Accreditations
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Family Law
3.0 ECTS
|
Parte Escolar > Mandatory Courses | 3.0 |
|
Social Work Placement in the Area of Family
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Family and Migration
3.0 ECTS
|
Parte Escolar > Mandatory Courses | 3.0 |
|
Social Work Methodology
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Sociology of the Family
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Children, Youth and Participation
15.0 ECTS
|
Parte Escolar > Mandatory Courses | 15.0 |
|
Welfare State and Welfare Policy
15.0 ECTS
|
Parte Escolar > Mandatory Courses | 15.0 |
|
Social Research Methodology
6.0 ECTS
|
Parte Escolar > Optional Courses > Conditioned | 6.0 |
|
Social Policy
6.0 ECTS
|
Parte Escolar > Optional Courses > Conditioned | 6.0 |
| 2nd Year | ||
|
Children and Families in Adverse Life Situations
15.0 ECTS
|
Parte Escolar > Mandatory Courses | 15.0 |
|
Research Theories and Methods
15.0 ECTS
|
Parte Escolar > Mandatory Courses | 15.0 |
|
Dissertation in Social Work with Families and Children
30.0 ECTS
|
Final Work | 30.0 |
Family Law
This module encourages critical reflection about the role of law and legal thinking within the field of family law
and the children rights and enable students knowing how to use the logic of the law for analysis and
intervention in these domains
By the end of the course, students who successfully complete this module will have the knowledge,
confidence, and theoretical background to:
-Knowledge of the UN Convention on the Rights of the Child
-Understanding of the four general principles underlying all rights in the convention
-Competency in implementation of the Convention on the Rights of the Child - three levels of behaviour
towards children
-Knowledge of the family law in EU countries
-Knowledge of main EU conventions and regulations with impact on family law and children rights.
Part 1 - Family Law systems in Europe. New developments and directives.
Part 2 - EU countries legislation in the light of the UN Convention on the Rights of the Child
Part 3 - The UN Convention on the Rights of the Child
The course will be assessed on the following basis:
- In-class participation (30%)
- A written exame (70%)
Title: The UN Convention on the Rights of the Child
http://www.gesetze-im-internet.de/englisch_bgb/german_civil_code.pdf
3) German Civil Code:
- Anu Pylkkänen: Liberal Family Law in the making: Nordic and European Harmonisation. File attached
- Family law. Information on the rules (in Sweden). File attached
2) Articles
- Eriksson v. Sweden (11/1988/144/209)
- Anayo v. Germany (Appl. No 20578/07)
- Zaunegger v. Germany (Appl No 22028/04)
- Söderbäck v. Sweden (113/1997/897/1109)
- Schneider v. Germany (Appl No 17080/07)
1) Judgements from the European Court of Human Rights
Preston-Shoot, M. (2014) Making Good Decisions: Law for Social Work Practice. Basingstoke: Palgrave Macmillan.
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Title: - Optional protocol to the convention on the rights of the child on the sale of children, child prostitution and child pornography
- Optional protocol to the convention on the rights of the child on the involvement of children in armed conflict
- Fact Sheet - a summary of the Convention on the Rights of the Child
- Convention on the Rights of the Child - II
The UN Convention on the Rights of the Child:
Sweden, "Information on the rules on i.a custody and maintenance", Excerpt from a document from the Swedish government, pp. 28-44.
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Social Work Placement in the Area of Family
Students who successfully complete this module will be able to:
1 - demonstrate understanding of agency policies, goals and functions and awareness of challenges facing clients and agencies;
2 - identify client and community resources, strengths and challenges in a social and cultural context;
3 - demonstrate understanding of the professional nature and responsibility of social work;
4 - ability to develop, maintain and terminate relationships with colleagues and community resource persons;
5 - identify and assess problems/issues of concern working with marginalized individuals, groups, communities;
6 - demonstrate use of appropriate assessment tools and able to identify theoretical framework used to guide assessment;
7 - demonstrate cultural and ethical sensitivity in dealing with clients, colleagues and communities;
8 - understand the importance of life-long learning and on-going competency in social work.
The module aims to give the students basic knowledge of current social work practice with vulnerable children and families in a historical and cultural context. The main approaches will be on the theoretical framework for practical social work assessment and problem-solving.
This module will be offered first semester. It will consist of:
- Introduction to placement with guidelines;
- Assignment with and social work agency/institution;
- Placement with supervisor;
- Group/teamwork;
- Seminar/workshop;
- Oral presentation;
- Placement report;
- Evaluation.
The course will be assessed on the following basis:
- In class presentation (20%)
- In-class peer presentation debate (10%)
- Home exam. Placement report 4000 words (70% of grade)
Title: IFSW (2012), International Code of Ethics, http://ifsw.org/policies/statement-of-ethical-principles/
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Family and Migration
a) Understand global migration processes and dynamics.
b) Identify the main family and children problems concerning migration.
c) Understand cultural perspectives and behaviours underlying children in danger.
d) Get assessment of ethical and legal frameworks to social work intervention.
