Curricular Unit:			Code:
Communitary assessment and intervention			985AICO
Year:	Level:	Course:	Credits:
1	Master	Psychology of Justice: Victims of Violence and Crime	6 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
1) To promote student´s ability to develop prevention and community interventions, allowing them the development and planning of programs. 2) To develop the capacity to plan community programs, targeting different audiences and specific issues, from initial evaluation to follow-up evaluation after implementation, from a multidisciplinary perspective. 3) To develop the capacity to formulate community solutions to complex social problems, even in situations of limited or incomplete information, reflecting on the ethical and social implications and responsibilities derived from the solutions taken. 4) To develop the ability to communicate conclusions about this process to experts and laypeople in a clear and unambiguous way; 5) To develop skills that enable students to learn through life, in a fundamentally self-oriented or autonomous way, especially those focused on crime and victimization prevention.
Syllabus:
1. Planning community programs 1.1 Community mobilization. 1.2. Needs assesment 1.3. Planning interventions 1.4. Implementation 1.5. Evaluation Planning 2. Crime prevention 2.1 Historical and conceptual framework 2.2 Prevention approaches 2.3. Community intervention and crime
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
Syllabus contents focus on specific theoretical issues, allowing promoting the acquisition and integration of concepts, models and theories, methods and strategies for community avaliation and intervention. It also allows to integrate knowledge, skills and abilities to conduct a technical and ethical behaviour, as well as the main techniques and methodologies used in this area, to select an apply strategies, and be autonomous in professional practice.
Teaching Methodologies (Including Evaluation):
Explanatory and active/participatory methodologies are adopted, with exploration of prevention programs reports conducted by students, visualization and discussion of videos of prevention programs in the field of crime and delinquency, and promotion of critical debates in the classroom. The assessment adopted is continuous, consisting of specific practices - work that is systematized into a final report -, and an oral exam.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The exposure of procedures and strategies is critical to students' understanding. The explanation is accompanied by examples of practical applications of theoretical procedures, and students are requested to provide further examples. These methods stimulate the development of an integrative, pragmatic and analytical approach to the presented theoretical models, as well as a general investigative, critically reflective and knowledge-seeking attitude.
Reading:
(b-on) Dell, N. A., Maynard, B. R., Born, K. R. Wagner, E. Atkins, B., House, W. (2019). Helping Survivors of Human Trafficking: A Systematic Review of Exit and Postexit Interventions. Trauma, Violence & Abuse, 20 (2), 183-196. (CDU 316.6 316.4 364) Menezes, I. (2010). Intervenção comunitária: uma perspectiva psicológica. Porto: Livpsic. (CDU 159.97/.98 316.6) Ornelas, J. (2008). Psicologia comunitária. Lisboa: Fim de Século. (b-on) Sousa, R., Araújo-Monteiro, G., Souto, R. Q., Santos, R., Leal, C., & Nascimento, N. M. (2021). Interventions to prevent elder abuse in the community: a mixed-methods systematic review. Revista da Escola de Enfermagem da U S P, 55, e3677. https://doi.org/10.1590/S1980-220X2019033203677 (b-on) Tavares, A., Crespo, C., Ribeiro, M. T. (2017). Crianças Desaparecidas: Revisão Sistemática. Psychology, Community & Health, 6 (1), 42-58.