Protection of children at-risk

Recommended Prerequisites

NA

Teaching Methods

Lecture of some theoretical contents, by the teacher and the students (flippead classroom), team work, case study, project based learning (PBL).

Learning Outcomes

At the end of the curricular unit, it is expected that students:

- know the Portuguese system for the promotion of the chidren's rights and protection, and identify and discuss the similarities and differences with other systems (e.g., English, Spanish, and Australian systems);

- understand the differences between child and family-focused protection systems;

- know how to distinguish risk and danger, risk and protective factors, vulnerability and resilience:

- know how to explore the family's strenghts and capacities as well as its social support network;

- know and master the principals and techniques of the collaborative interview;

- know how to critically design and discuss intervention plans that protect children and support their families;

- identify situations in which change is not possible in time for child's development and the exercise of parenting has to ce limited. 

Work Placement(s)

No

Syllabus

1. Mission and aims of a child promotion and protection system: where's the focus, on the child and or on the family?

2.  The Portuguese system for the promotion of the chidren's rights and protection: a) legal framework, CNPDPCJ's and CPCJ's mission and activities; b) comparative analysis with other child protection systems.

3.Risk and danger and its impact on the child's development and well-being.

4. Risk and protective factors, vulnerability and individual and family resilience.

5. Aims, principles and strategies for the collaborative interview: how to explore the family's strenghts and weaknesses and enhance their resources.

6. Assessment of parental capacity and the potential for caregivers' change.

7. Intervention plans that promote caregivers' change, protect children and promote their development: promotion and protection agreements and networking. 

Assessment Methods

Assessment
Synthesis work: 25.0%
PBL (Project Based Learning): 75.0%

Bibliography

EU (2017). EU Guidelines for the promotion and protection of the rights of the child. https://eeas.europa.eu/sites/eeas/files/eu_guidelines_rights_of_child_2017.pdf

Gilbert, N., Parton, N. , & Skivenes, M. (2011). Child protection systems: international trends and orientations. New York: Oxford University Press.

Greene , R. R. (Ed.) (2002) Resiliency: An integrated approach to practice, policy and research. NASW Press

Melo, A. T., & Alarcão, M. (2011). Avaliação em situações de risco e perigo para as crianças: Um roteiro organizador. Análise Psicológica, XXIX, 3, 451-466.

Melo, A. T., & Alarcão, M. (2013). Transforming risks into opportunities in child protection cases: A case study with a multisystemic, in-home, strength-based model. Journal of Family Psychotherapy, 24, 1, 17-37.

Mulder, T. M., Kuiper, K. C., van der Put, C. E., Stams, G-J. J. M., & Assink, M (2018). Risk factors for child neglect: A meta-analytic review. Child Abuse & Neglect, 77, 198-210.