Learning Objectives LOA1.To have theoretical knowledge of the phenomenon under study; LO2.To have theoretical knowledge of intervention methodologies in order to produce change in the living conditions of individuals, families and community contexts. LO3. Acquire theoretical knowledge about family ways of life; LO4. Acquire and mobilize knowledge about the social model of intervention in the area under study, highlighting the Social Worker's potential for transformative intervention. LO5. Acquire knowledge about structures and practices in the context of the phenomena under study. Skills (i) Be able to reflect on theoretical knowledge and operationalize concepts relating to the phenomenon under study; (ii) To be able to make appropriate use of the technical instruments to be used in the target areas of knowledge and intervention; (iii) Be able to exercise problem-solving and decision-making skills, collaborate in conflict resolution, work as part of a team, be reflective and critical; attentive to peer encouragement; (iv) Be proficient in scientific writing.
Programme
Program (i) Policies, structures and areas of intervention in the context of the phenomena under study (ii) Biopsychosocial factors that can influence the diversity of situations that affect individuals and families in this social problem/phenomenon (iii) Social learning theory and the modification of behaviors and attitudes; (iv) Values, attitudes and skills required of the professional practice of the Social Worker. (v) Explanation of the usefulness/meaning of the knowledge reflected in the Report in relation to professional practice: nature of the institution, organization chart, knowledge of the rules of institutional conduct, communication processes between professionals in the institutional context, ethical procedures in conducting interviews, the planning of work, the importance of social and institutional diagnoses for intervention, the preparation of observation and recording instruments, the methodology of Networking, the mobilization of emotional intelligence skills (reflexivity, resilience, emotional regulation, motivation, mutual aid,¿) both on an individual level and in teamwork .
Demonstration of the syllabus coherence with the curricular unit's learning objectives
The contents of the syllabus are intended to achieve all the objectives set for Seminar on the Study of Social Work Practice 6 in the 3rd year.
Learning Methods
From a pedagogical point of view, in Seminar 6, a traditional model based on master classes is abandoned and an integrative model is opted for which, making the student the center of learning, ensures access to knowledge through the use of social learning theory.
In the Study Seminars of Social Work Practices 6, relating to the other Areas/Phenomena under study, the Teaching Methods will be in accordance with the option of the lecturers, within the framework of the scientific-pedagogical freedom that the ISSSP values and safeguards.
Assessment Components
Avaliação distribuída sem exame final
Continuous Assessment
a) Fieldwork assessment (attendance, punctuality, availability and commitment to fieldwork activities): student self-assessment and internship supervisor's assessment of the student's performance in the internship (see assessment criteria grid) - 25%;
b) Record of fieldwork throughout the semester - 25%
c) Final report reflecting on the internship (according to the structure of the final report for the 7th semester) - 40% (deadline for submission of the work; June 20th);
d) Class participation - 10%.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
The teaching method is formulated according to three types of classes, which aim to ensure: 1. The consolidation of theoretical, procedural and technical knowledge built up throughout the training. 2. The acquisition of a new conceptual language, built on what has been thought and felt about what has been lived, referencing the various concepts to the new paradigms studied. 3. The development of emotional intelligence skills (reflexivity, inter- and intrapersonal intelligence, empathy, self-determination, creativity). 4. The construction of a view of oneself in dialog with others. 5. The internalization of Ethical Values and Citizenship in the recognition of the right to differ in opinions, in the experience of mutual help, in freedom of choice, in fair treatment, in responsibility for the task, etc. 6. Awareness of the diversity of biopsychosocial factors that can explain unequal interests, motivations and learning rhythms. To sum up: (i) Awareness of what has been achieved/lived by choice provides the means for the student to autonomously, but securely, gain a perception of themselves, in areas such as self-efficacy, self-esteem, the personal characteristics that best define them, what they value most from what they have learned, developing a realistic self-concept of themselves in academic terms.
(ii) Throughout the learning process, students gain the self-awareness that is essential for building a socio-professional identity, by acquiring/internalizing the knowledge and skills required for professional practice in this field, without resorting to therapeutic tools such as confrontation or sharing feelings.