1. Introduction to the study of international migration
1.1. Conceptual and methodological issues
1.2. The constitution of migrations
1.3. The integration of migrants
1.4. Contemporary migrations
2. Family migration: theory and empirical cases
2.1. Motivations and types of family migration
2.2. Transnational families
2.3. Transnational parenthood
3. Policies regarding family migration
3.1. Policies for the management of family migration
3.1.1. Overview of current international policies
3.1.2. Restrictions related to family migration
3.1.3. Policies for family reunion
3.2. Policies for immigrant integration
3.2.1. Overview of current international integration policies
3.2.2. The Migrant Integration Policy Index
3.2.3. Portugal's policies on immigrant integration
4. Child migration: theory, empirical cases and statistics
4.1. Children left behind
4.2. Refugee children seeking asylum
4.3. Policies towards unaccompanied children
5. Student presentations
Students will prepare for each class with readings.
The course will be assessed on the following basis:
- 1 seminar group presentation (30%);
- 1 unseen written examination (70% of grade).
Title: King, Russel, et al (2010), The Atlas of Human Migration. Global Patterns of People on the Move, London, Earthscan.
Goldin, Ian, Geoffrey Cameron and Meera Balarajan (2011), Leaving home: migration decisions and processes, in Ian Goldin, Geoffrey Cameron and Meera Blarajan, Exceptional People. How Migration Shaped Our World and Will Define Our Future, Princeton, Princeton University Press: 97-120.
Carling, Jørgen, Cecilia Menjivar, & Leah Schmaltzbauer (2012), Central Themes in the Study of Transnational Parenthood, Journal of Ethnic and Migration Studies, 38:2, 191-217.
Bryceson D & Vuorela U. (2002), Transnational families in 21st century, in Bryceson and Vuorela U (eds.), The Transnational Family: New European Frontiers and Global Networks. Oxford, Berg publishers, 3-30.
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Title: Zhu, Hong (2015), "Chinese immigrants' parental experiences in Norway". University of Stavanger. URL: http://hdl.handle.net/11250/298842
Karki, Jayanti (2015), "Creating a Social Network Post Migration: A Study of Unaccompanied Minors and Youth in Sweden". University of Gothenburg. URL: http://hdl.handle.net/2077/39506
Jones, Marshalee (2015), "Adoption and Conformity: Immigrant Parent's Feelings about Parenting in Norway". University of Stavanger. URL: http://hdl.handle.net/11250/298326
Dangol, Abhas (2015), "Parenting among Nepalese Families in Lisbon and Its Effect on Child Integration." Instituto Universitário de Lisboa, ISCTE.
Bajracharya, Manika, (2015), "Nepalese Women Migrants in Portugal and Their Experience with Socio-Cultural Integration." Instituto Universitário de Lisboa, ISCTE.
Amankwa, Lilian (2015), "The Role of Child Protection Professionals in Enhancing Parenting among Parents in Gothenburg". University of Gothenburg.
Alessandri, Greta (2015), "Evaluating the Implementation of Article 22 of the UN Convention on the Rights of the Child in Uganda - Nakivale Refugee Settlement: Duty Bearers' and Children's Voices." Makerere University.
* Thesis of MFamily (2015) on migration issues
United Nations High Commissioner for Refugees (UNHCR) (2008), Through the eyes of a child: refugee children speak about violence. A report on participatory assessments carried out with refugee and returnee children in Southern Africa 2005 - 2007. UNHCR: 1-26. URL: http://www.unhcr.org/47c804682.html
Rossi, Andrea, Eva Jesperson and Rhea Saab (2005), Children, youth and migration. UNICEF: 1-43. URL: http://www.un.org/esa/population/migration/turin/Turin_Statements/UNICEF.pdf
Newland, Kathleen (2014), What Is the Right Policy Toward Unaccompanied Children at U.S. Borders? Washington D. C., Migration Policy Institute. URL: http://migrationpolicy.org/news/what-right-policy-toward-unaccompanied-children-us-borders
International Organization for Migration (2011), Unaccompanied Children on the Move. The work of the International Organization for Migration (IOM). Geneva, IOM. URL: http://publications.iom.int/bookstore/index.php?main_page=product_info&cPath=41_7&products_id=764
D'Emilio, Anna et al (2007), The Impact of International Migration: Children left behind in selected countries of Latin America and the Caribbean. United Nations Children's Fund (UNICEF), New York: 1-36. URL: http://www.unicef.org/socialpolicy/files/The_Impact_of_International_Migration_LAC.pdf
* Other references
United Nations High Commissioner for Refugees (UNHCR). Population Statistics. Web Database. http://popstats.unhcr.org/#_ga=1.261053065.589226797.1410242592
Yamanaka, Keiko, and Nicola Piper. 2005. Feminized Migration in East and Southeast Asia: Policies, Actions and Empowerment. http://unrisd.org/unrisd/website/document.nsf/ab82a6805797760f80256b4f005da1ab/06c975dec6217d4ec12571390029829a/$FILE/OP11 web.pdf.
