This version of the course guide is provisional until the period for editing the new course guides ends.

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Children and Adolescents At Risk

Code: 101682 ECTS Credits: 6
2025/2026
Degree Type Year
Social Education OT 3
Social Education OT 4

Contact

Name:
Josefina Sala Roca
Email:
fina.sala@uab.cat

Teachers

Adrià Pagés Mimó

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

The student should have taken in some of the knowledge and abilities from other subjects before enrolling this course. So, we strongly encourage students to have previously taken the following courses:

 

  • Psychobiological Aspects of the Person (1st year)
  • Development and Educational Psychology (1st year)
  • Communication and Educational Interaction (1st year)
  • Sociopolitical Basis of Education (2nd year)
  • Education of Children and Young Adults (3rd year)

Objectives and Contextualisation

This course aims to go in depth in one of the most important professional areas of social educators, the children and youth protection. Previously the students has done a compulsory course that is a the basis of the social educators’ interventions with children and adolescents.

The general formative goals of this subject are:

  • To analyse the main social risk factors in childhood and adolescence and its effects on their development
  • To reflect on Children protection system, its services, legislation and intervention programs
  • To analyse the factors that promote resilience in children and youth in risk situations
  • To analyse the interventions and programs that are implemented by different children protection agencies
  • To analyse the role of the social educator in the children and youth protection

Competences

    Social Education
  • Accompany people in their processes of growth and emancipation.
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • Apply the socio-emotional skills needed to manage human relations.
  • 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. 
  • Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
  • Promote autonomy among participants and seek a balance between roles as advisor, facilitator and promoter of socio-educational dynamics.

Learning Outcomes

  1. Analyse the dysfunctions that occur in the development of children and adolescents at risk as a result of situations social and family breakdown.
  2. Analyse the ethical aspects of social education in the field of childhood.
  3. Analyse the socio-emotional skills required for working with children and adolescents at risk.
  4. Design and apply specific interventions for children at risk.
  5. Develop strategies to foster resilience processes.
  6. Guiding and accompanying unprotected children in their development processes and processes of integration into autonomous life.
  7. Maintain an attitude of respect, practices and behaviors that address diversity and equality.
  8. Understand the social risk factors in childhood and adolescence.
  9. Understand the specific legislation affecting the protection of children at risk.
  10. Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.

Content

  1. Main factors of social risk in childhood and adolescence and its effects on the development
  2. Abuse and maltreatment in childhood and adolescence
  3. The resilience in childhood and adolescence
  4. Legal frame and institutional frame:

4.1.Principles that regulate the children protection laws and politics

4.2.Social services for children and adolescents

  1. Adoption and foster: types, process, family assistance, etc.
  2. Children and adolescents and their transition to adulthood: working net, programs and interventions
  3. Prevention and protection: interventions from the community area and specialised services

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Case studies, deepening in specific topics, professional invited seminars, debates and group discussions 20 0.8 2, 3, 1, 8, 4, 7, 6
Teacher explanations about basic topics and complementary information, exposition and debates about the students activities, shared knowledge creation… 30 1.2 2, 3, 1, 8, 9, 5, 7, 6
Type: Supervised      
Individual and group tutorials 15 0.6 4
Type: Autonomous      
Text readings, search and analysis of information, projects, case studies and assessment activities 45 1.8 2, 3, 1, 8, 9, 5, 4, 7, 6, 10

The methodology will be participative. Apart from the teacher explanations, case studies, text discussions, exercises and debates, will be proposed.

The autonomous activities will be object of the formative assessment.

 

* The proposed teaching methodology and assessment may change depending on the protection needs and the restrictions on attendance imposed by the health authorities.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Collaborative Project 30% 30 1.2 2, 4, 7
Exercices and learning activities (individual tasks) 10% 8 0.32 1, 8, 9, 5, 4, 7
Individual writting proof 1 30% 1 0.04 2, 3, 1, 8, 9, 5, 4, 7, 6, 10
Individual writting proof 2 30% 1 0.04 2, 3, 1, 8, 9, 5, 4, 7, 6

The assessment of the course will be based on three pieces of evidence:

  • The exercises and learning activities submitted throughout the course will account for 10% of the final grade. These exercises are not eligible for resubmission.

