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 theoretical classes contemplate the oral exposition and participated discussion of the themes of the program, supported by the projection of visual material, including pedagogical films. For each class the students elaborate a written reflection.

The practical classes use the PBL (project based learning) with the oral presentation of a socio-educational intervention project by a group of students, with active involvement of peers, namely in the evaluation of the quality of this presentation.

Learning Outcomes

At the end of this course unit the student is expected to be able to:

- Understand the specificity and goals of socio-educational interventions with children, youth and families in the community and in different contexts (school; health; social) in a global model of promoting skills, autonomy and well-being and protection

- Know how to select and recommend evidence-based and culturally appropriate socio-educational interventions for children, youth and families

- Identify in the skills profile of graduates in Educational Sciences the skills of professionals who implement socio-educational interventions in a model of proximity in the community. 

Work Placement(s)

No

Syllabus

1. Concepts

1.1 Socio-educational intervention: the inevitability of a bio-ecological developmental perspective

1.2 Promotion and skills (protective factors); prevention and risk factors: a model for breaking inequality trajectories and promoting well-being and autonomy

1.3 Types of intervention: universal, selective, indicated and in multiple steps.

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

2.1 The National Strategy for the Rights of Children

2.2. The Portuguese Promotion and Protection System

3. The family, school, and community as contexts of socio-educational interventions

3.1. Evidence-based socio-educational interventions: concept, typologies, and justification of their need (the adverse effects; cost-benefit analysis - BCAs)

3.2 European and international platforms for evidence-based interventions

3.2 Case studies of socio-educational interventions based and/or informed on evidence.

Head Lecturer(s)

Maria Filomena Ribeiro Fonseca Gaspar

Assessment Methods

Assessment
Synthesis work: 10.0%
Other: 40.0%
Frequency: 50.0%

Bibliography

Barry, M. (2019). Concepts and principles of mental health promotion. In M. Barry, A. Clarke, I. Petersen & R. Jenkins (Eds.) Implementing mental health promotion. Second edition (pp. 3-34). Springer. https://doi.org/10.1007/978-3-030-23455-3_14

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

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.

Welsh, B. C., & Rocque, M. (2014). When crime prevention harms: A review of systematic reviews. Journal of Experimental Criminology, 10(3), 245-266. https://doi.org/10.1007/s11292-014-9199-2.