United Nations High Commissioner for Refugees (UNHCR) (2015), World at War. UNHCR Global Trends, Forced Displacement in 2014. Geneva, UNHCR. URL: http://unhcr.org/556725e69.html
United Nations High Commissioner for Refugees Regional Office (UNHCR) (2014), Children on the run. Unaccompanied children LEAVING Central America and Mexico and the Need for international Protection, United Nations High Commissioner for Refugees Regional Office for the United States and the Caribbean Washington, D.C.: 1-120. URL: http://www.unhcrwashington.org/sites/default/files/UAC_UNHCR_Children%20on%20the%20Run_Full%20Report.pdf
Tereschenko, Antonia & Helena C. Araújo (2011), Ukrainian immigrant children's experiences of Portugal, Global Studies of Childhood, Vol 1-2.
Strik, Tineke, Betty de Hart, Ellen Nissen (2013), Family Reunification: A barrier or facilitator of integration? A comparative study. HW Oisterwijk: Wolf Legal Publishers. http://research.icmpd.org/fileadmin/Research-Website/Project_material/Family_Reunification_EIF/FamilyReunification_transnational_report.pdf
Ryan, Louise (2010), Transnational relations: family migration among recent Polish migrants in London, International Migration, 49 (2), 80-103. Doi:10.1111/j.1468-2435.2010.00618.x
Organisation for Economic Co-operation and Development (OECD) (2015), International Migration Outlook 2015, Paris, OECD.
Lemaitre, Georges (2005), The Comparability of International Migration Statistics. Problems and Prospects, OCDE, Statistics Brief 9/2005. URL: http://www.oecd.org/migration/mig/36064929.pdf
Kohli, Ravi K. S. (2006), The sound of Silence: Listening to What Unaccompanied Asylum-Seeking Children Say and Do Not Say. British Journal of Social Work 36 (707-721).
Eadaoin Ni Chaoimh and Emilie WhiteKofman, Eleonore, Sue Lukes & Pauline Aaron (2008), Family Migration Policies in the United Kingdom: Actors, Practices and Concerns, Vienna, International Centre for Migration Policy and Development - ICMPD.
Huddleston, Thomas, Jan Niessen, Eadaoin Ni Chaoimh and Emilie White (2011), Migrant Integration Policy Index. Brussels, British Council and Migration Policy Group
Goldin, Ian, Geoffrey Cameron and Meera Blarajan (2011), A Global Migration Agenda, in Ian Goldin, Geoffrey Cameron and Meera Blarajan, Exceptional People. How Migration Shaped Our World and Will Define Our Future, Princeton, Princeton University Press: 259-330.
European Migration Network (2014), Asylum and Migration Glossary 3.0. A tool for better comparability produced by the European Migration Network. Luxembourg, European Commission. URL: http://ec.europa.eu/dgs/home-affairs/what-we-do/networks/european_migration_network/docs/emn-glossary-en-version.pdf
Collett, Elizabeth (2015), The Asylum Crisis in Europe: Designed Dysfunction, Migration Policy Institute Europe. Website. Brussels, Migration Policy Institute Europe. URL: http://www.migrationpolicy.org/news/asylum-crisis-europe-designed-dysfunction
Collett, Elizabeth and Milica Petrovic (2014), The future of immigrant integration in Europe: Mainstreaming approaches for inclusion. Brussels, Migration Policy Institute Europe. URL: http://www.migrationpolicy.org/research/future-immigrant-integration-europe-mainstreaming-approaches-inclusion
Castles, Stephen, Hein de Haas and Mark J. Miller (2014), The Age of Migration. International Population Movements in the Modern World (5th edition). Hampshire, Palgrave. [soon in ISCTE library]
Bak, Maren and Kerstin von Brömssen (2010), Interrogating Childhood and Diaspora through the voices of children in Sweden, Childhood, 17 (1), 113-128.
Bailey, Adrian and Paul Boyle (2004), Untying and retying family migration in the New Europe, Journal of Ethnic and Migration Studies, 30:2, 229-241, DOI: 10.1080/1369183042000200678
Åkesson, Lisa (2009), Remittances and inequality in Cape Verde: the impact of changing family organization, Global Networks 9 (3) 381-398.
ACP Observatory on Migration and International Organization for Migration (2012), Transnational families and the social and gender impact of mobility in ACP countries. URL: http://publications.iom.int/bookstore/free/Transnational_families.pdf
* Complementary references
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Social Work Methodology
By the end of the course, students who successfully complete this module will have the knowledge, confidence, and theoretical background to:
-Become familiar with theories on social work practice
-Get a perspective on social work in a systemic approach
-Identify factors underlying social work theory
-Gain competence on interviewing the families
-Prepare a family group conference
1.The theory and practice of social work: main challenges and issues.
2.The critical social work
3.Theoretical premises for working with families
4.Social work in a systemic approach
5.Definition of the assessment and the project in a systemic view
6.Solution oriented child protection
7.The family group conference
The course will be assessed on the following basis:
- Group work and class room seminar
- At home written exam to be submitted on-line
Title: Helay, Lynne (2007. Universalism and cultural relativism in social work ethics. International social work 50:11 p p 11-26
Helay, Karen (2014). Social work theories in context. Second edition. Palgrave/ Mcmillan: Basinstoke
Hayes, D. and Housten, S. (2007): Lifeworld, System and Family group Conferences: Habermas' Contribution to Discourse in Child Protection. British Journal of Social Work 37, pp 987-1006. Oxford University Press.