  • The two exams will each represent 30% of the final grade. They will take place on April 4th and June 6th. In order to take the exam, students must have passed the exercises and learning activities and attended at least 80% of the classes.

  • The final paper will account for 30% of the grade. Any paper that includes partially or fully plagiarized content (or lacks proper referencing) will result in a fail for the course. This paper cannot be resubmitted.

In order to pass the course, students must pass all three components. If any of the three pieces of evidence are not submitted, the student will not be eligible for evaluation.

The feedback and return of assessed work will be provided within a maximum of 20 days.

The resit exam will be held on June 26th and is only available to students who took the initial exams. The highest possible grade in the resit will be a 5 (out of 10).

Single assessment: Students who opt for the single assessment will take a single written exam on June 12th, and on that same day they must submit the final paper and the exercises and learning activities. The resit for the single assessment will take place on June 26th. Only students who attended the June 12th assessment may take part in the resit, and the maximum possible grade in that case will be a 5.

Synthesis assessment: This course does not include a synthesis assessment.

To pass the course, students must demonstrate strong general communication skills, both oral and written, and a good command of the language(s) of instruction stated in the course guide. In all activities (individual and group), linguistic accuracy, writing quality, and formal presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high level of comprehension of academic texts. An activity may be returned (not graded) or failed if the instructor considers that it does not meet these requirements.

For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for the correction of texts and exercises in which the teaching staff explicitly proposes the use of AI. The student must clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how these tools have influenced the process and the final outcome of the activity. Lack of transparency in the use of AI in this assessed activity will be considered a breach of academic integrity and may result in a partial or total penalty in the activity’s grade, or more severe sanctions in serious cases.


Bibliography

Bibliography

 

Alonso, R. et al. (2008). Manual de intervención en acogimiento residencial. Consultable online: https://www.serviciossocialescantabria.org/uploads/documentos%20e%20informes/05.Manual%20Cantabria%20(ACOG.RESIDENCIAL)_abr2008.pdf

Área de Salut Mental de Sant Joan de Déu. (2019) Conducta suicida y adolescencia: factores de protección y signos de alarma. Revista Faros. Consultable a https://faros.hsjdbcn.org/es/articulo/conducta-suicida-adolescencia-factores-proteccion-signos-alarma 

Arruabarrena, M. I. i  de Paúl, J. 2011). Maltrato a los niños en la familia: evaluación y tratamiento. Madrid: Piramide.

Barudy, J. (2011). La fiesta mágica y realista de la resiliencia infantil: manual y técnicas terapéuticas para apoyar y promover la resiliencia de los niños, niñas y adolescentes. Barcelona: Gedisa

Bravo, A. i Fernández del Valle, J. (coord.). (2009). Intervención socioeducativa en acogimiento residencial. Consultable online: http://www.gifi.es/administrador/publicaciones/archives/65706_Int_soc_acores.pdf

Comasòlivas, A. (2019). Factores que influyen en el tiempo de permanencia de los jóvenes extutelados en los recursos residenciales de transición a la autonomía. DDD UAB: Consultable a: https://ddd.uab.cat/record/204457

Cyrulnik, B. (2005). El amor que nos cura. Barcelona: Gedisa.

Cyrulnik, B. (2015). Las almas heridas. Barcelona: Gedisa.

Cyrulnik, B., & Anaut, M. (2018). Resiliencia y adaptación: La familia y la escuela como tutores de resiliencia (Vol. 100625). Editorial Gedisa.

