Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OT | 4 | 2 |
Change in contact: Anna Quero (anna.quero@uab.cat)
The family structures of the contemporary world have a great complexity and diversity (single parent families, homoparentals, reconstituted, transnational ...), as well as in the context o difficulties (social exclusion, breakage of community ties, unemployment, precariousness, negligence, ...). In this subject, the theoretical bases will be addressed, from an ecosystemic perspective, which will allow us to analyze and make proposals for intervention, with a special emphasis on situations of intrafamilial abuse.
The training objectives are as follows:
a) Analyze the social contexts of difficulty for human development.
b) Introduce the analysis of family dynamics from an ecosystemic perspective.
c) Knowing the communicative processes and their main difficulties.
d) Apply the knowledge acquired to analyze situations of abuse o neglect inside the family
e) Announce the role of the psychologist in psycho-socio-educational intervention
Block I: Introduction
1. Needs of childhood.
1.1 Concepts of childhood.
1.2 Needs of childhood.
1.3 Rights of the childhood.
Block II:
2. Ecological framework.
2.1 Ecological approach: risk factors and protection.
2.2 Vulnerability and resilience.
3. The family as a system.
3.1 Structural and functional aspects.
3.2 Conjugality.
3.3 Parentality.
3.4 The attachement.
Block III:
4. Family games.
4.1 Dysfunctional dinamics in abused and neglected families.
4.2 The abuse as a relationship.
5. The abuse and neglect
5.1 Typologies.
5.2 Characteristics.
5.3 Possible explanations.
5.4 Consequences.
5.5 Child protection systems and professional coordination.
This subject has a basic structure focused on different directed activities. These are structured in three modalities:
1 • Master classes with a whole group where the key concepts are exposed.
2 • Seminars in the classroom: where from cases and articles, the interview will be worked from the systemic perspective. They will consist in the learning and implementation of the systemic interview.
Topics to talk about:
• Communication skills: Verbal and non-verbal language
• Interviewer Feelings
• The Systemic Circular Interview as intervention
3. • Clinical practices (1/12) where students will participate in a clinical case outside the UAB campus.
Monday: Psychiatry Service of the Hospital of Santa Creu i Sant Pau, Barcelona. (Pavilion 18). You have to sign up for the Moodle calendar!
The supervised activities will consist in the supervision of group work. It implies a follow-up of the entire training process and will be done in small groups.
The autonomous activities include the readings, the personal study and deepening in the content of the subject, for the elaboration of the evaluation works.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
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.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
1/12 group: participated in a clinical session | 24 | 0.96 | 2, 3, 5, 14, 16, 12, 27 |
Participated in a clinical session (1/12 | 4 | 0.16 | 2, 4, 5, 14, 16, 28, 21, 12, 26, 27, 18, 31, 29 |
Seminars, small groups | 8 | 0.32 | 2, 3, 4, 5, 14, 16, 28, 12, 26, 27, 18, 30, 29 |
Type: Supervised | |||
small group tutorials | 21 | 0.84 | 2, 3, 4, 5, 20, 14, 16, 28, 21, 12, 27, 31, 30, 29, 9 |
Type: Autonomous | |||
readings, preparation and presentation of works | 93 | 3.72 | 2, 3, 4, 5, 8, 14, 28, 21, 12, 26, 27, 18, 31, 30, 9 |
The competences of this subject will be evaluated through individual and group activities.
The evaluation system is organized into 4 evidences, each of which will be assigned a specific weight in the final grade:
Evidence 1 (35%): Group work where students must apply the theoretical concepts of topics 1 and 2 in the analysis of a case.
Evidence 2 (35%): Group work where students should apply the theoretical concepts of topics 3, 4 and 5 in the analysis of a case.
Evidence 3 (20%): Group delivery: presentation of a systemic circular interview script.
Evidence 4 (10%): Group work with individual contribution about the clinical session.
Evidence 5 (10%)Individual work . Analisys of a text
Evidence Code |
Name |
Weight |
Format |
Authors/timing |
EV 1 |
Analysis of a case (Themes and 2) |
35% |
Written
|
Group / week 8 |
EV 2 |
Analysis of a case (Themes 3,4. 5) |
35% |
Written
|
Group / week 18 |
EV 3 |
Scripture Systemic Circular Interview
|
20% |
Written |
Group / week 13 |
EV4 |
Clinical session report
|
10% |
Written |
Individual/ end of course |
Rules of the evaluation system
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Evidence 1: group work where students will have to apply the theoretical concepts of blocks 1 and 2 to the analysis of a case. | 35% | 0 | 0 | 2, 3, 4, 8, 10, 13, 21, 26, 27, 18, 31, 30, 9 |
Evidence 2: group work where students will have to apply the theoretical concepts of blocks 3 and 4 to the analysis of a case. | 35% | 0 | 0 | 2, 3, 4, 5, 8, 10, 13, 19, 14, 16, 21, 24, 12, 26, 27, 18, 30, 29, 9 |
Evidence 3: group delivery: presentation of a reflection on the work done in the classroom or on field work (depending on the mode chosen by the student). | 20% | 0 | 0 | 11, 4, 5, 20, 17, 15, 28, 25, 22, 24, 18, 29, 6, 7 |
Evidence 4: group report of the clinical session | 10% | 0 | 0 | 1, 4, 8, 19, 15, 23, 24, 18 |
Bibliografía básica
Barudy, J. &Dantagnan, M. (2005). Los buenos tratos a la infancia. Gedisa.
Barudy, J. (1998): El dolor invisible de la infancia. Paidós.
Cirillo, S.; Di Blasio, P. (1991): Niños maltratados. Paidós.
Cirillo,S, (2012) : Malos Padres. Modelos de intervención para reciperar la capacidad de ser padre y madre.Gedisa
Cyrulnilk, B. (2001). Los patitos feos. Gedisa.
Linares, J. L. (2002). Del abuso y otros desmanes. Paidós
Crittenden P.APEGO Y PSICOPATOLOGIA .Sociedad de Terapia Cognitiva posracionalista Traduccion Antonio Castro Cádiz http://familyrelationsinstitute.org/include/espanol/docs/vinculo-y-psicopatologia.pdf
Falicov, C. J. (2007). El trabajo con inmigrantes transnacionales: Expandiendo los significados de Familia, comunidad y cultura. Family Process, 46: 147-151
Walsh, F. (2005). Resiliencia familiar: un marco de trabajo para la práctica clínica. Sistemas familiares, 21: 76:96.
Watzlawick, P.; Beavin, J.H.; Jackson,D. (1967): Teoría de la comunicación humana. Herder.
Bibliografia addicional
Arruabarrena, M. I.; de Paúl, J. (1994): Maltrato a los niños en la familia. Evaluación y tratamiento. Pirámide
Campanini, A.; Luppi, F. (1991): Servicio social y modelo sistémico. Paidós.
Casas, F. (1998): Infancia: perspectivas psicosociales. Paidós
Cirillo, S. (1994): El cambio en los contextos no terapeuticos. Paidós.
Coletti, M.; Linares, J.L. (1997): La intervención sistémica en los servicios sociales ante la familia multiproblematica. Paidós.
De Paúl, J; Arruabarrena, M. I. (1996): Manual de protección infantil. Masson
Malacrea, M. (2000): Trauma y reparación. El tratamiento del abuso sexual en la infancia. Paidós.
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