Curricular Unit:			Code:
Community Intervention Models			1006MICO
Year:	Level:	Course:	Credits:
2	CTSP	Gerontology and Community Intervention	5 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	65
Learning Outcomes of the Curricular Unit:
At the end of the semester, students should be able to: 1. To describe needs in a community 2. To identify intervention participants and possible settings . 3. To set goals and objectives 4. To select an intervention that will most appropriately address goals and objectives and meet the needs of participants, using evidence-based strategies to change criminal behaviour 5. To evaluate the success of an intervention
Syllabus:
1. Social intervention in communities 2. Community workers: profile and roles 3. Community intervention Values 4. Empowerment 5. Community Intervention: Process and phases 6. Specific Community intervention programs focused on the elderly
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:
(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. Pérez Serrano, G. (2010). Elaboração de proyectos sociais. Casos Práticos. Porto: Porto Editora. Kloos, B. , Hill, J., Thomas, E., Case, A. D., Scott, V. C., Wandersman, A. (2020). Community Psychology: Linking Individuals and Communities Fourth Edition. American Psychological Association. Riemer, M., Reich, S. M., Evants, S. D., Nelson, G. & Prilleltensky, I. (2020).Community Psychology: In Pursuit of Liberation and Well-Being 3rd ed. New York: Springer. (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
Lecturer (* Responsible):
Gloria Jólluskin (gloria@ufp.edu.pt)