73328 - LABORATORIO DI SPECIALIZZAZIONE PROFESSIONALE IN PREVENZIONE E CURA EDUCATIVA DEL DISAGIO SOCIALE II (G.A)

Learning outcomes

At the end of the lab, the student:
- is able to move autonomously in applying the specific techniques learned in an autonomous way or within projects organized by institutions;
- knows how to compare with other subjects on how to use and document the techniques learned; - knows how to place the specific knowledge learned in different types of service;
- knows how to evaluate the limits and merits of the technical instruments learnt;
- knows how to transfer the technologies learned into different contexts, making personal modifications and integrations.

Course contents

The UN 2030 Agenda highlights the importance of promoting inclusive employment opportunities, with particular attention to people in conditions of vulnerability, including those with substance use disorders or mental health problems. In this area, social professionals can play a fundamental role in designing and coordinating social and occupational inclusion pathways aimed at enhancing individual resources, developing transferable competencies, and promoting processes of empowerment, autonomy and social participation. Support along these pathways can benefit from an integrated approach that combines knowledge of clinical psychology with educational, planning and organizational competencies. Such an approach enables engagement with the complexity and possible persistence of difficulties, while valorizing the person's resources, preferences and goals, in order to build personalized, graduated and sustainable pathways.

The workshop aims to provide foundational knowledge of adult clinical psychopathology, integrating it with competencies related to the design and operational coordination of social and occupational inclusion pathways, with particular reference to the role of the third sector and collaboration among territorial services, social cooperatives (type A and B), therapeutic communities, day centres and supported group living arrangements.

The workshop contents are organized around the following thematic areas:

• Adult clinical psychopathology. Foundational elements and main characteristics, according to DSM-5, of depressive disorders, bipolar and related disorders, personality disorders, schizophrenia spectrum and other psychotic disorders, as well as substance use disorders.
• Social and occupational functioning. Effects of cognitive, emotional, behavioral and relational impairments on access to employment, on social and occupational inclusion or reintegration, and on the maintenance of employment.
• Territorial service network. Organization and functions of services for mental health and substance use disorders.
• Psychiatric rehabilitation and recovery-oriented approaches. Main theoretical and operational models, with particular attention to person-centeredness, valorization of resources, self-determination, social participation and the construction of meaningful goals.
• Social and occupational reintegration. Analysis of programmes, interventions and pathways for people with mental disorders or substance use disorders, with particular attention to the role of territorial services and the third sector.

Through the participatory teaching activities planned, the workshop aims to develop the ability to: understand the clinical and multidimensional complexity of people with mental disorders or substance use disorders; (co-)design personalized social and occupational reintegration pathways that account for both difficulties and individual, family and contextual resources; recognize the psychological, emotional and relational barriers that may emerge during the reintegration process, from both the person's and the professional/team perspective; consciously identify and address clinical, ethical, relational and organizational dilemmas that may arise in social work; understand and manage the dynamics of multidisciplinary teams and collaborations across different services and sectors, in order to ensure continuity, integration and coherence in support.

Classroom exercises will include multidimensional case analysis, design of personalized social and occupational inclusion pathways, and discussion of clinical, ethical, relational and organizational dilemmas. The activities proposed will promote the application of acquired knowledge and competencies to different situations and intervention contexts, fostering critical reflection on operational modalities adopted. Particular attention will be dedicated to the resources that professionals can mobilize and to the development of meta-reflection processes aimed at strengthening transferable competencies and increasing awareness of professional positioning.

Readings/Bibliography

Recommended Bibliography

Berardi, D., & Fioritti, A. (2017). Individual placement and support. Manuale italiano del metodo per il supporto all’impiego delle persone con disturbi mentali. Bologna University Press.

Borzaga, C., & Depedri, S. (2013). When social enterprises do it better: Efficiency and efficacy of work integration in Italian social cooperatives. In Social Enterprise. Routledge.

Brown, B., Hanson, M., Liverman, D., & Merideth, R. (1987). Global Sustainability: Toward Definition. Environmental Management, 11, 713–719. https://doi.org/10.1007/BF01867238

Coletti, M., & Grosso, L. (2022). La comunità terapeutica per persone tossicodipendenti (seconda edizione). Edizioni Gruppo Abele.

Dipartimento per le politiche antidroga. (2021). Piano di Azione Nazionale Dipendenze 2022-2025. https://www.salute.gov.it/imgs/C_17_notizie_5029_0_file.pdf

Henderson, M., Harvey, S., Øverland, S., Mykletun, A., & Hotopf, M. (2011). Work and common psychiatric disorders. Journal of the Royal Society of Medicine, 104(5), 198–207. https://doi.org/10.1258/jrsm.2011.100231

Martinson, K., McDonald, D., Berninger, A., & Wasserman, K. (2021). Building Evidence-Based Strategies to Improve Employment Outcomes for Individuals with Substance Use Disorders (OPRE Report 2020-171). Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Nazioni Unite. (2015). Transforming our world: The 2030 Agenda for Sustainable Development (A/RES/70/1). https://www.refworld.org/docid/57b6e3e44.html

Rubin, J., Brinck, E., Gorman, L., & Sprong, M. (2020). Vocational Rehabilitation for People with Psychiatric Disabilities. The Rehabilitation Professional, 28(4), 193-214.

Volkow, N. D., & Blanco, C. (2023). Substance use disorders: A comprehensive update of classification, epidemiology, neurobiology, clinical aspects, treatment and prevention. World Psychiatry, 22(2), 203–229. https://doi.org/10.1002/wps.21073

White, W., & Cloud, W. (2008). Recovery capital: A primer for addictions professionals. Counselor, 9, 22–27.

 

Teaching methods

The workshop is delivered in-person and adopts an active, participatory, case-based methodology. Lectures alternate with guided analysis and discussion of professional situations, small group design and co-design activities, role-playing and reflective debriefing sessions aimed at reviewing the choices made.

Assessment methods

Assessment of learning, expressed through a pass/fail judgment, is conducted progressively throughout the workshop. Evaluation takes into account attendance, participation and engagement in didactic activities, completion of in-class exercises, relevance of contributions to classroom discussion, and individual contribution to the design, implementation and presentation of the final group work. In-class exercises constitute moments of intermediate formative assessment. The final group work is entirely developed and presented during workshop hours.

Pass (idoneità) is achieved when the attendance requirement is met, all planned activities are completed, and participation is adequate, characterized by the ability to provide relevant contributions, justify design choices and collaborate effectively with the group.

During exercises and the completion of final work, consultation of slides, notes and other teaching materials is permitted. No written assignments are required to be prepared or submitted in advance.

Regarding learning assessment, limited, declared and non-substantial use of AI is permitted for support activities (summaries, reformulations). Substantial use for completion of parts of the assessment is not permitted.

Students with specific learning difficulties or temporary or permanent disabilities: it is recommended to contact in good time the designated University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it); it will be responsible for proposing possible accommodations to interested students, which must be submitted, with 15 days' advance notice, to the instructor for approval. The instructor will assess their appropriateness also in relation to the learning objectives of the course.

Teaching tools

Slides and additional teaching support materials will be made available on the "Virtuale" platform.

Office hours

See the website of Federica Ambrosini