Dalrymple, J. (2002): Family group conference and youth advocacy: the participation of children and young people in family decision-making. European Journal of Social Work, Vol 4, no 3, pp 287-299. Oxford University Press.
Banks, Sarah (2008). Critical commentary: social work ethics. British Journal of social Work. 38 pp 1238-1249.
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Title: Van Bæk, F (2007): How do children experience a Family group conference? In Schjelderup, L and Omre, C "Veivisere for et fremtidig barnevern", Tapir Akademisk forlag.
Pine, Daniel, Costello, Jane and Masten, Ann (2005). Trauma, Proximity, and Developmental Psychopathology. The effects of War and Terrorism on children. Neuropsychopharmacology 30 pp.1781 - 1792
Mennen, Ferol & O'Keefe, Maura (2005). Informed decision in child welfare: The use of attachment theory. Children and Youth services Review. 25 pp 577 - 593.
Masten, A (2014): Global Perspectives on Resilience in Children and Youth. Child Development, January/February 2014, Volume 85, Number 1, Pages 6-20
McKenzie, M and Walker, S (2007): Experiences and challenges of FGC in New Zealand: A view from NZ. In Schjelderup, L and Omre, C., Veivisere for et fremtidig barnevern, Tapir Akademisk forlag. (20 pages).
Horverak, S (2007): The conflicts of clients in child welfare, the property of the clients or the professionals - a discourse about Family group conference. In Schjelderup, L and Omre, C., Veivisere for et fremtidig barnevern, Tapir Akademisk forlag. (16 pages).
Hämäläinen, Juha, Brian Littlechild, Oldrich Chytil, Miriam Sramatá, Emmanuel Jovelin (2012) Evolution of Child Protection and Child Welfare Policies in Selected European Countries: A Festschrift to honour Professor Peter Erath, Publisher Albert, 73-89.
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Sociology of the Family
The module aims to provide students with knowledge of current trends about the family, in a historical and cross-national perspective.The main theoretical approaches on family will be focused, to get an understanding of the family dynamics, family relations and family problems. By the end of the course, students who successfully complete this module will have the knowledge,confidence, and theoretical background to:LO1-Become familiar with the different family concepts and theoretical perspectivesLO2-Analyze the main changes and dynamics occurring in household structures and family,parenthood and
gender relationsLO3-Identify and understand the meaning of current indicators on family issues LO4-Understand family relations along the life course and across social and cultural contextsLO5-Analyze kinship networks and family resources LO6-Identify the main problems affecting family life and analyze its social implications and family policies.
S1 - Introduction. The concept of family in a critical perspective
S2 - Theoretical perspectives on family
S3 - Main indicators, trends and family dinamics. Cross-country comparative analysis
S4 - Family relations, gender and parenthood
S5 - Generations and kinship networks of support
S6 - Family problems and family policies: children at risk; domestic violence
The course will be assessed on the following basis: 1500 words seminar group presentation and active participation in classroom (30%); At home examination essay (70%)
BibliographyTitle: Aboim,Sofia,Pedro Vasconcelos & Karin Wall(2013),"Support, social networks, and the family in Portugal: two decades of research", International Review of Sociology Crompton, Rosemary et. al.(2007)"Introduction:The Unravelling of the 'Male breadwinner' Model and Some of its Consequences", in Crompton, Rosemary et. al. Women, Men, Work and Family in Europe. London:Palgrave.DeKeseredy, W.S.; Schwartz,M. D.(2011). "Theoretical and definitional Issues of Violence against Women". In: Renzetti, C. M. [et al.] (eds.). Sourcebook on violence against women. London: Sage, p. 3-30.Guerreiro, M.D., A. Torres and C. Lobo (2009), "Changing families: configurations, values and recomposition processes" in Guerreiro,M.D.,A. Torres and L. Capucha, Welfare and everyday life, Oeiras, Celta Editora.Morgan, D. (2011), Rethinking Family Practices, London, Palgrave.Robila, M. (ed.) (2014), Handbook of Family Policies Across the Globe, New York, Springer.UNICEF(2016), The State of the World's Children,N.York
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Title: Trnka, Sylvia (1999), Family issues between gender and generations, Seminar Report, Vienna, European Observatory on Family Matters, EC.
Toffanin, Angela Maria. (2012). Research on violence against women: A sociological perspective, Interdisciplinary Journal of Family Studies, XVII, 1.
Therborn, Göran (2004) Between Sex and Power, Family in the World, 1900-2000.London&New York: Routledge.
Silva, Elisabeth & Smart, Carol (Ed.) (1999), The New Family? London: Sage.
Nilsen, A. et al. (2012) Transition to parenthood in Europe. A comparative life course perspective. Bristol, Policy Press.
Kapoor, Sushma (2000), Domestic Violence against Women and Girls, Innocenti Digest 6, Innocenti Research Centre, UNICEF.
