Degree | Type | Year |
---|---|---|
Criminology | OT | 4 |
You can view this information at the end of this document.
The teaching of the course will be delivered taking into account the perspective of the Sustainable Development Goals.
The subject Social Intervention Networks is located in the fourth year of the Degree, in the mention of criminal execution. In this sense, the subject aims to provide the tools that allow Criminology graduates to accompany released persons, being a guide for professionals who accompany and supervise people who are subject to compliance with a criminal measure in the community and who have to work in a network with other professionals, organizations or institutions, delegates of penal measures in the community, technical figures for rehabilitation and reintegration, among others, in order to respond to the individual resettlement needs of the user.
Block A
1. Networking, concept and limits.
2. The network of social intervention: areas, institutions, programs, actions and professionals.
3. Strategies for networking.
Block B
4. Work in the open labor market.
5. Penitentiary work.
6. Social protection to people in prison and former prisoners.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Lectures | 19.5 | 0.78 | 4, 15 |
Seminars | 19.5 | 0.78 | 2, 4, 10, 12, 1, 16, 18 |
Type: Autonomous | |||
Essays | 35 | 1.4 | 4, 9, 1, 17, 15 |
Study of the subject: review of documentation, court rulings, and completion of worksheets. | 40 | 1.6 | 4, 11, 17 |
Training of expositions | 31 | 1.24 | 12, 9, 1, 17 |
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Directed activity: Expositions | 18 per 100 | 1.5 | 0.06 | 4, 6, 1, 16, 17, 15 |
Directed activity: Team project | 15 per 100 | 1.5 | 0.06 | 2, 4, 3, 6, 11, 10, 12, 14, 18, 15 |
Exam | 40 per 100 | 1 | 0.04 | 13, 9, 1 |
Supervised activity: Case study | 27 per 100 | 1 | 0.04 | 3, 7, 5, 12, 8, 14, 1, 17, 15 |
Continuous evaluation system
The evaluation will start from the two blocks of the subject that will be worth 50% each.
Students will be eligible for evaluation as long as they have completed a set of activities that account for at least 2/3 of the total grade for the subject. If the value of the completed activities does not meet this threshold, the course instructor may consider the student as not evaluable.
To pass the course, a minimum grade of 4 is required in both Block A and Block B, which will be averaged with the other block, as well as having submitted all the scheduled activities. The subject will be passed when the average of the grade obtained from the two blocks is equal to or greater than 5. The weighting of the different activities will be carried out according to the following table:
Block A (50 per 100)
Evidence |
Mark in the Block |
Exam |
30 % |
Case study |
15 % |
Team project (individual qualification) |
35 % |
Expositions |
20 % |
Block B (50 per 100)
Evidence |
Mark in the Block |
Exam |
60 % |
Continuous assessment of practical activities |
40 % |
Students will have the opportunity to resit both the continuous assessment activities and, where appropriate, the final exam. The resit may not lead to a reduction in qualification.
Specifications for theoretical exam
Class attendance regulations
1. Attendance is mandatory at 100% for both theory classes and seminars. If a student does not attend at least 80% of the teaching activities, they will not pass the course. Throughout the semester, attendance will be taken at each session of Social Intervention Networks. For attendance assessment purposes, up to 10% will be deducted from the final grade if unexcused absences reach 20%. If unexcused absences are below this threshold, the reduction will be applied proportionally.
2. Excused absences cannot compute negatively. For an absence to be excused, it must be documented. Only absent due to force majeure such as illness or similar situations that prevent attending the educational activities can be justifiable. The realization of other training activities of the degree may be considered excused absence if previously accepted by the teacher responsible for the subject.
3. Classes start on time. Except in case of reasonable justification, entry to class is not allowed once it has started, neither leaving before it has finished.
Fraudulent conducts
The student who cheats or tries to cheat in an exam will have a 0 in the subject and will lose the right to re-evaluation. The student who presents a practice in which there are indications of plagiarism or who cannot justify the arguments of his practice will receive a warning. In case of repetition of behaviour, the student will failthe subject (0) and will lose the right to re-evaluation.
Single evaluation system
The evaluation will start from the two blocks of the subject that will be worth 50% each. To pass the subject it will be necessary to obtain a minimum grade of 4 in both blocks. The subject will be passed when the average of the grade obtained fromthe two blocks is equal to or greater than 5. The weighting of the different activities will be carried out according to the following table:
Block A (50 per 100)
Evidence Duration: 1:30h |
Mark in the Block |
Exam |
50 % |
Continuous assessment of practical activities |
50 % |
Block B (50 per 100)
Evidence Duration: 1:30h |
Mark in the Block |
Exam |
60 % |
Continuous assessment of practical activities |
40 % |
Students will have the classroom study material that will coincide with that of the continuous assessment, but in no case will the tutoring spaces be assumed as theoretical classes or seminars.
