Universitat Internacional de Catalunya
Intervention in Risk and Social Vulnerability Situations
Other languages of instruction: Catalan, English
Teaching staff
Throughout the course, the subject coordinator will be available to guide students and help them integrate the content through tutorials or e-mails.
The contact e-mail is msantamaria@uic.es
To request a tutorial, an e-mail must be sent ahead of time to arrange a date and time at which to meet.
E-mail may also be used to answer any questions that may arise during the course.
Introduction
The aim of the subject Intervention in situations of risk and social vulnerability is to enable students to adopt an approach to these different contexts.
The subject will be divided into two main modules:
Module 1: Different contexts of risk and social vulnerability. This first module will provide a description of these different contexts, as well as an in-depth look at possible intervention strategies. Students will study the factors that intervene as causes and consequences and the different ways of addressing them, taking into account the regulatory framework. They will also take a practical look at how to design psychological interventions in different social contexts.
Module 2: Intervention with families and care for minors at social risk. Students will delve further into family matters and begin to understand childhood as a stage, intervention in situations of risk and child abuse, the different institutions involved when it comes to intervening with children, families in vulnerable situations, cases of family abuse and gender-based violence…
Pre-course requirements
There are no prerequisites to enrol in this course.
Objectives
The main objective of this subject is to help students understand, integrate and enhance their knowledge of the different contexts of risk and social vulnerability, to be able to work on promoting intervention strategies appropriate to each context and to promote critical and reflective thinking.
Competences/Learning outcomes of the degree programme
- CB10 - Students should have learning skills that allow them to continue studying in a largely self-directed or autonomous manner.
- CB6 - Have and understand knowledge that provides a basis or opportunity for the student to develop and/or apply original ideas, often in the context of research.
- CB7 - Students should be able to apply their knowledge and ability to solve problems in new or little-known environments, within broader (or multidisciplinary) contexts related to their area of study.
- CB8 - Students should be able to integrate their knowledge and cope with the complexity of formulating judgements based on information that, being incomplete or limited, includes reflection on the social and ethical responsibilities linked to the application of their knowledge and judgements.
- CB9 - Students should be able to communicate their conclusions and the knowledge and arguments supporting these conclusions in a clear and unambiguous manner to specialised and non-specialised audiences.
- CE10 - Know how to communicate with other professionals and master the skills necessary for to teamwork and in multidisciplinary groups.
- CE11 - Understanding of the obligations and responsibilities of healthcare personnel regarding confidentiality of information and protection of patient personal data.
- CE12 - Extensive understanding of the psychological nature of human behaviour, as well as the social and biological factors that can affect it.
- CE14 - Extensive understanding of the psychosocial factors associated with health problems and disease.
- CE15 - Extensive understanding of the biological and psychosocial factors associated with health and disease issues, especially those related to mental health.
- CE18 - Design, develop and, if necessary, supervise and evaluate psychological intervention plans and programmes, based on psychological evaluation and the individual and social concurrent variables and apply it in different contexts (private, primary care, community, and crisis and emergency situations).
- CE21 - Carry out promotional and educational activities for individual and community psychological health.
- CE6 - Correctly write psychological reports to the recipients.
- CE8 - Know the framework for action of the general health psychologist in different contexts and know how to refer patients to the respective specialised professional.
- CG4 - Know how to work and interact in multidisciplinary groups in the clinical and healthcare field.
- CT1 - Evaluate inequalities based on sex and gender, to design mechanisms for achieving real equality, avoiding partial and discriminatory interpretations in the clinical and healthcare field.
- CT2 - Implement strategies to promote gender equality, equity and respect for human rights in the clinical and healthcare field.
- CT3 - Demonstrate ethical and professional commitment to civic and social responsibilities, especially regarding equality between people and respect for diversity in the clinical and healthcare field.
- CT4 - Connect knowledge in a critical, synthetic and rigorous way in the clinical and healthcare field.
- CT6 - Generate inclusive environments for sustainable development effectively at all levels in the clinical and healthcare field.
- CT7 - Show critical ability in assessing one’s own work as well as that of other professionals using clinical information sources.
- CT8 - Identify personal and professional limitations in the practice of their profession.
- CT9 - Ability to integrate psychological knowledge and developments in the practice of their profession.
Learning outcomes of the subject
By the end of the course, students should:
- Be able to identify and have an in-depth understanding of the different situations of socio-economic vulnerability.
