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2022/2023

Education of Children and Young Adults

Code: 101684 ECTS Credits: 6
Degree Type Year Semester
2500260 Social Education OB 3 1

Contact

Name:
Adriŕ Pagés Mimó
Email:
adria.pages@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Prerequisites

There are no prerequisites to enroll in Education of children, adolescence and youth

Objectives and Contextualisation

This course is a compulsory subject in the third year that aims to train professionals in areas of most tour of Social Education at the same point that encourage it from a methodological standpoint: the rehabilitative care in the stages of childhood and adolescence. 

 

The general educational objectives of the course are:

1. To contextualize the socio-educational process in two stages in the development of a person: childhood and adolescence.

2. Identify and evaluate the different training and educational and child care resources and adolescence based on a territory and the various agents operating.

3. Identify and initiate the development of competences of social educators to work properly in these vital steps in coordination with other educational and socializing agents.

Competences

  • Accompany people in their processes of growth and emancipation.
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values. 
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • Analyse the organization and management of socio-educational institutions.
  • Apply the socio-emotional skills needed to manage human relations.
  • Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
  • In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
  • Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands. 
  • Promote autonomy among participants and seek a balance between roles as advisor, facilitator and promoter of socio-educational dynamics.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge. 
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge. 
  • Use information and knowledge from different sources and contexts (reports, articles, etc.) specific to the social sciences.

Learning Outcomes

  1. Analyse a situation and identify points for improvement.
  2. Analyse the consequences for social and educational action of various theoretical paradigms
  3. Analyse the ethical aspects of social education in the field of childhood.
  4. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  5. Analyse the socio-emotional skills required for working with children and adolescents at risk.
  6. Communicate using language that is not sexist or discriminatory.
  7. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  8. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  9. Design and apply specific interventions for children at risk.
  10. Develop strategies to foster resilience processes.
  11. Explain the explicit or implicit code of practice of one's own area of knowledge.
  12. Guiding and accompanying unprotected children in their development processes and processes of integration into autonomous life.
  13. Identify the social, economic and environmental implications of academic and professional activities within one's own area of knowledge.
  14. Know about the specific functions of institutions dedicated to early childhood and adolescence.
  15. Know and use the main sources of generation of scientific knowledge about childhood and adolescence in Catalonia and Spain.
  16. Know the different theoretical paradigms.
  17. Maintain an attitude of respect, practices and behaviors that address diversity and equality.
  18. Propose new experience-based methods or alternative solutions.
  19. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.

Content

Learning outcomes

1. Analyze the implications for educational action of different theoretical paradigms.

2. Analyze the ethical aspects of social education in the field of childhood and adolescence.

3. Analyze socio-emotional skills necessary for working with children and adolescents at risk.

4. Know the specific functioning of institutions dedicated to children i adolescence.

5. Know the different theoretical paradigms.

6. Know and use the main sources of generation of scientific knowledge about childhood and adolescence in Catalonia and Spain.

7. Develop strategies to promote resilience processes.

8. Design and implement specific interventions for children and adolescents at risk.

9. Maintain an attitude of respect, practices and behaviors that address diversity and equality.

 

Content

1. The concept of childhood, adolescence and youth. pedagogical principles and methodological proposals.

2. Right of minors, protection and welfare systems. Networks, services and programs for children and adolescents. socio-legal framework in Catalonia.

3. Education and prevention in the family. Family and development practices. Continuities i discontinuities.

4. Social education in schools. Networks, services and programs.

5. Education, prevention and development in the context of (community and local) next territory. leisure, entertainment, consumer associations, participation and cultural production.

6. Programs and socio-educational actions in different contexts: methodological elements.

Methodology

Assessment criteria

Practices, case and assumptions will be distributed throughout the course, timed to the start date of the practice and delivery date. Return and monitoring activities that are part of the qualification will be less than one month, these assessment practices will be conducted in small groups (maximum 3 or 4 people) to form subgroups in each seminar.

Students who have been monitoring the course during the course and still they remain some aspect not overcome will be given the opportunity to pass the subject reformulating the activity or activities not overcome.

The copying or plagiarism of material, both in the case of work, practice or involves a final qualification examinations suspended from the subject.

The final note of the course is the weighted average of the notes of different evaluation activities (case studies, simulations and other activities) of all averaging is performed whenever the grade obtained is 4 in each evaluation activity) and examination of thematic units.

the subject will be overcome with a minimum score of 5.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Exhibitions by teachers the content and basic issues syllabus. It is done with the whole group and allows class exposure main contents through a open participation by students. 30 1.2
Workshops on the development of the subject 15 0.6
Type: Supervised      
Distnace work directed from pautes provided by teachers. 30 1.2
Type: Autonomous      
Own work to acquire the skills of self-regulated manner. 75 3

Assessment

Assessment criteria

The assessment of the subject will be based on three large blocks (evaluation activities), which are:
										
											
										
											1st. = Group classroom practices: Case study, simulations, document analysis, among others. Of all of them, an average will be made whenever the mark obtained is at least 5 points in each activity, the delivery of these activities will be linked to the calendar of realization of the thematic units of the insurance *.
										
											
										
											2nd. = Individual portfolio submission (delivery date 12/01/2023)
										
											
										
											3rd. = Final exam and / or examination Recovery of thematic units (date of completion of the final exam 26/01/2023) (date of completion of the recovery exam, after a week the first exam 02/02/2023)
										
											
										
											The final grade of the subject will be the weighted average of the notes of the different assessment activities
										
											
										
											* Classroom practices will be distributed throughout the course, timed indicating the start date and the date of delivery of the practice. The return and follow-up of the practices that are part of the qualification will be less than one month, these classroom practices will be carried out in small groups (maximum 4 people) that will form subgroups in each seminar.
										
