NEEDS ANALYSIS AND PLANNING OF INTERVENTIONS

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Versione italiana
Academic year
2021/2022
Teacher
MAURA PUGLIATTI
Credits
16
Didactic period
Primo Semestre

Training objectives

MODULE I (NEUROLOGY)
The course aims to provide the student with a basic knowledge on:
-disorders of the Central Nervous System with particular reference to diseases which cause transitory and permanent cognitive and behavioral damage;
-development of skills for the future implementation of education projects and rehabilitation which allow the disabled patient and other patients with neurological problems a positive psycho-social re-integration in order to participate in daily life activities.
MODULE II (GERIATRICS)
Provide the basic knowledge on the phenomenon of aging, the elderly and geriatric patient. In particular, we will address major physical and demographic changes related to aging, the most important medical syndromes in geriatric age and the working methodology specific of the geriatrics (multidimensional assessment). The student will acquire the skills needed to relate to healthy elderly subjects or patients and to understand the needs and issues associated with disability and / or cognitive impairment.
MODULE III A e IVB

MODULE III B
The aim of this course is to provide theoretical and applying knowledge about some of the methods of interventions with children and adolescents, with particular focus on neurodevelopmental disorders and special needs. During the course, students will learn basics of psychological theories and theoretical background of methodological strategies of intervention. Furthermore, students will learn the psychometrical and psychological characteristics of the tools used to assess adaptive and maladaptive behavior in daily life. Finally, students will learn to interpret the assessed behavior from a psychological perspective and to use this information to choose the more correct strategies of intervention according to the individual characteristics.
MODULE IV A
On completion of the course the student is expected to understand:
-The main aspects of the Italian school system with particular reference to its historical, organizational. Institutional and international development.
- aging processes from a psycho-social point of view, and the various types of intervention afforded by social services in relation to age and degree of self-sufficiency: in particular those related to nursing homes and sheltered care.
-methodologies and basic tools for needs analysis relative to the social/ health services for the elderly-
- logical processes involved in planning interventions for groups or individuals.
-the role of the Professional Educator in Nursing Homes and Day Centres for the elderly who are not self-sufficient in accordance with the official indications set out in the regulations regarding services and interventions.
-analysis and discussion of intervention projects of mediation already carried out as well as planning interventions for groups or individuals starting from single cases.

Prerequisites

Knowledge on the major neurological diseases of the central nervous system, basic knowledge of anatomy and physiology of the nervous system.

Course programme

MODULE I - NEUROLOGY
General aspects of the following topics:
sleep and alertness disorders. Main syndromes of the brain. Disorders in cognitive function. The Epilepsies. Acute cerebral vascular diseases. Neurological diseases in childhood. Dementia. Acute states of confusion. Parkinson’s Disease and other motor diseases. Rehabilitation and re-education in the field of neurology
MODULE II - GERIATRICS
Demography. Aging of organs and systems. Multidimensional geriatric assessment (MGA). The geriatric patient. Falls in the elderly. Entrapment syndrome and pressure ulcers. Dementia, delirium, depression and malnutrition (the 3 D of elderly). Approach to terminal patients.
Organization of geriatric services
MODULE III A AND IV B - PSYCHOLOGICAL DEVELOPMENT AND EDUCATIONAL INTERVENTION IN CHILDHOOD

MODULE III B
Basics of cognitive development. Basics of neurodevelopmental disorder
Exemplifications of atypical development: the Autism Spectrum Disorder, the intellectual disability and the learning disabilities
Introduction to psychological tests.The measurement of adaptive behavior: theories and tools
How to project an intervention starting from the assessment results
Psychoeducational techniques of interventions. Behavioral techniques of interventions
MODULE IV A
General aspects on the aging process, the elderly and the development of cultural reference models. Recognition of the phases and typical transitions of old age, and its evolutionary process and correlated risks.
The most common tools for analysis of needs and resources of the elderly: collection of biographical and autobiographical data, perception of self; combined use of evaluation scales of cognitive and functional ability.
Structure and organization of Nursing Homes for bed bound elderly patients and the role of the professional educator within the multidisciplinary team. Planning intervention to help the elderly.
General aspects of methodology of planning, analysis of needs and setting aimed at formulating goals and activity programs, implementation and evaluation of such intervention. Analysis and discussion of intervention programs. Guided planning of individual or group intervention starting form an analysis of real cases of individual elderly cases or groups in given contexts.

Didactic methods

Frontal lessons. Film screenings examples through video files.
Practical use of the tools and materials presented and discussed during the lectures, viewing of audiovisual materials and case discussions. Workshops in small groups.