- Be able to identify the profile of groups belonging to disadvantaged contexts, their needs, characteristics, interests, etc.
- Be able to analyse and take into account the different cultures and origins of people in situations of emigration.
- Be able to apply specialised intervention and management models in situations of social vulnerability.
- Be able to apply intervention techniques in crisis situations, emergencies and catastrophes.
- Demonstrate ability in the intervention and management of vulnerable populations.
- Promote inclusive situations and environments for sustainable development, creating effective, responsible and inclusive contexts at all levels.
- Be familiar with the characteristics of family function or dysfunction in different contexts.
- Adapt their psychological intervention to the characteristics of each family and its specific social context.
- Be familiar with the public network for interventions with at-risk families.
- Have adequate resources and strategies for intervening with families or children in at-risk situations.
- Have advanced knowledge of systemic intervention with families with multiple problems.
- Be able to prepare appropriate psychological reports coherent with the demand of the recipients.
- Have the knowledge and skills necessary to evaluate the most relevant psychosocial variables, understand the demand and guide the intervention, especially those that have to do with the biographical and socio-environmental circumstances of the consultants and their families.
- Know how to design intervention proposals with different groups, taking into account the factors that influence situations of risk and social exclusion.
- Be familiar with the obligations and responsibilities related to the confidentiality of information and the protection of the patients’ personal data.
- Recognise the principles that govern mediation, as well as the structure of its process and the techniques used, valuing its importance as a resource.
Syllabus
This subject will be taught by two teachers: Marina Santamaria Garcia and Totón Agustina, as well as various experts in social matters. The subject coordinator and teaching staff will provide individual support to students throughout the training process.
The main contents covered in this course are:
Module 1: Different contexts of risk and social vulnerability
- Social exclusion: Concepts, factors and coping
- Social intervention strategies with ethnic and cultural minorities
- Migrant population and processes of inclusion/exclusion
- Psychopathology of migration
- Care for the homeless population
- Crisis situations, emergencies and catastrophes
Module 2: Intervention with families and care for minors at social risk
- Childhood, a stage that may be protected
- Intervention in situations of risk and child abuse
- Intervention with minors in situations of serious risk or neglect
- Intervention with families in vulnerable situations
- Intervention with families in situations of gender violence
- Family mediation
Teaching and learning activities
In person
The subject Intervention in situations of risk and social vulnerability is an optional face-to-face subject taught as part of the Master’s Degree in General Health Psychology. The teaching-learning methodology is divided into three components through which students learn the competences inherent to the subject: on-site work, guided work and independent work.
a) On-site work in the classroom. Lectures will be combined with in-class exercises and dynamics that help students integrate the required knowledge and skills.
- Theoretical presentations on the basic contents of the subject
- Lectures by different experts in the field
- Clinical case studies, through presentations or audiovisual material
- Frequent questions will be asked to encourage an active and reflective attitude on the part of the students
- Work in small groups, which will subsequently be presented to the class or via the forum
- Role-playing activities
- Practical exercises
- Compulsory reading of the recommended literature
b) Guided work outside the classroom. This includes the reading, reflection and discussion of texts, audiovisual material and clinical documentation prior to classes and/or to expand upon the contents and competences, and in the resolution of group and/or individual cases.
c) Independent work by the student. This includes the reading, reflection and discussion of texts, audiovisual material and clinical documentation prior to classes and/or to expand upon the contents and competences, and in the resolution of group and/or individual cases.
Evaluation systems and criteria
In person
Each module will be assessed with different activities, each with a maximum weight of 40. Other assessment factors include presentations, case studies, attitude and participation and attendance (20%). Students must earn a mark of pass in this part of the assessment in order to pass the course.
The final mark of the subject Intervention in situations of risk and social vulnerability will be the arithmetic mean of the activities and participation (40%) and the final exam (60%, which must be passed). The exam will have two parts: one with short questions and another about case analysis.
In the event a student fails the final exam, they must take a recovery exam in the second sitting.
Important regulatory aspects:
Classes will start on time, and students may not enter once the door has been closed.
Class attendance is not mandatory, but may be taken into consideration in the final mark.
Papers must follow the APA format.
Points will be deducted for spelling or grammar mistakes on assignments and the final exam.
Exam dates are not subject to change, and exams may not be repeated.
If a student is seen cheating on an exam, they will be required to repeat the subject the following year. It is considered a very serious offense.