73331 - MODELLI E TECNICHE D'INTERVENTO NEI SERVIZI DI COMUNITÀ

Learning outcomes

At the end of the course students will know: - the main theories about social distress and drug addiction; - the main socio-psychological theoretical models of educational intervention in a systemic and contextualist approach; - the socio-psychological conditions for designing residential cares based on the concept of everyday life; - how assessing and monitoring the processes and the outcomes of the residential care.

Course contents

The course uses the Developmental Psychopathology and the Ecological Theory of Bronfenbrenner as theoretical paradigms useful to analyze and understand the mechanisms that, starting from childhood, can lead to behavioral or mental health problems in adulthood. The theme of ineffectiveness and damage caused by institutionalizing interventions will be discussed, illustrating how everyday life (routine, rituals and rules) should be intentionally designed and used in an educational and therapeutic key depending on the characteristics and the objectives to be achieved with the specific clients of residential interventions (children victims of neglect or maltreatment, unaccompanied foreign minors, subjects with drug addiction problems etc.).
On the basis of these notions the specificity of the three levels of design inherent in the interventions will be treated: the community project, the framework project and the individualized educational project. The ecological theory is finally proposed as a conceptual framework useful for thinking, implementing and monitoring residential work, highlighting the quality indicators and the conditions under which these interventions can lead to positive results for the people in charge.

Readings/Bibliography

The following texts are required:

EVERYDAY LIFE:

• Emiliani F. (2008) La realtà delle piccole cose, Bologna: Il Mulino. Only chapters IV, V, VI

CHILDREN RESIDENTIAL CARE:

• Pedrazza (2010). Pratiche educative e processi psicologici. Carocci.
• Bastianoni, P., & Taurino, A. (2009). Le comunità per minori. Modelli di formazione e supervisione clinica, Carocci, Roma. Study only chapters 1 and 2.
  
• Palareti, L. (2003). Valutare le comunità per minori.  Psicologia clinica dello sviluppo, 7(3), 351-384. FREE downloadable ARTICLE on the VIRTUAL course platform.
  
• Bastianoni, P., Zullo, F., & Taurino, A. (2012). La ricerca-intervento come processo formativo nelle comunità per minori: l'esperienza in un contesto residenziale per adolescenti. Psicologia clinica dello sviluppo, 16(1), 133-144. FREE downloadable ARTICLE on the VIRTUAL course platform
  
• Ciriello M. (2016) La progettazione educativa partecipata. In Bastianoni, Ciriello e Fucili (a cura di), Comuni_care in comunità per minori. Edizioni Junior, gruppo Spaggiari, pag 129-14. FREE downloadable CHAPTER on the VIRTUAL course platform.

RESIDENTIAL TREATMENT FOR DRUG ADDICTS:

• Coletti, M. Grosso, L. (2011) La comunità terapeutica. Ed Gruppo Abele. Do parts II and III. Part I, relating to historical development, can be read at the choice of the student who must in any case study the summary available on the online platform.
  

INTERNATIONAL STUDENTS:

International students may substitute texts in Italian with others in English (books and/or scientific articles) by prior agreement with the professor. Below are two suggested texts, but the student can make other proposals. The examination mode may be oral.

• Whittaker, J. K., Del Valle, J. F., & Holmes, L. (2015) Therapeutic Residential Care for Children and Youth. Exploring Evidence-informed International Practice. Jessica Kingsley Publishers.
• Horwath, J. (2001) The child's world: assessing children in need. Jessica Kingsley Publishers

Teaching methods

Classes will be interactive much as possible, encouraging students to think about concrete situations (even brought by the students themselves) by applying the theoretical paradigms of the Ecological theory of development and Developmental Psychopathology.

Lessons will include the interventions of experts (manager of the Child Protection Social Service, staff of residential care units).

Assessment methods

For those who choose the course in innovative didactic modality:
1) Partial written exam in November on the textbook La realtà delle piccole cose (Emiliani, 2008), chapters 4, 5 and 6. One Open-ended question.

2) Written exam on the remaining part of the program. Two open questions.

3) Group project work that unites all the innovative mode teachings of the first semester

For students NOT choosing the innovative mode:

Written exam with 3 open questions, 1.5 hours time

 

Teaching tools

Classes will be conducted with the help of PowerPoint slides to illustrate concepts and research data.
Video and films could also be used.At certain times of group work, it may be useful for students to have personal laptops or tablets at their disposal.

Further documents illustrating the theoretical concepts covered will be made available on the course website.

Office hours

See the website of Laura Palareti