Learning assessment procedures

MODULE I
Oral exam. Two questions on chronic neurological disorders which determinate physical and cognitive disabilities and make necessary the intervention of health educator.The exam lasts 20 minutes on average. Will be evaluated the clarity of exposure, the communication skills, the precision, the ability to link the acquired knowledge to the future professional practice.
MODULE II
Written exam composed by 30 multiple-choices questions; for every question there are 4-5 possible choices of which only 1 is correct. Each correct answer is scored 1 point. If the answer is skipped or incorrect is scored 0 point; the exam lasts 1 hour. It will be evaluated the knowledge and the comprehension of all the topics dealt during the lessons.
MODULE III A AND IV B

MODULE III B
Written exam with two open questions, at the end of the classes. Students will be evaluated on the topics explained during the lectures. The group works and the exercises will be considered in the final mark, together with result of the oral exam.
MODULO IV A
Written exam. It lasts 2 hours and it composed as follows: 6 true-false questions (3 points), 3 questions with 3 different possible choices (6 points), 3 short-answer open questions (12 points), analysis and discussion of a topic case. The open questions will be evaluated on the basis of the correctness and completeness of the answer and on the clarity of the exposition.

THE FINAL GRADE IS A WEIGHTED AVERAGE OF THE MARKS OBTAINED IN EACH TESTS.

Reference texts

MODULE I
Didactic material in website of the Course of Medicine which is placed at disposition by the teacher
Reference book
Wilkinson I., Lennox G., Neurologia. Manuale, Edizione Minerva Medica, Torino, 2007
MODULE II
Bibliographic material supplied by the teacher (slides PDF and scientific articles)
G. Zuliani & S. Volpato: Lezioni di Geriatria e Gerontologia. Casa Editrice Universitas Studiorum. Mantova 2016 (chapters: 1,3,4,5,8,9,10,12,13,14,17,18)
Bibliographic material supplied by the teacher
Senin, Cherubini, Mecocci, Paziente anziano paziente geriatrico. La medicina della complessità,
Edises 2011, III ed.
MODULE III A and MODULE IVB
Satta, C., Sveva, M., & Ilenya, C. (2020). Sociologia della vita famigliare. Soggetti, contesti e nuove prospettive. Roma: Carocci. [leggere il cap.1 “Fare famiglia nella quotidianità”, pp. 19-47] 28 p.
Polini, B., & Maggioni, G. (2016). La genitorialità adeguata. Competenza ed efficacia nelle relazioni familiari. Franco Angeli. [leggere parte del cap. 2 “Una genitorialità autorevole: solo un auspicio?” pp. 14-23] 9 pag.
Bertotti, T. (2013) Bambini e famiglie in difficoltà: teorie e metodi di intervento per assistenti sociali. Roma: Carocci. [leggere il cap. 6 “Il passaggio di contesto”, pp. 131-157] 26 p.
Bertotti, T. (2020) Servizio sociale e minori, in Campanini, A., Gli ambiti di intervento del servizio sociale. Nuova ed., 2. ed. Roma: Carocci Faber, pp. 239-256, 23 p.
Moro, A. C., & Dossetti, M. (2019). Manuale di diritto minorile. 6. ed. Bologna: Zanichelli [leggere il cap. 1 “Un diritto per i minori” pp. 3-24 e parte del cap. 7 “Gli affidamenti dei minori con difficoltà familiari”, pp. 241-258] 21 p. + 17 p.
Zucchermaglio, C., Saglietti, M., Cerantola, L. (2021) La partecipazione dei bambini e delle bambine come diritto, processo, pratica e forma. Voci, riflessioni ed esperienze dal campo dell’alternative care, Fundamental rights, 1, 15-44. 29 p.
James, A. (2010). Dare voce alle voci dei bambini. Pratiche e dilemmi, trappole e potenzialità nella ricerca sociale con i bambini. Cittadini in crescita, 10- 25. 15 p.
Belotti, V. (2016) Tra adesione, compiacenza e scetticismo. La prospettiva degli adulti sulla partecipazione dei ragazzi nel sistema di protezione sociale italiano, in Belloni, M. C., Bosisio, R.; Olagnero, M., Traguardo infanzia. Benessere, partecipazione e cittadinanza. Torino: Accademia University Press, pp.
110-125. 15 p.
MODULE III B
Venuti P, L’intervento in rete per Bisogni Educativi Speciali , Erickson
Lionetti F, Pluess, Barone L (2014), Un confronto tra modelli per lo studio dell’interazione individuo-ambiente. Psicologia Clinica dello Sviluppo, XVIII(2), pp 163-182. (free download)
Soresi S. (2016) Psicologia delle disabilità e dell'inclusione, Il Mulino (Cp. II, III, IV)
Balboni G, Capacità discriminativa delle Scale Vineland: profili di soggetti in età evolutiva con ritardo mentale, Psicologia Clinica dello Sviluppo, 2003, 2, pp 225-244 (free download)
MODULE IV A
Albanese, O., & Cesa Bianchi, M. (2004). Crescere e invecchiare: la prospettiva del ciclo di vita, Unicopli
Ripamonti, E. (2005). Anziani e cittadinanza attiva. Imparare per sé, impegnarsi con gli altri, Unicopli
Molinatto, P. (2004). Lavorare con gli anziani. Reti sociali, servizi ed empowerment. Torino, Gruppo Abele. Pg. 168 – 185
Taddia F. (2012). Laboratori di animazione per la terza età. Percorsi socio educativi, Erickson: pg. 19-123, pg. 19-47