Guerreiro, M. D., A. Caetano and E. Rodrigues (2014), "Gendered family lives through the eyes of young people: diversity, permanence and change of gender representations in Portugal", Gender and Education,26(1): 35-51.
Guerreiro, Maria D; Pereira, Inês. 2007. Women´s occupational patterns and work-family arrangements: do national and organizational policies matter?. In Rosemary Crompton, Suzan Lewis and Clare Lyonette (ed.), Women, Men, Work and Family in Europe, 190 - 209. London: Palgrave.
Guerreiro, M. D. and P. Abrantes (2004), "Moving into adulthood in a southern European country: transitions in Portugal", Portuguese Journal of Social Science, vol. 3, nº. 3.
Garey, Anita, Karen Hansen, Rosanna Hertz, Cameron Macdonald (2002), "Care and Kinship - An Introduction", Journal of family issues, Vol. 23 No. 6, September, 703-715.
Edwards, Rosalind, Jane Franklin & Janet Holland (2003), "Families and Social Capital: Exploring the Issues", Working Paper No. 1, Families & Social Capital ESRC Research Group, London: South Bank University.
Dobash, R. P., Dobash, R. E., Wilson, M., & Daly, M. (1992). "The myth of sexual symmetry in marital violence". Social Problems, 39(1), 71-91.
Ávila (orgs.), Knowledge and Society, (Portugal in the European Context, vol. II), CIES, ISCTE-IUL, Lisbon, Celta Editora, pp. 5-20.
Costa, A.F., F.L. Machado and J.F. Almeida (2009), "Social classes and educational assets. A transnational analysis", in Costa, António Firmino da, Fernando Luís Machado and Patrícia
Back-Wiklund, Margareta, Tanja van der Lippe, Laura den Dulk, Anneke Doornie-Huskies 2011. Quality of Life and Work in Europe: Theory, Practice and Policy. Palgrave Macmillan Amines.
Amirthalingam, Kumaralingam (2005), "Women's rights, international norms, and domestic violence: Asian perspectives", Human Rights Quarterly, 27(2): 683-708.
Aboim, Sofia (2005), "Dinâmicas de interacção e tipos de conjugalidade", In Wall, Karin (Eds.), Famílias em Portugal - Percursos, Interacções, Relações Sociais (pp. 231-302). Lisboa: Imprensa de Ciências Sociais.
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Children, Youth and Participation
Knowledge
1-State of the art in the field of social work with vulnerable children and marginalized families; 2-Theoretical concepts such as empowerment, user participation, partnership and democratic processes related to Human Rights and The Right of the Child; 3-Participatory principles in social work and practical tools for its application.
Skills
4-Cultural and ethical sensitivity in dealing with children and youth; 5-Research-based skills and methods; 6-A balanced approach to social work practices that explores the strengths and assets of children and families.
General Competencies
7-New child perspectives within sociology, psychology and social work; 8-New paradigms related to strengths perspectives; 9-Factors concerning vulnerable children rights and competences to participate in decisions and solutions concerning their everyday life.
1-Introduction. Theoretical perspective; The new child perspective. A solutions-building paradigm. UN's Convention on the Rights of the Child;
2-Skills in social work with children in a global context. Contributions from associated partners professor Sue Young, UWA "Solving social problems: southern perspectives" and "Using community development, capacity building and strength-based strategies in Child Protection Policies and Practices"; and Margaret McKenzie-Davidson, Otago "Investing in Children" and "Primary Prevention Strategies and Solutions in Child protection";
3-Children-focused research methods and analysis. Contribution from Ing-Marie Johansson, UGot;
4-Field placement at institutions working with vulnerable children and marginalized families - Introduction to placement with guidelines; Assignment with and social work agency / institution; Placement with supervisor; Group/teamwork; Seminar / workshop; Oral presentation; Placement report; Evaluation.
The portfolio assessment consists of:
- Group presentation - from selected syllabus text (1500 words) (pass/fail);
- Professional performance (pass/fail);
- Placement Report - individual or in group (2000 words) (pass/fail);
- Presentation in class (after placement) (pass/fail);
- Home exam - Essay (100%) (2500 words) marked A-F.
Title: community development to contribute to a valid social Work practice with children at risk. In European Journal of Social Work p.p.1-16. Routledge, England
Young, S , McKenzie, M, Schjelderup, L, Omre, C (2012): The Rights of the Child enabling
Sinclair, R (1998): Involving children in planning their care. In "Child and Family social work" volume 3 pp 137-142. Blackwell Science, Norwich.
Malone, K. & Hartung, C. (2010). Challenges of participatory practice with children and young people. In B. Percy-Smith & N. Thomas (eds). A handbook of children and young people`s participation. London: Routledge, s. 24-38
Berg, I.K & Kelly, S. (2000), Building Solutions in Child Protective Services, pp.4 - 303, Norton Professional Books, NY, London
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Title: Willumsen, E. & Hallberg, L. (2003) Interprofessional collaboration with young people in residential care: some professional perspectives: Journal of Interprofessional Care, 17, 4, 389-400. http://www.tandf.co.uk
Vagli, Å. (2003): The Social Organization of Legitimate Risks Assessments in Child Protection - a Study of Backstage Talk and Interaction in a Local Child Protection Agency in Norway. In Mike Seltzer et al. Listening to the Welfare State. Aldershot.:Ashgate
United Nations` Convention on the Rights of the Child. New York 20/11 1989. 14 pages.
