Indagar i formular-se preguntes en relació a les situacions presentades pel professor de manera autònoma Analitzar diferents actuacions professionals i plantejar crítiques argumentades Llegir, comprendre una informació científica, presentada en diferents formats . Comentar-la i situar-la en un determinat marc epistemològic de referència amb l’ajut del professor o d’una persona experta, el contingut d’un text científic. Descriure i avaluar diferents perspectives sobre els temes o problemes amb els que es treballi Valorar la pròpia activitat i aprenentatge i elaborar estratègies per millorar i fer-ho de manera plenament autònoma. Participar activament en el treball d´equip, respectant les decisions col.lectives. Identificar les tecnologies de la informació i la comunicació analitzant les seves utilitats i els seus punts febles amb relació a l`àmbit personal i professional. Comunicar-se oralment i per escrit en un auditori o a uns destinataris coneguts, seguint un guió d’elaboració pròpia, sobre qualsevol informació, idea, problema o solució, valorar-ne el resultat i idear propostes de millora. Llegir comprensivament i escriure petits textos del propi àmbit de coneixement en llengua anglesa. · Recollir, ordenar, analitzar i interpretar les dades de la investigació en el marc del coneixement disciplinari establert
1. Childhood and evolution of social problems: a historical perspective. 2. Legal and political framework regarding children rights and child protection. 3. Risk, protection, needs, vulnerability and resilience. 4. Introduction to child abuse and neglect. 5. Introduction to youth violence. 6. The decision-making process in the child protection system. 7. The rights of children in public care.
Tipus d’activitat Hores amb professor Hores sense professor Hores virtuals amb professor Total Cerca i anàlisi d'informació 0 8,00 0 8,00 Elaboració individual de treballs 11,00 15,00 0 26,00 Lectura / comentari de textos 0 10,00 0 10,00 Sessió expositiva 16,00 0 0 16,00 Sessió participativa 5,00 5,00 0 10,00 Visionat/audició de documents 5,00 0 0 5,00 Total 37,00 38,00 0 75
Barudy Labrin, Jorge (2005 ). Los Buenos tratos a la infancia : parentalidad, apego y resiliencia . Barcelona: Gedisa. Catàleg Bullock, R., Courtney, M. E., Parker, R., Sinclair, I. & Thoburn, J. (2006). Can the corporate state parent? . Children and Youth Services Review, 28(11), 1344-1358 Catàleg Casas, F. & Montserrat, C (2002). Interdisciplinary teams and decisions making in child protection systems . International Journal of Child & Family Welfare, (4), 146-158 ChildOnEurope (2009). Guidelines on Data Collection and Monitoring Systems on Child Abuse. ChildOnEurope. www.childoneurope.org. Cleaver, H., Unell, I. & Aldgate, J. (2011). Children’s Needs – Parenting Capacity (2nd). TSO (The Stationary Office). Catàleg Council of Europe (2009). Policy Guidelines on integrated national strategies for the protection of childr. Strasbourg: Council of Europe. Del Valle, J. F., López, M., Montserrat, C. y Bravo, A. (2009). Twenty years of foster care in Spain: Profiles, patterns and outcomes.. Children and Youth Services Review, 31(), 847-853 Catàleg Generalitat de Catalunya (2010). Simulador RUMI. El Mòdul de Suport a la Gestió del Risc. Barcelona: Direcció General d'Atenció a la Infància i Adolescència. Catàleg Quality4Children (Q4C) (2007). Quality Standards in Out-of-home Child Care in Europe . Innsbruck: SOS Villages, FICE & IFCO. Rutter, M. (1990). Psychological resilience and protective mechanisms. Dins (Ed.), Risks and protective factors in the development of psychopathology (, p. 0-0). NY: Cambridge University Press. Catàleg UNICEF (2009). Manual for the Measurement of Indicators for Children in Formal Care . NY: UNICEF. Catàleg SOS Children’s Villages International (2016). Child at Risk The most Vulnerable Children: Who they are and Why they are at Risk. . Recuperat , a https://www.sos-childrensvillages.org/getmedia/dcdbf23b-76ee-4c03-95a8- Save the Children (2019). La infancia marca. Comparativa de la situación de la infancia en España con respecto a Europa.. Recuperat , a https://www.savethechildren.es/sites/default/files/imce/docs/la-infancia-marca_ Save the Children (2019). La infancia marca. Análisis de los derechos de los niños y niñas durante los últimos 100 años de la historia de España. Recuperat , a https://www.savethechildren.es/sites/default/files/imce Kosher, H., Montserrat, C., Attar-Schwartz, S., Casas, F., & Zeira, A. (2018). Out-of-home care for children at-risk in Israel and in Spain: Current lessons . Psychosocial Intervention, 27(), 12-21 Llosada-Gistau, J., Casas, F. & Montserrat, C (2017). What matters in for the subjective well-being of children in care?. Child Indicators Research, 10(3), Mcnamara, P., Montserrat, C. & Wise, S. (2019). Education in Out-of-Home Care. . Dins (Ed.), International Perspectives on Policy, Practice and Research (, p. 17-27). Springer International Publishing. Save the Children (2015). Modificación del sistema de protección a la infancia y a la adolescencia. Guía para profesionales y agentes sociales. Recuperat , a https://www.savethechildren.es/sites/default/files/imce/d Mapp, S. C. (2014). Human Rights and Social Justice in a Global Prespective: An Introduction to International Social Work. New York: Oxford University Press. Children’s Rights Alliance (2010). The United Nations Convention on the Rights of the Child. Recuperat , a