|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|(i) To have knowledge and ability to understand concepts and theories in the area of juvenile delinquency as well the evolution of the juvenile justice system in Portugal;|
(ii) To apply the acquired knowledge and ability to demonstrate understanding of them in order to allow for proper assessment and resolution of problems specific problems of juvenile delinquency and identifying appropriate interventions in this matter;
(iii) To develop skills to support solutions and opinions expressed in the analysis of relevant social, scientific and ethical aspects in juvenile delinquency;
(v) To improve oral and written communication skills;
(vi) To develop a critical attitude and self-criticism, and show autonomy and responsible conduct in intervention with young offenders.
|1st Unit. Concepts. Evolution of the juvenile justice system in Portugal. Measures of juvenile delinquency. Explanatory causal factors of juvenile delinquency. Types of offenders: typology of continuity versus typologies career. Juvenile delinquency and demographic characteristics.|
2nd Unit:Family risk factors. Individual factors of delinquency. Peers and learning the rule.
3st Unit: Assessing the risk of violence in youth: Principles, Instruments and evaluation process. Strategies for the prevention of juvenile delinquency. Interventions focused on developing individual skills. Interventions focused on the family system. Interventions in the school context. Interventions in the community. Impact of interventions. Barriers to prevention. Tertiary intervention and the (in) effectiveness.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|1st Unit. Syllabus contents focus on specific theoretical issues in the area, thus enabling the fulfillment of the course objectives, specifically: to apply the theoretical knowledge acquired in the analysis, interpretation and explanation of juvenile delinquency;|
2nd Unit: Syllabus contents focus on specific theoretical issues in the area, thus enabling the fulfillment of the course objectives, namely: being able to identify the different risk factors and protection to support the understanding and explanation of delinquent behaviour.
3st Unit: Syllabus contents focus on specific theoretical issues in the area, thus enabling the fulfillment of the course objectives, specifically: to apply the knowledge and understanding acquired capacity in order to allow for proper assessment and intervention in juvenile delinquency, to demonstrate oral and written communication skills; to show autonomy and responsible conduct in the intervention with young offenders.
|Teaching Methodologies (Including Evaluation):|
|Teaching methodology will include theoretical lecturing, research, reading and discussion of specific references, as well as thematic debating and critical reflection. Assessment will be continuous and based on a written test, a practical essay, an oral presentation and work discussion, as well as the execution of theoretical and practical tasks in the classroom, and students’ punctuality and attendance.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|1st unit - Theoretical analysis of content characterizing juvenile delinquency; Presentation of different evaluation measures to delinquent behavior; Debate individual and group cases seeking to apply the theoretical knowledge. 2nd unit - Theoretical exposition of contents; Practical exercises with the aim of demonstrating knowledge and skills in the identification of different risk factors in juvenile delinquency; Case studies in order to be able to integrate the theoretical and practical knowledge acquired. 3st Unit: Theoretical exposition of contents; Practical exercises with the aim of demonstrating knowledge and skills in the assessment and / or intervention in cases of juvenile delinquency; Case studies in order to be able to integrate the theoretical and practical knowledge acquired; to demonstrate oral and written communication skills; to show autonomy and responsible conduct in practice with young offenders.|
|Braga et al. (2018). Autoestima, narcisismo e dimensões de delinquência juvenil: Que relação?Análise Psicológica, 36(2):145-157- B-on|
Braga et al. (2017). Unraveling the link between maltreatment and juvenile antisocial behavior: A
meta-analysis of prospective longitudinal studies. Aggression and Violent Behavior, 33:37-50. B-on
Carvalho, M.J. (2017). Traços da evolução da justiça juvenil em Portugal:
do “menor” à “justiça amiga das crianças". Revista Configurações, 13-28.
Martins & Simões (2019). Crime, Desvio e Risco na Adolescência. Lisboa: Sílabo- BFP
Negreiros J. (2015). Intervenção na delinquência juvenil. Perspetivas psico-forenses. Curitiba: Editora CRV
Maia, et al. (2016). Dicionário Crime, Justiça e Sociedade. Lisboa: Edições Sílabo -BFP
Martins (2009).Maus tratos entre adolescentes na escola.
Rijo, D., Brazão, N. et al. (2017). Intervenção psicológica com jovens agressores. Lisboa:Pactor