Skivenes, M Strandbu, A (2006): A child perspective and children`s participation. In Children, Youth and Environments 16(2) pp 10-27. Colorado.
Saleebey, D., (2006) Introduction: Chapter One: "Power in the People» (p2 -23), Chapter Five:" The Strengths approach to Practice (p77-91), Chapter Fifteen: "The Strengths perspective: Possibilities and Problems" (p277-302) in Saleebey,D. (ed.) The Strengths Perspective in Social Work Practice, Fourth Edition, Boston, Pearson Education
Rutter, M (2000): Resilience reconsidered: conceptual considerations, empirical findings, and policy implications. I: Shonkoff, J.P. and Meisels, S.J. (red.). Handbook of early childhood interventions. Andra Upplagan (s. 651 - 683). Cambridge: Cambridge University Press.
Reynaert, D., Bouverne-De Bie, M. & Vandeveldr, S. (2009). A review of children`s rights literature since the adoption of the UN Convention on the Rights of the Child. Childhood, 16, 518-533. DOI:10.1177/0907568209344270.
Rappaport, J (1987): Terms of empowerment/Exemplars of prevention: Toward a theory for community psychology. In "American Journal of Community Psychology" vol 15 no 2 pp 121-148. Plenum Publishing Corporation
Percy-Smith, B. & N. Thomas(eds) (2010). Conclusions: Emerging themes and new directions. In Percy-Smith, B. & N. Thomas(eds). A handbook of children and young people`s participation. London: Routhledge, s. 356-366
Lee, N (2005): Possession and separation: Resistance to children`s rights. In Lee, N "Childhood and Human Value" pp 3-36. Open University Press, Berkshire.
Landsdown, G (1997): Children`s rights to participation, a critique? In Cloke, C and Davies, M. "Participation and Empowerment in child protection in child protection" pp 19-38. John Wiley and Sons, West Sussex.
James, A and Prout, A (2003): Introduction. In James, A and Prout, A "Construction and Reconstructing Childhood" pp 1-6. Routhledge Farmer London.
James, A and Prout, A (2003): A new Paradigm for the sociology of childhood? Provenance, Promise, and Problems. In James, A and Prout, A "Construction and Reconstructing Childhood" pp 7-33. Routhledge Farmer, London.
Healy, K (1998): Participation and child protection: The importance of context. In "British journal of social work". Number 28, pp 897-914. Oxford university press.
Hayes, D and Housten, S (2007): Lifeworld, System and Family group conferences: Habermas` contribution to Discourse in Child Protection. In "British journal of social work 37, pp 987 1006. Oxford University Press.
Hart, R. (2008) Stepping back from "the ladder": Reflections on a model of participatory work with children. In A. Reid, B.Jensen, J.Nikel & V.Simovskl (eds.). Participation and learning: Perspectives on education and the environment, health and sustainability: Netherland: Springer, s. 19-31
Cloke, C and Davies, M (1997): Introduction. In Cloke, C and Davies , M. "Participation and empowerment in child protection", pp xiii-xxiv. John Wiley and Sons, West Sussex.
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Welfare State and Welfare Policy
Knowledge: 1-Demonstrate knowledge of different organizing principles of welfare services;
2-Understand how democratic decision-making processes work;
3-Demonstrate knowledge about the role of professionals in service provision of the welfare state;
4-Understand the specific aspects of the Scandinavian welfare state and its challenges.
Skills: 5-Demonstrate capacity for justification and criticism of welfare state regimes; 6-Compare welfare state regimes on specific areas such as immigration and family policies; 7-Make use of political theory in a normative analysis of welfare state programs; 8-Reflect on the normative basis of welfare policies and the effect on social work.
General competencies: 9-Capacity to theoretical analysis of welfare policies; 10-Design theoretical analysis of specific welfare policy areas; 11-Capacity to identify critical challenges for the European welfare states; 12-Design research projects involving comparison of welfare states.
1.The main types of welfare regimes: liberal, corporate-conservative and social-democratic
2.How the different welfare regimes have grown in different political cultures. Moral and political logics.
3.Reflexive critics of the welfare state.
4.Social and political challenges and perspectives on social welfare in Scandinavia, Europe and at global level.
5.Transnational historical perspectives on social policy, transnational social trends and its effect on social work
6. Different country regime?s case studies
- Seminar paper 2500 words (40%);
- School exam 4 hours (60%);
- Field visits (2ECTS) Compulsory;
- In-class presentation (after field visits).
Title: Rothstein, B. (2000). "The future of the universal welfare state: an institutional approach". In Kuhnle, S. (ed.) Survival of the European Welfare State. London. Chapter 13, side 17 - 30. 15 pp.
