Seminar

N/A

Classes are eminenetemente practices focusing on the development of interpersonal and systemic competences. Constitute a space of more personalized support and development needs of the student related to their vocational integration and sharing of experiences in their learning process. Based on a joint work of revision, clarification and job preparation.
This course will articulate strategies theoretical exposition, with the participation of students in performing activities of individual and group work, analysis of articles of scientific research, guided discussions and tutorials.
The evaluation consists of the following elements: internship project (70%), participation in intermediate tasks (10%) and internship work (20%).

1. Contact the professional reality of the internship place.
2. Integrate the knowledge acquired in previous academic years in preparation for professional practice.
3. Identify needs for intervention in elder care will.
4. Planning the intervention to the elderly, their family, community in general or groups.
5. Develop an intervention project, to be undertaken during the internship, promoting the well-being and quality of life in advanced adulthood – aimed at improving the quality of services provided to the elderly population.
6. Develop a constructive critical attitude and cognitive, communication, attitudinal and technical skills in relation to the contexts of gerontological intervention

1 – Guidelines for internship process:
1.1. Rules and regulations;
1.2. Guidelines for the preparation and monitoring of the internship intervention project, and for the socio-institutional and professional characterization;
2 – Intervention project:
2.1. Institutional analysis and Socio-cultural framework;
2.2. The establishment of professional relationships with staff, clients and with the institutional hierarchies;
2.3. Defining the subject of intervention
2.4. Contextualizing the problem considering space, time and the interactions established with the surrounding systems;
2.5. Conducting a participated social diagnosis: current social policy, institution, the professional, the problem, the elder and his perspective;
2.6. Diagnosis, planning, implementation and evaluation
2.7. Professional contexts: specificities and constraints;
2.8. Planning of a participated intervention;
3 – The technical report.

• - Laboratory work or Field work - 20.0%
• - Attendance and Participation - 10.0%
• - Internship Project - 70.0%

• - Exam - 100.0%

NAO

Emlet, C., Crabtree, J., et al. (1996). In-home assessment of older adults. An interdisciplinary approch. Maryland: Aspen.
Fernando, M. G., Ibanez, J., & Alvira, F. (Orgs.) (1986). El análisis de la realidad social: métodos y técnicas de investigatión. Madrid: Alianza Editorial.
Paulos, C. I. (2010). Gestão de instituições para idosos. Lisboa: Verlag.
Pearce, B.W. (2000). Sénior living communities: Operations management and marketing for assisted living, congregate, and continuing-care retirement communities. Maryldand: The John Hopkins University Press.
Ray, M., Bernard, M., & Philips, J. (2009). Critical issues in social work with older people. London: Palgrave McMillan.
Santos, S., & Santos, M. (1999). Diagnóstico social. Lisboa: IEFP, ISS.
Serrano, G. (2008). Elaboração de projectos sociais: Casos práticos. Porto: Porto Editora.
Witkin, B., & Altschuld, J. (1995). Planning and conducting needs assessment: A pratical Guide. California: Sage.