Contexts of Child Protection
Instance: 2021/2022 - 1S
Cycles of Study/Courses
Teaching Staff - Responsibilities
Teaching - Hours
|Theoretical and practical :
Suitable for English-speaking students
This Curricular Unit aims at approaching the basic concepts of Psychology applied to the child protection contexts
Learning outcomes and competences
At the end of the semester, students are expected to:
- Know the legal framework that defines the System for the Promotion and Protection of the Children's Rights
- Know the circumstances that determine the screening of a child by the Protection system, as well as the Child Protection contexts and the professional procedures involved in the process of protecting a child
- Know the multidisciplinary work developed within the scope of the Protection System, with special emphasis on the one developed by psychology professionals in the protection contexts
- Be aware of the main theoretical models of the psychological approach to child protection issues
- Be aware of the main contributions of research in the field and its implications in the definition of Child Protection professional practices.
- The national and international legal framework on Child Protection and the Rights of the Child.
- Definition and organization of child protection contexts
- Characteristics and needs of the child in the protection system
- Characteristics and needs of families involved in the Protection System (birth families, foster families and adoptive families)
- Quality of protection contexts
- Introduction to professional intervention programmes in Child Protection (family preservation, family reunification, family foster care, residential care and adoption).
Amorós Martí Pere; Acogimiento familiar
. ISBN: 84-206-4593-1
Brodzinsky, D.M. & Palacios, J. ; Psychological issues in adoption: Research and practice, Praeger, 2005
Mallon, G.P. & Hess, P.M. (Eds.); Child welfare for the 21st century: A handbook of practices, policies, and programs, Columbia University Press, 2014
Mccall, R.B., Van Ijzendoorn, M. H. Juffer, F., Groark, C. J, & Groza, V. K. (Eds.). ; Children without permanent parents: Research, practice, and policy. Monographs of the Society for Research in Child Development, 76(4), 2011
Javier Rafael A. 070; Handbook of adoption
. ISBN: 1-4129-2751-X
Teaching methods and learning activities
This Curricular Unit is part of the first cycle of studies in Psychology. Thus, the need for greater structure in the teaching methods used is taken into account. These are as follows:
- Watching of films and holding of debates
- Participation of students in practical activities, under the guidance of the teacher in work done in the classroom and supervision of the teacher in work done outside. These activities include both specific literature review and contact with contexts of Child Protection
Social sciences > Psychological sciences
Distributed evaluation without final exam
|Trabalho de campo
|Trabalho prático ou de projeto
Amount of time allocated to each course unit
|Frequência das aulas
|Trabalho de campo
Eligibility for exams
Students must attend at least 75% of classes and carry out the proposed practical work.
Calculation formula of final grade
The final classification is the sum of the grades obtained in the different components (attendance, bibliographic research, field work and written work) according to the weighting assigned to each one. The final grade is marked out of 20.
Examinations or Special Assignments
Special situations will be analyzed on a case-by-case basis, through their presentation by students in the first week of classes.
Special assessment (TE, DA, ...)
The assiduity requirement is not applied, but the students are not exempt from carrying out the tasks corresponding to the distributed evaluation that are part of this CU. It follows the FPCEUP regulation (see art. 9th).
Grade improvement requires the re-registration in the UC in the year following the one of accomplishment of the same, according to regulation.