In case of failure the students will have the opportunity to resit. The maximum grade in this case will be 6.
Specifications for theoretical exam
Rules for cases of copying or plagiarism
Block A
Bibliography
Alós-Moner, R., Esteban, F., Jodar, P., Miguélez, F., Alcaide, V., & López-Roldan, P. (2011). La inserció laboral dels exinterns dels centres penitenciaris de Catalunya. Centre d’Estudis Jurídics i Formació Especialitzada. https://repositori.justicia.gencat.cat/bitstream/handle/20.500.14226/130/SC_1_087_11cat.pdf?sequence=2&isAllowed=y
Amaro, A., Berzosa, C., Alcázar‑Campos, A., & García‑Vita, M. (2021). Acompañamiento profesional para la reinserción e inclusión social de mujeres en semilibertad. Psychology, Society & Education, 13(2), 77–86. https://doi.org/10.25115/psye.v13i2.3471
Bartolomé, M., Campo, J., Massot, M. I., & Vila, R. (2009). Elaboració d’un programa orientat al desenvolupament de la ciutadania intercultural a través del treball amb xarxes comunitàries: un estudi de cas. Polítiques públiques, percepció ciutadana i materials d’acollida. Generalitat de Catalunya. Departament d’Acció Social i Ciutadania. Secretaria per a la Immigració. http://diposit.ub.edu/dspace/bitstream/2445/21837/6/239041.pdf
Bermejo, R. (2021). Directrices europeas y tratamiento de la radicalización violenta en prisiones en perspectiva comparada: reclusión, rehabilitación y reinserción. In A. Alsonso & A. Gil (Eds,), Prevención de la radicalización violenta en prisión (pp. 201-222). Dykinson.
Caro, G. (2021). El tratamiento penitenciario como llave para la reeducación y reinserción social. Gabilex: Revista del Gabinete Jurídico de Castilla-La Mancha, (26), 247-298.
Cid. J., Pedrosa, A., & Navarro, C. (2020). La experiencia del encarcelamiento en España. Revista de Derecho Penal y Criminología, (24), 161-192.
Cuenca, M., & Román, B. (2023). Principios éticos para la práctica del trabajo social comunitario. Cuadernos de Trabajo Social, 36(1), 145-154. https://doi.org/10.5209/cuts.82169
Fabra, N., Heras, P. & Fuertes, S. (2016). La reinserción social postpenitenciaria: un reto para la educación social. Revista de Educación Social, 22, 143-157.
Fernández, S., & Espinosa, J. F. (2018). Criminología social. Investigación e intervención del Trabajo social ante el delito. La Acción Social. Revista de Política social y Servicios Sociales, 2(5), 1–39.
Fernández-de-Labastida, I. (2022). Claves para la interdisciplinariedad entre trabajo social y antropología: reflexiones desde el ámbito formativo. Cuadernos de Trabajo Social, 35(2), 291-305. https://doi.org/10.5209/cuts.79362
Gil, F., Alcover, C. M., Rico, R., & Sánchez-Manzanares, M. (2011). Nuevas formas de liderazgo en equipos de trabajo. Papeles del Psicólogo, 32(1), 38-47.
González, L., & Rodríguez, A. (2020). El trabajo en red colaborativo: desafíos y posibilidades. Cuadernos de Trabajo Social, 33(1), 141-151. https://doi.org/10.5209/cuts.64769
Lillo, N., & Roselló, E. (2023). Manual para el trabajo social comunitario. Narcea ediciones.
Maya, I. (2016). 7 usos del análisis de redes en la intervención comunitaria. Redes. Revista Hispana para el Análisis de Redes Sociales, 27(2), 1-10. https://doi.org/10.5565/rev/redes.628
Palomo, M. T. (2010). Liderazgo y motivación de equipos de Trabajo. ESIC.
Pereira, M. P. (2022). Análisis comparativo del tratamiento de los reclusos entre sistemas penitenciarios España y Noruega. Innovaciones orientadas a la reinserción. [Grade dissertation, Universidad Pontificia de Comillas]. Repositorio Comillas. https://repositorio.comillas.edu/xmlui/handle/11531/57566
Riveiro, M. D.(2024). La red penitenciaria española en el siglo XXI: programas de intervención terapéutica y educativa. Bajo palabra. Revista de Filosofía, (37), 125-142.
