The teaching proposes to the student to:

- provide an introductory but comprehensive overview of the constituent elements of Social Service, the values and principles that comprise its intrinsic ethical dimension and the roots and historical evolution of the profession that have originated and characterized it, with particular reference to the history of Social Service in italy;

- foster an understanding of the relevance of ethical and deontological issues in professional practice;

- initiate an initial methodological procedure with particular attention to relational skills, evaluation and intervention processes, and reflexivity from a self-assessment perspective.  
 

1. Knowledge and understanding Students must possess:

- an in-depth, aware and critical knowledge of the deontological principles of the Social Service and of the ethical implications of social work; the knowledge of the main lines of development of the history of the Social Service, with particular reference to the Italian reality and the ability to identify the connections with the international matrixes of the profession;

Students achieve this basic knowledge by attending lessons, participating in classroom discussions on the topics covered in class, analytical study of the scientific texts proposed by the teacher and comparison by exchanging e-mails.

2. Ability to apply knowledge and understanding Students will have to - knowing how to apply the theoretical knowledge acquired during the course to the analysis of sources and to the analysis of the research topics indicated by the teacher, with insights from a theoretical point of view. - be able to make connections between concepts, contents of scientific texts and teaching materials; know how to use specialized language.

Students achieve this basic knowledge: through class attendance, participation in classroom discussions on the topics covered in class, analytical study of the scientific texts proposed by the teacher and comparison via e-mail exchange.

3. Judgment skills Students must be able to make critical and independent reflections on the basis of the knowledge acquired during the course.

Students acquire these skills through discussions in the classroom with the teacher and colleagues, during lessons and in continuous interaction via e-mail.

4. Communication skills Students must possess expression skills, communication skills in written and oral Italian, as well as have basic skills in the specialized language of the discipline.

Students acquire these skills by actively interacting in the classroom through questions to the teacher, answers to requests from the teacher on the topics covered in class, exchanges with fellow students, writing short summaries on the topics of the week and written answers to questions on topics indicated by the teacher .

5. Learning ability Students must achieve learning skills for further study.

Students acquire these skills through discussion in the classroom, the argumentation of the answers to the teacher's questions on the topics of the course, the comparison with classmates during the lessons and through individual study.

1. Knowledge and understanding.
Students should possess:
- a thorough, knowledgeable and critical understanding of the deontological principles of Social Service and the ethical implications of social work; knowledge of the main lines of development of the history of Social Service, with particular reference to the Italian reality and the ability to identify connections with the international matrices of the profession;

Students achieve this basic knowledge through attendance of lectures, participation in classroom discussion on the issues addressed in class, analytical study of scientific texts proposed by the lecturer and in discussion through e-mail exchange.

2. Ability to apply knowledge and understanding
Students will be expected to
- be able to apply the theoretical knowledge acquired during the course to the analysis of sources and the analysis of research topics indicated by the lecturer, with insights from a theoretical point of view.
- be able to make connections between concepts, contents of scientific texts and teaching materials; know how to use specialized language.

Students achieve such basic knowledge: through attendance of lectures, participation in classroom discussion on the issues addressed in class, analytical study of scientific texts proposed by the lecturer, and in discussion through e-mail exchange.
 

3. Judgment skills
Students should be able to make critical and autonomous reflections based on the knowledge acquired during the course.
Students acquire these skills through discussion in the classroom with the lecturer and colleagues, during lelections and in ongoing interaction via e-mail.

4. Communication skills.
Students are expected to possess expressive, communicative skills in written and oral Italian, as well as to have basic skills in the specialized language of the discipline.
Students acquire these skills by actively interacting in the classroom through questions to the lecturer, responses to the lecturer's prompts on topics covered in class, exchanges with fellow students, making short summaries on the week's topics, and written responses to questions on topics indicated by the lecturer.

5. Learning skills.
Students are expected to achieve learning skills for further study.
Students acquire these skills through classroom discussion, argumentation of answers to the lecturer's questions on course topics, discussion with classmates during lectures, and through individual study.
 

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

Teaching

Attendance at least three-fourths of the lecture hours (36 hours) and study of the relevant lecture material.

Attendance

Attendance at least three-fourths of the lecture hours (36 hours) and study of the relevant lecture material.

Course books

Biffi F, Pasini A, Principi e fondamenti del servizio sociale - Concetti base, valori e radici storiche - Erickson, 2022

Bertotti T, Fazzi L, Rosignoli A, Il servzio sociale: le competenze chiave - Carocci editore, 2021

During the course, students will be given guidance about the possible selective preparation of exam texts

Assessment

Verification of learning will be by individual oral interview based on the lectures and the examination reference texts, aimed at assessing both the student's learning of the content and his or her ability to rework and argue. There is an option to submit a written paper, on a topic agreed with the lecturer.

Will give rise to excellent evaluations: the student's possession of good critical and in-depth skills; the ability to link together the main themes addressed in the course; the use of appropriate language with respect to the specificity of the discipline.

Will give rise to fair evaluations: the student's possession of a mnemonic knowledge of the contents; a relative critical ability and ability to connect the topics covered: the use of appropriate language.

Will give rise to sufficient evaluations: the student's attainment of a minimal knowledge of the topics covered, despite some formative gaps; the use of inappropriate language.

They will give rise to negative evaluations: difficulties in the student's orientation to the topics addressed in the examination texts; formative gaps; the use of inappropriate language.”

Disabilities and DSAs
Students who have registered their disability certification or DSA certification with the Office of Inclusion and Right to Study may request to use concept maps (for keywords) during the examination test.
For this purpose, it is necessary to send the maps, two weeks before the exam call, to the course lecturer, who will check their consistency with the University guidelines and may request their modification.

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.

Attendance

Study of educational reference material

Course books

In order to give the opportunity to non-attending students to compensate with self-study what was done during the lectures, the following materials referring to the same contents of the program are indicated in order to promote their full understanding.

Biffi F, Pasini A, Principi e fondamenti del servizio sociale - Concetti base, valori e radici storiche - Erickson, 2022

Bertotti T, Fazzi L, Rosignoli A, Il servizio sociale: le competenze chiave - Carocci editore, 2021

One text of your choice from the following:

A.Sicora, Emozioni nel servizio sociale - Carocci editore 2024

R. Sennett, Rispetto - ed. Mulino 2003 

Assessment

Verification of learning will be by individual oral interview based on the lectures and the examination reference texts, aimed at assessing both the student's learning of the content and his or her ability to rework and argue. There is an option to submit a written paper, on a topic agreed with the lecturer.

Will give rise to excellent evaluations: the student's possession of good critical and in-depth skills; the ability to link together the main themes addressed in the course; the use of appropriate language with respect to the specificity of the discipline.

Will give rise to fair evaluations: the student's possession of a mnemonic knowledge of the contents; a relative critical ability and ability to connect the topics covered: the use of appropriate language.

Will give rise to sufficient evaluations: the student's attainment of a minimal knowledge of the topics covered, despite some formative gaps; the use of inappropriate language.

They will give rise to negative evaluations: difficulties in the student's orientation to the topics addressed in the examination texts; formative gaps; the use of inappropriate language.”

Disabilities and DSAs
Students who have registered their disability certification or DSA certification with the Office of Inclusion and Right to Study may request to use concept maps (for keywords) during the examination test.
For this purpose, it is necessary to send the maps, two weeks before the exam call, to the course lecturer, who will check their consistency with the University guidelines and may request their modification.

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.