Departament de justicia (2021). Intervenció en infància i adolescència en cas d’abús sexual. Recomanacions per a professionals. Consultable a: http://cejfe.gencat.cat/web/.content/home/recerca/cataleg/crono/2020/Guia_Professionals-CAT.pdf 

Departament de Justícia. Violència filio-parental. Generalitat de Catalunya. En línia: http://www20.gencat.cat/docs/Justicia/Documents/ARXIUS/Violencia%20filio%20parental.pdf

Departament de salut (2019). Protocol d’actuació davant de maltractaments en la infància i l’adolescència en l’àmbit de la salut. Consultable a: https://salutpublica.gencat.cat/web/.content/minisite/aspcat/promocio_salut/infancia-i-adolescencia/05maltractament-infantojuvenil/protocol-actuacio-maltractaments-infancia.pdf 

Direcció General d’Atenció a la Infància i Adolescència (2016). El Programa Marc dels Centres Residencials. Consultable a: https://treballiaferssocials.gencat.cat/web/.content/01departament/04legislacio/directives_instruccions_circulars/infancia_adolescencia/directrius/Programa_Marc_centres_educatius_DGAIA.pdf

Direcció General d’Atenció a la Infància i Adolescència (2017). El Programa Marc dels Centres Residencials d’Educació intensiva. Consultable a: https://treballiaferssocials.gencat.cat/web/.content/03ambits_tematics/07infanciaiadolescencia/Programa_Marc_CREIS.pdf

Fanjul, G., Galváez, I. y Zuppiroli, J. (2021). Crecer sin papeles en España. Save the children. Consultable a: https://www.savethechildren.es/sites/default/files/2021-02/Crecer_sin_papeles_en_Espana_SC_PC.pdf

Fernández Cabanillas, F.J. (2017). Manual del síndrome de alienación parental: claves para comprender el maltrato psicológico infantil en casos de divorcio: la situación en España. Barcelona: Paidós.

Fernández del Valle, J. (2004). Acogimiento residencial en la protección a la infancia. Madrid: Pirámide.

Fernández del Valle, J. i Bravo, A. (2007). Serar, Sistema de Registro y Evaluación en Acogimiento Residencial. Oviedo: Asociacíón Nieru para el Estudio y Promoción del Bienestar Infantil.

Fernández del Valle, J., Bravo, A., Martinez, M. y Santos, I. (2012). Estándares de calidad en acogimiento residencial. EQUAR.Ministerio de Asuntos Sociales. Consultable a: https://bienestaryproteccioninfantil.es/imagenes/tablaContenidos03SubSec/1_EQUAR.pdf 

GENERALITAT DE CATALUNYA (2014) De les observacions als indicadors: el mòdul de suport a la gestió del risc en infància i adolescència. BarcelonaFurman, B i Filella, R (2013). Nunca es tarde para tener una infancia feliz: de la adversidad a la resiliencia. Barcelona: Octaedro

Gillath, O., Karantzas, G. C., & Fraley, R. C. (2016). Adult attachment: A concise introduction to theory and research. Academic Press.

Gonzalo, J.L. (2009). Guía para el apoyo educativo de los niños con trastornos de apego. Libros en red. A

Grané, J i Forés, A (2013). La resiliencia: Crecer desde la adversidad. Barcelona: Plataforma Editorial

GRISIJ. Caminar en familia. Programa de competències parentals, durant l’acolliment i reunificació familiar. UB dipòsit. Consultable a: http://diposit.ub.edu/dspace/bitstream/2445/132383/4/Caminar%20en%20familia_Fundamentaci%C3%B3n%20y%20caracter%C3%ADsticas%20del%20programa.pdf

Holden, M. J., Sellers, D. E., & Smith, E. G. (2023). The CARE program model. Revitalizing residential care for children and youth: Cross-national trends and challenges, 139-153.

Muñoz, M. D. L. F. R., Morell, J. M., & Fresneda, J. (2016). Manual de promoción de la resiliencia infantil y adolescente. Ediciones Pirámide.

Quicios P (2013). Infancia, adolescencia y juventud en riesgo social. Madrid: McGraw-Hill.

