|Crime and Addictions||780CADI|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|(i) To master the different explanatory approaches to the drug-crime phenomenon; (ii) Acquire, develop and deepen knowledge and skills to distinguish the "styles" of drug addict, delinquent and drug-crime specialist; (iii) Apply this knowledge to the identification of the drug-crime specialist; (iv) Develop and apply the framework of analysis and intervention with the drug-crime specialist.|
|I - Historical context and epistemological - the first hypothesis and the first studies on the drug-crime relationship. The addict as a victim and offender. Risk and protection.|
II - The the drug-crime link deterministic approaches. The explanations based on causal relation.
III - Approaches centered on the structures of the individual in the drug-crime link.
IV - Approaches centered in the process of installation and development of the drug-crime link. The addict offenders - functional analysis. The profile and the "styles" addict, delinquent and the drug-crime specialist.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|Units I, II and III - Program content privileges the deepening of knowledge and the development of competences in the different explanatory approaches on the drug-crime phenomenon: To dominate the different explanatory approaches of the drug-crime phenomenon; Develop and apply the framework of analysis and intervention with the drug-crime specialist.|
Unit IV - Program contents focus on deepening knowledge and skills development in the analysis and intervention in drug-crime populations: Acquire, develop and deepen knowledge and skills to distinguish the "styles" drug addict, delinquent and drug- crime; Apply this knowledge to the identification of the drug-crime specialist; Develop and apply the framework of analysis and intervention with the drug-crime specialist.
|Teaching Methodologies (Including Evaluation):|
|Theoretic-practical classes, and research literature in reading and interpretation of texts, providing the theoretical basis relating to the main points of the program, for application to specific cases, through the development of small jobs whose execution will be monitored in the context of living class. Creating open spaces for debate on the work performed.|
The evaluation shall be continuous and periodic, with the following elements: a written evaluation test, with a weight of 60%; a practical individual work, with a weight of 40%.
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|Theoretical content; Presentation of examples that takes to the concepts clarification; Debate individual and group cases for different issues; Statements; exercises.|
|Agra, C. (2002). Entre droga e crime (2ª ed.). Lisboa: Editorial Notícias (Biblioteca UFP).|
Bennett, T. & Holloway, K. (2005a). Disaggregating the relationship between drug misuse and crime. Australian and New Zeland Journal of Criminology, 38 (1), 102-121. (B-ON)
Bennett, T. & Holloway, K. (2009). The causal connection between drug misuse and crime. British Journal of Criminology, 49 (4), 513-531. (B-ON)
Brochu, S. (2003). Drogue et violence: deux mots surcharges d’emotion. Toxicodependências, 9 (2), 61-70.
Maia, R., Nunes, L., Caridade, S.,... Afonso, L. (2016). Dicionário Crime, justiça e sociedade. Lisboa: Edições Sílabo. (Biblioteca UFP)
Nunes, L. (2011). Droga-Crime: (Des)Construções. Porto: Edições UFP. (Biblioteca UFP)
Nunes, L. & Trindade, J. (2016). Crime e drogas. Relações psicológicas, comportamentais e jurídicas. Porto Alegre: LA.(Biblioteca UFP
Sani, A. & Caridade, S. (2016). Práticas de intervenção na violência e no crime. Lisboa: Pactor. (Biblioteca UFP)