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. Capitoli 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.
• Palareti, L. (2003). Valutare le comunità per minori. Psicologia clinica dello sviluppo, 7(3), 351-384.
• 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.
• 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 129-147

RESIDENTIAL TREATMENT FOR DRUG ADDICTS:

• Coletti, M. Grosso, L. (2011) La comunità terapeutica. Ed Gruppo Abele. Parts I (see summary online), II, and III
  

Upon agreement with the teacher, foreign students can replace two of the required books with the following:

• 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.

Part of the course will take place in e-learning, where it will be proposed educational materials on the two theoretical paradigms.

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

Assessment methods

For non-attending students the exam is written with three open questions (1 and a half hours).

Attending students will be evaluated in itinere and at the end of the course with criteria that will be presented at the beginning of the course

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

Office hours

See the website of Laura Palareti