The internship experience has always been central to entering the occupation, because it allows to give substance to the studied subjects and,  at the same time, to combine the theoretical knowledge with the working practices, staking also our own social competences.

The course purpose is to prepare students deal with the internship, giving them some instruments for reading and interpreting the reality of the service which they will come into contact with,in connection, not only with the relationship with the user,but also with social networks, with the community, with public and the private institutions and with the profession itself.

Furthermore, the course aims at consolidate some theoretical and methodological  knowledge necessary for practising the profession.     Special attention shall be payed to ethical aspects, as  they are essential basis and guidance of  the professional activity.

During lessons practical cases are proposed through which we can start decoding  and relating to a need, practicing what we learnt theoretically,with special attention to our own experiences in relation to the treated situations. This aspect will also be addressed through the use of simulations in which students will be able to experience themselves first-hand in different roles.

Focus on the phases of the help methodological process, with regard to the practical cases proposed.

Theoretical consolidation and practical use of Professional Social Service instruments and techniques.

Deepening of the ethical aspects and of the relating professional responsibility towards the user, the society, the organization and the profession.

Analysis of the legal responsibility of the professional activity, also in relation to the professional, institutional and social tasks.

Individual and/or group compositions may be required on the situations introduced and discussed during  classes.

To attend the course it is advisable to have taken the exam of Principles and Foundations of Social Service and followed the course Methods and Techniques of Social Service.

Knowledge and understanding skills: ability to analyse and understand situations of individual, collective and community need.

Knowledge and understanding applied skills: ability to apply in a practical context Professional Social Service knowledge in favour of persons, groups, community and institutions.

Autonomous assessments: ability to assess submitted problems

Communication skills: ability to hold discussions and meetings in a professional way,decoding our own emotional experiences with respect to submitted practical cases.

Learning skills: ability to think over complicated situations, ability to evaluate them and technical-professional independence skills.

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

Professional simulated helping situations which can be experienced during the internship and practical exercises carried out by the students..

Teaching

Teaching methods : frontal classes, discussions and small teams works, exercises and professional simulated situatiosituations.

Assessment methods: oral exam on the indicated textbooks and on the learning material.

The submission of a written composition assigned by the teacher can be asked.

Attendance

Obligations: attendance of  2/3 of the classes hours. Individual study of the textbooks and of the learning material.

Course books

Simonetta Filippini, "Nuovo codice deontologico dell'assistente sociale: le responsabilità professionali", Carocci Faber, 2020.

Riccucci M., "Scrivere per il servizio sociale", Carocci Faber, 2014 - premise , chapter 1 (da 1.1 a 1.5) and 2.

Laura Bini, "Documentazione e servizio sociale", Carocci Faber, 2018 - except chapter 2.

Guide to the traineeship by the teacher

Deontological Code updated to 01.06.2020

Assessment

Oral exam on the indicated textbooks and on the learning material used during classroom lessons.

The main evaluation criteria are the following:
- relevance and effectiveness of the answers in relation to the contents of the program;
- the level of articulation of the answer;
- adequacy of the disciplinary language used.

The submission of a written composition assigned by the teacher, on a topic defined during lessons, can be asked.

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.

Course books

Simonetta Filippini, "Nuovo codice deontologico dell'assistente sociale: le responsabilità professionali", Carocci Faber, 2020.

Riccucci M., "Scrivere per il servizio sociale", Carocci Faber, 2014.

Laura Bini, "Documentazione e servizio sociale", Carocci Faber, 2018 - except chapter 2.

Guide to the traineeship by the teacher.

Deontological Code updated to 01.06.2020

Assessment

Oral exam on the indicated textbooks and on the learning material used during classroom lessons.

The main evaluation criteria are the following:
- relevance and effectiveness of the answers in relation to the contents of the program;
- the level of articulation of the answer;
- adequacy of the disciplinary language used.

The submission of a written composition assigned by the teacher, on a topic defined during lessons, can be asked.

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.

Students who have registered their disability certification or DSA certification at the Inclusion and Right to Education Office can ask to use concept maps during the exam, which must be, as expected, by key words and not discursive.
To this end, it is necessary to send the maps two weeks before the exam session to verify their consistency with the indications of the University guidelines and request any changes. It is therefore requested not to send them close to the exam date.

The emails will be read by the teacher during the week and not over the weekend.