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 Developmental Psychopathology and Bronfenbrenner's Ecological Systems Theory as theoretical paradigms to analyze and understand the mechanisms that, in both family and residential contexts, can lead to positive or negative developmental outcomes. The topic of the ineffectiveness and harm caused by institutionalized residential interventions will be addressed, illustrating how daily life (in the form of routines, rituals, and rules) should instead be intentionally designed and used educationally and therapeutically, based on the characteristics and goals to be achieved with the specific populations of residential interventions (children who are victims of neglect or abuse, unaccompanied foreign minors, individuals with substance abuse problems, etc.). 
Based on these concepts, the specificity of the three levels of planning inherent in residential interventions will be discussed: the community project, the framework project, and the individualized educational project. The ecological theory is finally proposed as a useful conceptual framework for thinking about, implementing, and monitoring community work in all its aspects, highlighting the quality indicators and the conditions under which these interventions can produce positive outcomes for the individuals involved.

Prerequisite knowledge for the course: Basic knowledge of developmental psychology (e.g., 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.
• 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.
• 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.

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

Assessment methods

For students attending classes (innovative didactic modality):
1) Partial written exam in November on the textbook La realtà delle piccole cose (Emiliani, 2008), chapters 4, 5 and 6. One open question.

2) Written exam on the remaining part of the program. Two open questions.

3) The individual grade obtained on the written exams may be supplemented by a group work with methods yet to be determined.

For students NOT attending classes:
Written exam with 3 open questions, 1.5 hours time

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

Classes will be conducted with the help of PowerPoint slides to illustrate concepts and research data.
Video and films could also be used.At certain times of group work, it may be useful for students to have personal laptops or tablets at their disposal.

Further documents illustrating the theoretical concepts covered will be made available on the course website.

The slides are not intended to replace the bibliography indicated.

Office hours

See the website of Laura Palareti