The objectives are the acquisition and mastery of theoretical methodological aspects that affect the different areas of intervention of the psychologist in the social and legal field, with a view to primary, secondary and tertiary prevention. In particular, the areas and strategies of intervention will be deepened in the area of Tutelary Care and Protection of Minors, within the Juvenile Criminal Law and Pathological Addictions. Particular interest will be given to networking, multidisciplinary and inter-institutional team.

First week:

The planning of the intervention in the psycho-social field: from needs analysis to evaluation

Introduction to network work in psychosocial intervention

Second week

Protection of minors and support for families

The contexts of intervention of child protection

Therid week:

Adoption, foster care, community for minorsK:

Fourth wee

Gender violence and networking

Ffth week

Juvenile deviance: regulatory resources and intervention models

Sixth week

Pathological addictions, taking care of the minor and parents

none

will be evaluated:

- knowledge and ability to understand the models presented relating to intervention and prevention methods in the various areas addressed 

- ability to apply knowledge and concepts critically in application contexts, ability to design, analyze and evaluate an intervention project

- the ability to integrate and apply one's knowledge and understanding in the approach to the profession in general and to the areas of intervention in particular

- develop communication skills both as disciplinary linguistic competence and as effective communication in contexts and with respect to objectives

- ability to learn and expand knowledge in an autonomous and rational way, aptitude for research and innovation

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

not foreseen

Teaching

frontal lessons

case analysis and simulations

any meetings with operators in the sector

Attendance

there are not attendance obligations

Course books

Santaniello, M. Vieno, A. (ed.) (2013). Intervention methods in community psychology. The Mill. (to study from page 1 to page 136)

Patrizi, P. (ed.) (2012). Manual of juvenile legal psychology. Carocci Editore (excluding pages 23-50 and 191-236)

Bastianoni, P., & Taurino, A (2009). The community for minors. Clinical training and supervision models. Carocci Editore (excluding pages 81-125)

Recommended in-depth texts (the fundamental contents will be summarized in the teaching material prepared by the teacher and made available to the students)

Caruso, I., & Mantegna, M. C. (2012). Help families during separation. From the guidelines to the definition of the intervention to manage the "right of visit. Franco Angeli (excluding pages 95-113)ù

Bastianoni, P., & Taurino, A (2009). The community for minors. Clinical training and supervision models. Carocci Editore (excluding pages 81-125)

Cirillo S Berrini R Cambiaso G Mazza R The drug addict's family. Between therapy and research. Raffaello Cortina Editore

Cancrini L. The treatment of unhappy childhoods. Raffaello Cortina Editore.

Caretti V. La Barbera D., Pathological addictions Clinics and psychopathology Raffaello Cortina Editore

Assessment

The evaluation will take place via oral interview.

The contents will focus on the indicated texts and on the summary material provided by the teacher (this material will be inherent to the recommended in-depth texts which however will not be the subject of the exam)

In the interview, the knowledge acquired will be verified, the awareness of the contexts and the interdisciplinary perspective, the ability to critically re-elaborate the contents, the in-depth study on the methodological level. The evaluation criteria always with reference to the learning objectives will consider the characteristics of relevance and effectiveness of the answers, as well as quality (clarity, logic, systematicity, completeness).

The final evaluation will be expressed in thirtieths, that is:

0-17: insufficient level of competence (the candidate does not achieve any of the learning outcomes foreseen in the point "knowledge and understanding")

18-20: sufficient level of competence (the candidate achieves the objectives set out in the point indicated above)

21-23: fully sufficient level of competence (the candidate achieves the learning outcomes at the point indicated above and "applied knowledge and understanding")

24-26: good level of competence (the candidate achieves the learning outcomes at the points already indicated and "autonomy of judgement" together with "independence of judgement")

27-29: very good level of competence (the candidate achieves the learning outcomes at the points already indicated together with "communication skills")

30-30 cum laude: excellent level of competence (the candidate fully achieves the results indicated above together with "ability to learn")

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

To give students and non-attending students the opportunity to compensate for what is done during the lessons with independent study, we recommend using all the materials included in the blended platform (slides, exercises, supplementary material) which are particularly useful for full understanding. of the contents of the program.

There are no differences between attending and non.attending students

Attendance

there are not attendance obligations

Course books

Santaniello, M. Vieno, A. (ed.) (2013). Intervention methods in community psychology. The Mill. (to study from page 1 to page 136)

Patrizi, P. (ed.) (2012). Manual of juvenile legal psychology. Carocci Editore (excluding pages 23-50 and 191-236)

Bastianoni, P., & Taurino, A (2009). The community for minors. Clinical training and supervision models. Carocci Editore (excluding pages 81-125)

Recommended in-depth texts (the fundamental contents will be summarized in the teaching material prepared by the teacher and made available to the students)

Caruso, I., & Mantegna, M. C. (2012). Help families during separation. From the guidelines to the definition of the intervention to manage the "right of visit. Franco Angeli (excluding pages 95-113)ù

Bastianoni, P., & Taurino, A (2009). The community for minors. Clinical training and supervision models. Carocci Editore (excluding pages 81-125)

Cirillo S Berrini R Cambiaso G Mazza R The drug addict's family. Between therapy and research. Raffaello Cortina Editore

Cancrini L. The treatment of unhappy childhoods. Raffaello Cortina Editore.

Caretti V. La Barbera D., Pathological addictions Clinics and psychopathology Raffaello Cortina Editore

Assessment

The evaluation will take place via oral interview.

The contents will focus on the indicated texts and on the summary material provided by the teacher (this material will be inherent to the recommended in-depth texts which however will not be the subject of the exam)

In the interview, the knowledge acquired will be verified, the awareness of the contexts and the interdisciplinary perspective, the ability to critically re-elaborate the contents, the in-depth study on the methodological level. The evaluation criteria always with reference to the learning objectives will consider the characteristics of relevance and effectiveness of the answers, as well as quality (clarity, logic, systematicity, completeness).

The final evaluation will be expressed in thirtieths, that is:

0-17: insufficient level of competence (the candidate does not achieve any of the learning outcomes foreseen in the point "knowledge and understanding")

18-20: sufficient level of competence (the candidate achieves the objectives set out in the point indicated above)

21-23: fully sufficient level of competence (the candidate achieves the learning outcomes at the point indicated above and "applied knowledge and understanding")

24-26: good level of competence (the candidate achieves the learning outcomes at the points already indicated and "autonomy of judgement" together with "independence of judgement")

27-29: very good level of competence (the candidate achieves the learning outcomes at the points already indicated together with "communication skills")

30-30 cum laude: excellent level of competence (the candidate fully achieves the results indicated above together with "ability to learn")

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.