Classes are eminently practical, focused on the development of interpersonal and systemic skills. They constitute a space for more personalized monitoring of the needs and development of the student related to their professional insertion and sharing of experiences in their learning process. They are based on a joint work of review, clarification and preparation of works. This curricular unit will articulate theoretical exposition strategies, with the participation of students in carrying out individual and group work activities, analysis of scientific research articles, guided debates and tutorial guidance. Students can choose between continuous assessment or exam. The exam evaluation consists of a written test (100%). The assessment consists of the following elements: Internship project (70%), completion of intermediate tasks (10%) and fieldwork (20%).
1. Contact the professional reality of the internship location. 2. Integrate the knowledge acquired in the preceding academic years in preparation for professional practice. 3. Identify intervention needs in assisting the elderly. 4. Plan the intervention for the elderly, their family, community in general or special groups. 5. Develop an intervention project, to be carried out during the internship period, with a view to promoting well-being and quality of life in old adulthood – aimed at improving the quality of services provided to the elderly population. 6. Develop a constructive critical attitude and cognitive, communicational, attitudinal and technical skills in relation to gerontological contexts of intervention.
1 – General guidelines on the framework of the internship process: 1.1. Standards and regulations; 1.2. Guidance and monitoring in the preparation of the internship plan, socio-institutional and professional characterization; 2 – Intervention Project: fundamental elements 2.1. Institutional Analysis and socio-cultural framework; 2.2. Establishment of professional relationships with the team, with users and with institutional hierarchies; 2.3. Definition of the object of intervention; 2.4. Contextualization of the problem in space, time and the interactions it establishes with the surrounding systems; 2.5. Conducting a participatory social diagnosis taking into account: current social policy, institution, the technician, the problem, the user and their perspective; 2.6. Diagnosis, planning, execution and evaluation. 2.7. Professional context: specificities and constraints – role play cases; 2.8. Participated planning of the intervention; 3- The technical report: internship project
Curricular Unit Teachers
- - test - 100.0%
- - field work - 20.0%
- - intermediate tasks - 10.0%
- - Internship project - 70.0%
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