Rivera-López, M., & Añaños, F. T. (2021). Redes personales como factores de riesgo y protección en mujeres privadas de libertad. Revista Criminalidad, 63(2), 17-32. https://doi.org/10.47741/17943108.314
Rué, J. (1998). L'immigrant a l'escola. La metodologia del treball cooperatiu com a via d'integració social i acadèmica dels alumnes d'origen immigrant. Educar, 285-294.
Suárez, D. H., Dávila, P. V., Argnani, A., & Caressa, Y. (2018). Formación docente y narrativas pedagógicas: una apuesta de trabajo en red desde la extensión universitaria. +E. Revista de Extensión Universitaria, 77(7), 244-253. https://doi.org/10.14409/extension.v0i7.7069
Ubieto, J. R. (2007). Modelos de trabajo en red. Educación Social. Revista de Intervención Socioeducativa, 36, 26-39.
Ubieto, J. R. (2009). El trabajo en red. Usos posibles en educación, salud mental y servicios sociales. Gedisa.
Ugalde, L., Bernaras, E., Rodríguez, E., & Odria, A. (2020). El trabajo interdisciplinar de módulo como herramienta para el desarrollo de competencias transversales. Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales, 34(1), 243-262. https://doi.org/10.47553/rifop.v34i1.76567
Vidal, M., Vialart, M. N., Hernandez, L., & Meilan, A. (2011). Trabajo en red. Educación Médica Superior, 25(3), 372-388.
Vilà Baños, R., & Del Campo Sorribas, J. (2009). Desarrollo de la ciudadanía intercultural en Sant Quintí de Mediona a través de redes comunitarias. Revista de Investigación Educativa, 27(2), 427–449. https://revistas.um.es/rie/article/view/94491
BLOCK B
Bibliography
Aguilar, V. J. (2015). Explotación laboral de las personas privadas de libertad. Blog CGAE. https://www.abogacia.es/2015/11/12/explotacion-laboral-de-las-personas-privadas-de-libertad/
Esteban, R. (2008). La Ley estatal de empresas de inserción. Comentario a alguna de sus aportaciones más significativas. Boletín del Centro de Iniciativas de Economía Social, 63, 1-9.
Esteban, R. (2014). Propuestas de mejora en la protección por desempleo durante la permanencia en prisión y tras la excarcelación. Nueva Revista Española de Derecho del Trabajo, 167, 149-175.
Fernández, P. (2006). El trabajode los internos en establecimientos penitenciarios. Tirant lo Blanch.
Additional questions about the basic bibliography
Given the complexity and extent given to some subjects in the basic manual of labor law and social security, in some respects and as a complement to the explanations given in class will be posted informative documents of public administrations inthe field of employment and social protection.
On the other hand, the case law of the Supreme Court and that of the of Superior Courts of Justice worked in practical class is a useful material for the preparation of the labor part.
Complementary Bibliography on Labor Law and Social Security
The Supplementary Bibliography aims to facilitate acces to documents that addres aspects of the subject in great detail. In some cases,these are sociological studies cited in class.
This is a non-compulsory material. However, it can help to resolve doubts or give a clearer view of the labor and social protection reality of the prison or former prison population. In other words, it aims to provide information for those students who want to deepen in the issues dealt in class.
Aguilera, R. (2009). El régimen jurídico de las empresas de inserción. Thomson/Cívitas.
Colectivo IOE. (2001). Inserción laboral de la población reclusa en la Comunidad de Madrid. http://www.colectivoioe.org/index.php/publicaciones_investigaciones/show/id/34
Esteban, R. (1996). Comentario a algunos aspectos conflictivos de larenta mínima de inserción. In J. López (Ed.), Seguridad Social y protección social: temasde actualidad (pp.139-156). Marcial Pons.
Fernández, P. (2006). El trabajo de los internos en establecimientos penitenciarios. Tirant lo Blanch.
Gil, J. (2011). Vicisitudes del trabajo penitenciario: suspensión y extinción. Revista Española de Derecho del Trabajo, 150, 460-510.
Miguélez, F., Alós-Moner, R., Martín, A., & Gibert, F. (2007). Trabajar en prisión. Icaria.
Palomino, P. (2006). La relación laboral especial de penados en instituciones penitenciarias: cuestiones cruciales. Aranzadi Social, 5, 587-602.
Subirats, J. (2004). Pobreza y exclusión social. Fundación la Caixa.
Vallecillo, M. R., & Molina, C. (2008). Empresas de inserción y mercados de trabajo inclusivos. Comares.
No specific software is required to take the course.
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(SEM30) Seminaris (30 estudiants per grup) | 11 | Catalan | first semester | morning-mixed |
(TE) Theory | 1 | Catalan | first semester | morning-mixed |