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 examines residential communities as complex educational settings, analysing their role within welfare and care systems, the characteristics of different user groups, and the intervention models that guide professional practice.

The course progressively guides students from understanding the mandate and functions of residential communities to critically analysing their organisation, reconstructing their theories of change, evaluating their coherence with users' needs, and designing educational interventions based on explicit and observable criteria.

Particular attention is devoted to the use of major theoretical frameworks (ecological systems theory, developmental psychopathology, psychology of everyday life, systemic approaches and theories of intervention) as tools for interpreting professional situations, critically analysing residential settings and supporting educational planning.

The final part of the course focuses on individual educational planning, outcome evaluation and the development of observable indicators to document and support change processes.

Prerequisite knowledge for the course: Basic knowledge of developmental psychology (attachment theory, identity and adolescence) is necessary for full understanding of the course and examination bibliography.

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. Please note, for an adequate understanding of the text, it is necessary to know attachment theory, which is its theoretical framework.
• Secchi, G. (2015). Lavorare con le famiglie nelle comunità per minori. Edizioni Centro Studi Erickson.
• 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., Berti, C., & Bastianoni, P. (2007). Valutare le comunità residenziali per minori: la costruzione di un modello ecologico. Psicologia della salute, (2006/1). 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 MUST contact the teacher to agree on study materials and examination mode.

They 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.
• Whittaker, J. K., Holmes, L., del Valle, J. F., & James, S. (Eds.). (2023). Revitalizing residential care for children and youth: Cross-national trends and challenges. Oxford University Press.

Teaching methods

The course combines theoretical framing with workshops, guided discussions and applied learning activities.

Teaching activities are designed to help students connect different theoretical models and apply them to the interpretation of case studies, service charters, videos and professional documentation.

For attending students, some preparatory activities may be completed before class, allowing classroom time to focus on discussion, analysis and application of theoretical models.

Assessment methods

For attending students, assessment includes:

• a mid-term written test covering part of the syllabus;
• a short applied assessment linked to workshop activities;
• a final written examination with open-ended questions covering the remaining part of the programme.

For non-attending students, assessment consists of a final written examination with three open-ended questions (90 minutes).

The following assessment criteria apply equally to attending and non-attending students:

• the accuracy, relevance and appropriate use of the knowledge acquired;
• the ability to address the specific question being asked by selecting the information that is most relevant to the argument developed. A key professional competence is the ability to identify and understand the question that needs to be answered;
• the ability to use theoretical models appropriately in the analysis and interpretation of professional situations;
• the ability to critically connect the different topics addressed throughout the course;
• the ability to support interpretations and evaluations through well-reasoned arguments grounded in theoretical frameworks and relevant evidence;
• the appropriate use of disciplinary terminology, clarity of expression and logical organisation of the written response.

For ERASMUS students.
At the beginning of the course, international students MUST contact the teacher to agree on study materials and examination mode

 

Teaching tools

PowerPoint presentations will be used during lectures to support the discussion of the main theoretical frameworks and research findings.

The course will also make use of videos, case studies, service charters and other professional materials as tools for analysis and classroom discussion.

For some workshop activities, students may find it useful to have access to a personal laptop or tablet.

Lecture slides, teaching materials and additional supporting documents will be progressively made available through the University's Virtuale platform. Please note that the slides are intended to support classroom activities and do not replace the required reading.

Generative Artificial Intelligence (AI) may be used as a support tool for individual study, for example to clarify concepts, compare theoretical models, develop concept maps or support self-assessment. However, students may not submit work that has been substantially generated by AI as their own in assessed activities or examinations. Assessment is designed to evaluate students' ability to develop independent arguments, critically connect theoretical models and apply them to the analysis of professional situations.

Office hours

See the website of Laura Palareti