https://www.childrensrights.ie/sites/default/files/UNCRCEnglish.pdf UNICEF (2001). Applying a Human Rights-based Approach to Programming: Experiences of UNICEF. Recuperat , a https://archive.crin.org/en/docs/resources/publications/hrbap/Applying_Human_Rights_Approach_to_Programming Department of Health (2000). Framework for the Assessment of Children in Need and their Families. Recuperat , a https://bettercarenetwork.org/sites/default/files/Framework%20for%20the%20Assessment%20of%20Children%20 Gelles, R., & Richard J. (2016). Why the American Child Welfare System is not Child Centered. William and Mary Bill of Rights Journal , 24(3), 733-53 Daley, D., Bachmann, M., & Bachmann, B. (2016). Risk Terrain Modeling Predicts Child Maltreatment. Child Abuse & Neglect, 62(1), 29-38 Calza, T.Z., Boada, C.M., & Casas, F. (2017). The Use of Software to Improve Child Maltreatment Detection and Assessment. Dins (Ed.), Psychosocial Well-being of Children and Adolescents in Latin America (, p. 71-89). Springer International Publishing. CDC (2019). Preventing Adverse Childhood Experiences (ACEs) . Recuperat , a https://bettercarenetwork.org/sites/default/files/Framework%20for%20the%20Assessment%20of%20Children%20in%20Need%20and%20Their%20Families%20-%20Guidance%20Notes%20and%20Glossary.pdf CDC (2016). Preventing Child Abuse and Neglect: A Techical Package for Policy, Norm, and Programmatic Activities. . Recuperat , a https://www.cdc.gov/violenceprevention/pdf/can-prevention-technical-package.pdf National Sexual Violence Resource Center (2011). Child Sexual Prevention Programs for Children. Recuperat , a https://www.nsvrc.org/sites/default/files/2012-03/Publications_NSVRC_Guide_Child-Sexual-Abuse-Prevention Jenson, J. M., & Fraser, M. W. (2016). Social Policy for Children and Families: A Risk and Resilience perspective . Thousand Oaks: Sage Publication. Trent, M., Dooley, D., & Dougé, J. (2019). The Impact of Racism on Child and Adolescent Health. Pediatrics, 144(2), Kuelbs, C. L. (2009). The impact of intimate partner violence on children. Dins (Ed.), Intimate partner violence: A health-based perspective (, p. 499-509). Oxford University Press. McDonald, S. E., Graham-Bermann, S. A., Maternick, A., Ascione, F. R., & Williams, J. H. (2016). Patterns of adjustment among children exposed to intimate partner violence. Journal of Child and Adolescent Trauma,, 137-152 Deavenport-Saman, A., Rao, S. & Rogers, K. (2019). Decision-making in Foster Care: A child-centered Approach to reducing Toxic St. Children and Youth Services Review, 96(), 10-16 Chateauneuf, D., Poirier, M.-A., & Pagé, G. (2020). Decision-making in Foster Care: A View on the Dynamic and Collective Nature . Journal of Social Work, 21(4), 730-752 Ortega, R. M., & Faller, K.C (2011). Training Child Welfare Workers from an Intersectional Cultural Humilty Perspect. Child Welfare, 90(5), 27-49 National Child Traumatic Stress Network, Schools Committee (2017). Creating, supporting and sustaining trauma-informed schools: A System framework. Recuperat , a https://www.nctsn.org/sites/default/files/resources/creating_supporting_sustaining_trauma_informed_schools_a_systems_framework.pdf Kremer, K. P., Maynard, B. R., & Polanin, J. R. (2015). Effects of After-School Programs with At-Risk Youth . Journal of Youth and Adolescence, 44(3), Berlan, E. D., Corliss, H. L.,& Field, A. E (2010). Sexual Orientation and Bullying Among Adolescents in the Growing Up Today Study. Journal of Adolescent Health, 46(4), 366-371 Sang, J. M., Louth-Marquez, W., & Henderson, E. R. (2020). It’s Not Okay for You to Call Me That”: How Sexual and Gender Minority Youth Cop. Journal of Homosexuality, 1(20), Slonje, R., Smith, P. K., & Frisén, A (2013). The nature of cyberbullying, and strategies for prevention. Computers in Human Behavior, 29(1), 26-32 Greeson, J., & Thompson A. (2017). Development, Feasibility, and Piloting of a Novel Natural Mentoring Intervention. Journal of Social Service Research, 43(2), 205-222
Activitats d'avaluació: Descripció de l'activitat Avaluació de l'activitat % Recuperable Evaluation activities. The evaluation activities will be defined by the teacher at the beginning of the subject 100 Sí
All the written activities (portafolios and test) are compulsory and require a score of 5 or higher to pass. Criteris específics de la nota «No Presentat»:Those who will not submit the exercises and the exam will be graded as "No Presentat". Avaluació única:For those students who cannot attend class and do the group activities, it will be necessary that at the beginning of the course they ask for a meeting with the professor and ask to take the final single test. This will consist of a final exam in June, in the period officially indicated, and which will have the weight of 100% of the final mark. Requisits mínims per aprovar:The minimum grade required to pass the course is 5
Meetings (tutories) with the professor will take place in the office or by videoconference as previously agreed between student and professor.
The lectures will be in English. However, students can write the exam and the exercises in Catalan, Spanish or English. A partir de setembre del 2021, aquesta assignatura optativa formarà part del llistat d’activitats incloses per obtenir el Reconeixement de l’Estudiant amb Competència Internacional (RECI) a la UdG. Per a més informació, podeu consultar la normativa a l’enllaç següent: https://www.udg.edu/ca/portals/1/Normativa/Normativa-sobre-RECI-2020.pdf