A. ;Aplicação do modelo dinâmico de avaliação e intervenção familiar aos cuidados continuados, Revista de Investigação & Inovação em Saúde, 5(2), 9-19, 2022 |
| Sequeira, J., & Alarcão, M. ;Porquê Não Mudam as Famílias? Narrativas de Terapias Familiares de Insucesso, Temas em Psicologia, Vol. 21, nº 1, 203 ¿219 , 2013 |
In this Curricular Unit, diverse methodologies will be used to promote the capacity for autonomous, continuous learning, oriented towards achieving the objectives mentioned. Classes will include an expository component and active methodologies, such as analysis and debate of articles or other scientific sources, and discussion in small groups on the application of the concepts addressed. The presentation of topics based on difficulties encountered in the internship context is expected. Student-produced works, such as genograms and social maps, may be used. The systemic interview will be a focus of analysis and a practical learning resource, enhancing the social worker's neutrality and the circularity of group analysis, as well as the view of intervention in the helping process based on the conflict of a relationship rather than individual conflict.
Avaliação distribuída com exame final
Not applicable.
For students under distributed assessment, the assessment will consist of two individual written tests, each carrying a weight of 50% of the final grade.
For students under final assessment, the assessment will consist of a written individual exam (100% of the final grade).
Not applicable.
In accordance with the norms of the Knowledge Evaluation Regulation.
In accordance with the norms of the Knowledge Evaluation Regulation.
This curricular unit aims for future social workers to learn to conduct a circular analysis of the problem considering all interrelated dependencies, developing hypotheses for problem-solving aimed at change, which in turn occurs in the whole rather than in one part. It is hoped that this approach becomes more effective because it is a global change rather than a small partial change.
