Socio-educational intervention with children, youth and families

Recommended Prerequisites

Psychology of Education (bio-ecological model, Vygotsky’s theory), Sociology of Education; Social Education.

Teaching Methods

The classes interchange oral exposition and participated discussion of the syllabus themes, supported by visual projection material. In classes where there is the oral presentation of a socio-educational intervention by a group of students, there is active involvement of peers, particularly in assessing the quality of the presentation.

Learning Outcomes

At the end of this curricular unit students should be able:

- To know socio-educational interventions based on evidence for children, youth and families based on the bio-ecological model.

- To characterize socio-educational interventions based on evidence for children, youth and families based on the bio-ecological model.

- To be able to recommend socio-educational interventions based on evidence for children, youth and families based on the bio-ecological model.

- To select socio-educational interventions based on evidence for children, youth and families based on the bio-ecological model.

- To assess socio-educational interventions based on evidence for children, youth and families based on the bio-ecological model.

Work Placement(s)

No

Syllabus

1. Concepts

1.1. Socio-educational intervention: the inevitability of a conception of development in a specific context

1.2. Promotion and competences (protective factors), prevention and risk factors: a model for the trajectories of development from childhood to adulthood and to promote well-being and autonomy

1.3. Types of intervention: universal, selective, indicated and in multiple steps intervention; primary, secondary and tertiary intervention

1.4. Interventions based on evidence: evidence-based interventions

2. Children, youth and families at risk: the case of Portugal

2.1. The Law for Protection of children and youth at risk

2.2. Measures in natural living environment

2.3. The attachment theory and the concept of child and youth at risk

3. Family, school and community as contexts of social and educational interventions

3.1. Other cases of evidence-based social and educational interventions.

Head Lecturer(s)

Maria Filomena Ribeiro Fonseca Gaspar

Assessment Methods

Continuous evaluation
50% - Group work (type B) Oral presentation and written report on the socioeducational intervention: 50.0%
Frequency: 50.0%

Final evaluation
Exam: 100.0%

Bibliography

Bronfenbrenner, U., & Ceci, (1994). Nature–Nurture reconceptualized in developmental perspective. Psychological Review, 101(4), 568–586.

Dishion, T., McCord, J., & Poulin, F. (1999). When interventions harm. American Psychologist, 54(9), 755-764.

Gaspar, M. (2005). Educação familiar como intervenção sócio-educativa: Porquês, para quem, como e por quem? Revista Portuguesa de Pedagogia, 39(3), 61-98.

Gaspar, M. (2007). Educação pré-escolar e promoção do bem-estar na infância e idade adulta: Novos desafios para velhas questões. In A. Fonseca, M. Seabra-Santos, & M. Gaspar (Eds.), Psicologia e Educação (pp. 391-417). Coimbra: Almedina

Terrisse, B., Larose, F., & Couturier, Y. (2003). Quelles sont les compétences attendues pour assurer la professionnalité dans l’intervention socio-éducative auprés du jeune enfant et de sa famille? La Revue Internationale de L’éducation familiale, 7(1), 11-31.