Robles-Martínez, E., Contreras Landgrave, G., Camacho Ruiz, E. J., & Ibarra Espinosa, M. L. (2023). La parentalidad positiva y el papel de la familia en la inclusión educativa. Revista de Investigación en educación, 21(1), 80-95. Disponible a: https://dialnet.unirioja.es/servlet/articulo?codigo=8918705

Sabaté, M. (2017). Els CREI de Catalunya. Intervenció, perfil i evolució dels joves atesos. Tesis doctoral. Universitat Autònoma.

Sala, J., Arnau, L., Courtney, M., Dworsky, A. (2016).Programes i Serveis de suporta l’emancipació per a joves tutelats: un estudi comparatiu entre Chicago i Barcelona. Consultable a: DDD UAB https://ddd.uab.cat/pub/estudis/2016/158016/2016projectechicagoresumcat.pdf

Santibañez R, Martinez-Pampliega A (2013). Intervención comunitaria con adolescentes y familias en riesgo. Barcelona: Graó.

Save the Children (2018). Bajo el mismo techo. Las Casas de los Niños: un recurso para atender a niños y niñas víctimas de abuso sexual y sus familias en Catalunya. Consultable a: https://www.savethechildren.es/sites/default/files/imce/docs/bajo-el-mismo-techo-web-doble.pdf

Sindic de Greuges (2018). La situació dels infants migrants sense referents familiars a Catalunya. Consultable a Resum executiu Informe menors_sensereferents_catala.pdf (sindic.cat)

Unicef. ¿Cómo reducir la pobreza infantil en España?  Consultable a: https://www.unicef.es/sites/unicef.es/files/comunicacion/como_reducir_la_pobreza_infantil_en_espana_final.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/

 

Enllaços

Comitè dels drets del nen (ONU): http://www2.ohchr.org/spanish/bodies/crc/index.htm

Consell d’Europa: Drets dels infants https://www.coe.int/en/web/children

Dades del Sistema de Protecció a la Infància de Catalunya. https://treballiaferssocials.gencat.cat/ca/ambits_tematics/infancia_i_adolescencia/dades-del-sistema-de-proteccio-a-la-infancia-de-catalunya/

Dades d’infants i joves emigrats sols https://treballiaferssocials.gencat.cat/ca/ambits_tematics/infancia_i_adolescencia/estrategiacatalanaacollida/dades/

Departament de drets socials: http://www20.gencat.cat/portal/site/bsf/menuitem.d36551e3177dc6b43f6c8910b0c0e1a0/?vgnextchannel=01831788dd5a4210VgnVCM1000008d0c1e0aRCRD&vgnextoid=01831788dd5a4210VgnVCM1000008d0c1e0aRCRD

Direcció General d’Atenció a la Infància i Adolescència https://treballiaferssocials.gencat.cat/ca/ambits_tematics/infancia_i_adolescencia/proteccio_a_la_infancia_i_ladolescencia/el_sistema_catala_de_proteccio_a_la_infancia_i_ladolescencia/direccio_general_datencio_a_la_infancia_i_ladolescencia_dgaia/

DIXIT. Centre de documentació dels serveis socials: https://dixit.gencat.cat/ca/inici

Dades d’infància https://dretssocials.gencat.cat/ca/ambits_tematics/infancia_i_adolescencia/dades-del-sistema-de-proteccio-a-la-infancia-de-catalunya/index.html

Institut d’Infancia https://institutinfancia.cat/  

Observatori dels drets de la Infància: https://treballiaferssocials.gencat.cat/ca/ambits_tematics/infancia_i_adolescencia/observatori_drets_infancia/

Observatorio de la infancia: https://observatoriodelainfancia.vpsocial.gob.es/

Sindic. Drets dels infants: http://www.sindic.cat/ca/page.asp?id=113

Secretaria d’Infància, Adolescència i Joventud https://treballiaferssocials.gencat.cat


Software

No specifis software is needed.


Groups and Languages

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
(TE) Theory 3 Catalan second semester morning-mixed