73328 - LABORATORIO DI SPECIALIZZAZIONE PROFESSIONALE IN PREVENZIONE E CURA EDUCATIVA DEL DISAGIO SOCIALE II (G.A)

Learning outcomes

At the end of the lab, the student:
- is able to move autonomously in applying the specific techniques learned in an autonomous way or within projects organized by institutions;
- knows how to compare with other subjects on how to use and document the techniques learned; - knows how to place the specific knowledge learned in different types of service;
- knows how to evaluate the limits and merits of the technical instruments learnt;
- knows how to transfer the technologies learned into different contexts, making personal modifications and integrations.

Course contents

The United Nations 2030 Agenda emphasizes the importance of promoting inclusive job opportunities that respect human rights and contribute to reducing inequalities, with particular attention to vulnerable populations. Professionals in the third sector play a crucial role in fostering the labor inclusion of individuals living in disadvantaged conditions, including those facing substance use disorders and psychiatric issues. The workshop aims to provide knowledge and skills to develop interventions that enhance individual potential, strengthen soft skills, promote empowerment and autonomy, and support these individuals in "sustainable" pathways to workforce reintegration—those that harmonize the relationship between work and personal identity. Building an educational relationship with these specific groups and managing their reintegration into the workforce in complex contexts can benefit from an approach that integrates psychological knowledge and educational expertise. Such an approach enables professionals to understand and address the unique needs and challenges faced by these individuals. The workshop will therefore delve into the psychological, emotional, and relational barriers that may arise during the reintegration process, both from the user’s perspective and from that of the operator. Particular attention will be given to the resources professionals can activate, integrating a meta-reflective process aimed at the continuous development of their transversal competencies.

Readings/Bibliography

Recommended Bibliography

Berardi, D., & Fioritti, A. (2017). Individual placement and support. Manuale italiano del metodo per il supporto all’impiego delle persone con disturbi mentali. Bologna University Press.

Borzaga, C., & Depedri, S. (2013). When social enterprises do it better: Efficiency and efficacy of work integration in Italian social cooperatives. In Social Enterprise. Routledge.

Brown, B., Hanson, M., Liverman, D., & Merideth, R. (1987). Global Sustainability: Toward Definition. Environmental Management, 11, 713–719. https://doi.org/10.1007/BF01867238

Coletti, M., & Grosso, L. (2022). La comunità terapeutica per persone tossicodipendenti (seconda edizione). Edizioni Gruppo Abele.

Dipartimento per le politiche antidroga. (2021). Piano di Azione Nazionale Dipendenze 2022-2025. https://www.salute.gov.it/imgs/C_17_notizie_5029_0_file.pdf

Henderson, M., Harvey, S., Øverland, S., Mykletun, A., & Hotopf, M. (2011). Work and common psychiatric disorders. Journal of the Royal Society of Medicine, 104(5), 198–207. https://doi.org/10.1258/jrsm.2011.100231

Martinson, K., McDonald, D., Berninger, A., & Wasserman, K. (2021). Building Evidence-Based Strategies to Improve Employment Outcomes for Individuals with Substance Use Disorders (OPRE Report 2020-171). Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Nazioni Unite. (2015). Transforming our world: The 2030 Agenda for Sustainable Development (A/RES/70/1). https://www.refworld.org/docid/57b6e3e44.html

Rubin, J., Brinck, E., Gorman, L., & Sprong, M. (2020). Vocational Rehabilitation for People with Psychiatric Disabilities. The Rehabilitation Professional, 28(4), 193-214.

Volkow, N. D., & Blanco, C. (2023). Substance use disorders: A comprehensive update of classification, epidemiology, neurobiology, clinical aspects, treatment and prevention. World Psychiatry, 22(2), 203–229. https://doi.org/10.1002/wps.21073

White, W., & Cloud, W. (2008). Recovery capital: A primer for addictions professionals. Counselor, 9, 22–27.

 

Teaching methods

The workshop adopts an active and participatory methodology, alternating between lectures and moments of reflection and discussion in class on the topics covered. It includes case-based exercises, small and large group activities, and collaborative work sessions.

Assessment methods

The assessment criteria include the level of individual participation, which will be monitored throughout the workshop, the activities carried out during in-class exercises, and the output of small group work, which will be presented and shared with the larger group.

 

Teaching tools

Slides and additional teaching support materials will be made available on the "Virtuale" platform.

Office hours

See the website of Federica Ambrosini