Michell, S. (2011). "Moving targets: towards a framework for studying family policies and welfare states". In: Kettunen, Pauli and Petersen, Klaus (2011) Beyond Welfare State Models. Transnational Historical Perspectives on Social Policy. Cheltenham UK: Edward Elgar. Pp 119-138.
Kettunen, Pauli and Petersen, Klaus (2011) Beyond Welfare State Models. Transnational Historical Perspectives on Social Policy. Cheltenham UK: Edward Elgar. Introduction, pp. 1-13.
Kautto, M. (2010): The Nordic Countries, I : Castles, F. m.fl. (2010): Handbook of the Welfare State, Cap. 40, Oxford University Press. (15 pages).
Esping-Andersen, G. (2007). Three Worlds of Welfare Capitalism. In C. Pierson & F. G. Castles (Eds.). The Welfare State Reader (pp. 160-174). Cambridge: Polity Press. 15 pages.
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Title: Wilkinson, R and K. Pickett (2010). The spirit level: Why equality is better for everyone. London: Penguin Books. Ulikhetens pris. Res Publica, Oslo. Pp. 79 - 107; 209 - 223. 103 pages.
Schøn, D. A. (1987). Educating the Reflective Practitioner (pp. 3-21). San Francisco: Jossey-Bass. 19 pp.
Saunders, P. (2010): "Inequality and Poverty", In: Castles F. m. fl. (2010): Handbook of the Welfare State, Chapter 36 Oxford University Press. (13 pp).
Rothstein, Bo (1998) Just institutions Matter. The Moral and Political Logic of the Universal Welfare State, chapter 5 and 6. Cambridge University Press, Cambridge UK (54 pp).
Pollitt, C. (2003): The Essential Public Manager, Open University Press, Maidenhead, Chapter 1 and 2. 44 pp.
Nullmeier, F. and F.X. Kaufmann: "Post-War Welfare State Development", In: Castles F. m.fl. (2010): The Oxford Handbook of the Welfare State, Chapter 6, Oxford University Press. (20 pages).
Moene, Kalle & M. Wallerstein The Scandinavian Model and Economic Development, Development Outreach, World Bank Institute February 2006, pp. 18-35.
Kymlicka, W. (2002). Contemporary Political Philosophy. Oxford: Oxford university Press. Chapter 3 ("Liberal Equality"): pp. 53 - 75; Chapter 4 ("Libertarianism"): Pp. 102 - 127; Chapter 6 ("Communitarianism"): Pp 208 - 221 and 228 - 244; Chapter 8 ("Multiculturalism"): Pp. 327- 370. (127 pages.).
Healy, K. and Oltedal S. (2006). "An Institutional Comparison of Child Protection Systems in Australia and Norway Focused on Workfare Retention". Journal of Social Policy (39/2). Cambridge University Press. Pp. 1-18.
Healy, K. (2005). Social Work Theories in Context. (pp. 1-11 & 27-35). Basingstoke: Palgrave Macmillan. 20 pages.
Gilbert, Neil, Nigel Parton and Marit Skivenes (eds.). 2011. Child protection systems: International trends and orientations. New York: Oxford University Press. Chapter 1 (pp. 3-17)and 12 (pp.243-259).
Esping-Andersen, G., (2009), The Incomplete Revolution: Adapting Welfare States to Women's New Roles. Oxford: Polity Press. Introduction - Cap: 1 ; 3 - 5 and epilogue. Pp. 1 - 15; 19 - 54; 77- 174. 148 pages.
Boston J. (2011):" Basic NPM Ideas and their Development", I Christensen, T. and Lægreid P. New Public Management , Cap. 2. Ashgate. (15 pages).
Arts, W.A. and J. Gelissen (2010): "Models of the Welfare State". In: Castles F. m.fl. (2010): Handbook of the Welfare State, Chapter 39, Oxford University Press. (15 pages).
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Social Research Methodology
Students are supposed to train their ability to a) identify and discuss the characteristics of various methodological strategies ; b) adequately recognise and use the main procedures and tools of these various strategies; c) critically examine the conditions under which certain methodological choices fit research questions; d) design coherent research projects.
Program1. What is social research? Problems, objectives and methodological strategies
1.1 Case oriented vs variable oriented research; intensive, extensive and comparative strategies
1.2 Combining research strategies and tools: triangulation in social research
2. Research design in the social sciences
2.1 The cycle of research
2.2 How to formulate research questions
2.3 Conceptualization, operationalization and measurement
2.4 Mapping the empirical field: units of analysis; population and sampling; case selection
3. Collecting and analysing quantitative data
3.1 Designing a quantitative study
3.2 Conducting a quantitative study
3.3 Analysing and presenting quantitative data
4. Collecting and analysing qualitative data
4.1 What is qualitative research?
4.2. Planning and conducting interviews
4.2 Using documents in social research
4.3 Analysing qualitative data
Besides active participation in group discussions and in-class exercises, students should complete a short written assignment consisting of a 4-6 pages empirical research project proposal, including identification of a research problem/puzzle; theoretical framework and methodological choices (research design and research techniques), arguing for its relevance and appropriateness (100%).