											
										
											Students who have successfully followed the course during the course and still have some unfulfilled aspects will be given the opportunity to pass the subject by refining the activity or activities not exceeded.
										
											
										
											The copying or plagiarism of material, both in work, practice or examinations, implies a final qualification of the subject's suspension.
										
											
										
											The subject with a minimum score of 5 will be approved.
										
											
										
											Class attendance is mandatory: the student must attend a minimum of 80% of classes, otherwise it will be considered non-evaluable.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Cooperative learning dossier (portfolio) 40 0 0 2, 8, 3, 4, 1, 6, 14, 16, 9, 11, 13, 12, 18, 7, 19
Cooperative learning dossier (portfolio) 40 0 0 2, 3, 5, 14, 16, 15, 10, 9, 12
Case studies, practical work, simulations and other scheduled activities, contained in the individual portfolio. 20 0 0 2, 3, 5, 14, 16, 15, 10, 9, 17, 12

Bibliography

  • Alegre Canosa, M.A. (2005).  Geografies adolescents a secundària: els posicionaments dels fills i filles de famílies d'origen immigrant en els mapes relacionals i culturals articulats en l'àmbit escolar. Tesi doctoral dirigida per Xavier Bonal i Sarró Bellaterra : Universitat Autònoma de Barcelona. [Recurs electrònic] http://www.tdx.cat/TDX-0714105-162736/
  • Boos,F.; Exner, A. Haitger, B. (1997). Las redes sociales son distintas. Perspectivas de Gestión, 1997.
  • Bronfenbrenner, U. (1987): La ecología del desarrollo humano. Barcelona: Paidós.
  • Coord. Estatal de Educadores Especializados (1989): «Perfil profesional y formación del educador especializado» a Menores. Núm. 13-14. Madrid: Ministeri d’Afers Socials (pàg. 139-150).
  • Colom, a. (1987): modelos de intervención socioeducativa. Madrid: narcea.
  • Demause, ll. (1982): historia de la infancia. Madrid: alianza.
  • De Lucs, F i Murillo de la Cueva. (2006). La infancia en desamparo. Huelva. Portularia, vol. VI, núm. 2, 2006, pp. 213-215
  • Fantova, F. (2001). La gestión de organizaciones no lucrativas. Madrid: Ed ccs. Madrid.
  • Funes, j.; toledano, ll.; vilar, J. (1997): Intervenció Psicopedagògica sobre problemes de desadaptació social. Barcelona: Edicions de la Universitat Oberta de Catalunya.
  • Gómez-granell, c.; garcía milà, m.; ripol-millet, a.; panchón, C. (2004): Infancia y familias: realidades y tendencias. Barcelona. Institut d’Infància i Món Urbà. Ariel.
  • Guerau, f. (1985): la vida pedagógica. Barcelona: Roselló.
  • Montané, J., Jariot, M. I Arnau, L. (Coords.) (2010). Programes d'orientació d'hàbits saludables i per al desenvolupament per a nois i noies entre 12 i 18 anys. Bellaterra : Universitat Autònoma de Barcelona.
  • Muñoz, C. (1989): «La pedagogía como marco de reflexión del educador especializado. ¿Cuál es la pedagogía base?» a Menores. Núm. 13-14. Madrid: Ministeri d’Afers Socials (pàg. 77-80).
  • Picarnell_Lucas, A i Verde-Diego, C. (2017). Questions ètiques derivades de la intervenció amb adolescents. Una mirada socioeducativa y tecnocrítica. (pp. 133-149). Valencia
  • Puig, I. De (Coord.) (2010). Som joves, tenim drets... I deures. Barcelona : Generalitat de Catalunya, Departament d'Interior, Relacions Institucionals i Participació, Oficina de Promoció de la Pau i dels Drets Humans, Departament d’Educació.
  • Unió Europea (2009).  EU youth report. Luxembourg : Office por Official Publications of the European Communties.
  • Vasquez O. (2014). Infancia, Juventud y Ley. Revista de divulgación científca del trabajo con menores.

 Web:

  • "Con los bolsillos llenos de técnicas" http://paideia.synaptium.net/pub/pesegpatt2/asi/asi_tecnicas.pdf
  • CNJC i APSAS, (2020). Encarem el suïcidi juvenil: orientacions i eines per a entitats juvenils. https://www.cnjc.cat/sites/default/files/u89/encarem_el_suicidi_juvenil-eines-orientaci ons.pdf
  • Grupo de trabajo de la actualización de la Guía de Práctica Clínicasobre la Depresión Mayor en la Infancia y la Adolescencia, (2018). Guía de Práctica Clínica sobre la Depresión Mayor en la Infancia y la Adolescencia. Actualización. Ministerio de Sanidad, Servicios Sociales e Igualdad. Unidad de Asesoramiento Científico-técnico (Avalia-t). https://portal.guiasalud.es/wp-content/uploads/2018/12/GPC_575_Depresion_infancia_Ava liat_compl.pdf
  • -UPRIGHT PROGRAM: projecte europeu que té com a objectiu millorar el benestar i la resiliència de les joves. https://www.uprightprogram.eu/school_es/

Software

For the realization of this subject will use among other programs the: Genopro, Eina de cribatge and the RUMI.