Title: Ragin, Charles (1994) Constructing Social Research. The Unity and Diversity of Method, Thousand Oaks, Pine Forge
Della Porta, Donatella e Michael Keating (eds.) Approaches and Methodologies in the Social Sciences. A Pluralist Perspective, Cambridge, Cambridge University Press.
*Bryman, Alan (2015) Social Research Methods, Oxford, Oxford University Press,
*Babbie, Earl (2013), The practice of Social Research, Belmont, California Wadsworth Publishing Company (13th ed.).
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Title: Wolcott, H. F. (1990,) ?Making A Study ?More Ethnographic.?? Journal of Contemporary Ethnography 19 (1): 44?72), doi:10.1177/089124190019001003.
William Foote Whyte(1982),"Interviewing in Field Research", in Field Research: A Sourcebook and Field Manual, Boston: George Allen & Unwin, pp. 111-122.
Riemann, Gerhard (2005), ?ETHNOGRAPHIES OF PRACTICE?PRACTISING ETHNOGRAPHY. Resources for Self-Reflective Social Work.? Journal of Social Work Practice 19 (1): 87?101), doi:10.1080/02650530500072009.Turner, Jonathan (2005), "A new approach for theoretically integrating micro and macro analysis", in Craig Calhoun, C. Rojek, B. Turner (eds.), The Sage Handbook of Sociology, London, Sage Publications, pp. 405-422.
Merton, Robert K. (1996), On Social Structure and Science (Piotr Sztompka, ed.), Chicago, The University of Chicago Press.
May, Tim (2001), Social Research. Issues, Methods and Processes, Berkshire, Open University Press.
Kvale, S. (1996), Interviews: an introduction to qualitative research interviewing, Thousand oaks, Sage.
Krippendorf, K. (1980), Content Analysis. An Introduction to its Methodology, London, Sage.
Holstein, James A. e Jaber F. Gubrium, (2002),"Active interviewing", in Darin Weinberg (ed.), Qualitative Research Methods, Blackwell publishers, pp.112-126.
Evans, Rosalind (2013) ?Towards a Creative Synthesis of Participant Observation and Participatory Research: Reflections on Doing Research with and on Young Bhutanese Refugees in Nepal.? Childhood 20 (2): 169?84. doi:10.1177/0907568212459774.Foddy, William (1993), Constructing Questions for Interviews and Questionnaires. Theory and Practice In Social Research, Cambridge, Cambridge University Press.
Burgess, Robert (1984). In the field, London, Routledge.
Bucchi, Massimiano (2002), Sience in Society. An Introduction to Social Studies of Science, London, Routledge.
Bryman, Alan (2006), "Integrating quantitative and qualitative research: how is it done?" Qualitative Research, 6, pp.97-113
Brannen, Julia (2005), "Mixed Methods research: a discussion paper", Economic & Social Research Council, National Centre for Research Methods. URL: http://eprints.ncrm.ac.uk/89/1/MethodsReviewPaperNCRM-005.pdf
Brannen, Julia (1995), Mixing Methods: Qualitative and Quantitative Research, London, Ashgate.
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Social Policy
Learning outcomes:
It is intended that students become familiar with the theories and issues related to the object of the CU, learning or deepening contact with classical and contemporary authors, thus developing more general theoretical knowledge and analytical skills in specific issues of the fundamentals of social policies while public policies. Students must prove, in the end, high levels of knowledge and ability to analyze the issues addressed.
Syllabus:
1. Social policies in historical perspective
i. What is the Welfare State?
ii. Historical Roots
2. welfare state and welfare regimes: institutional and political diversity
i. Politics against markets: decommodification and defamiliarization
ii. The varieties of welfare capitalism
iii. Limitations of typological analyzes
3. Contemporary social problems
i. Inequalities and poverty
ii. Labor and working conditions
iii. Social and political impacts of digitalization, robotization and automitization
iv- Families, ageing and social protection
4. The institutional and political resilience of the welfare state
i. The ages of Welfare State
ii. Constraints, pressures for change and reform trajectories
iii. The Welfare State in a context of globalization
The assessment is periodic, it aims to measure the extent to which the student has achieved the learning outcomes (knowledge and skills) provided for in the objectives and will consist of two individual written tests, one on the first two points of the program and the second on the other. Students also have the possibility to take a final exam if they have not passed ar least one of the two tests.
BibliographyTitle: -Standing, Guy (2013), Defining the precariate, Eurozone.
- Pierson, Paul (2001) (ed.), The Nerw Politics of the Welfare State. Oxford: Osford University Press.
- Pierson, Christopher (1998), Beyond the Welfare State. The new political economy of welfare.Polity Press (2nd edition).
- Hemerijck, Anton (2011), Hemerijck, Anton, Changing Welfare States. Oxford: OUP. chapter 7.
- Goodin, Robert E.; Bruce, Headey, Ruud Muffels and Henk-Jan Dirven (1999), The Real Worlds of Welfare Capitalism. Cambridge: Cambridge University Press. Part I (3).
- Esping-Andersen, Gøsta (1990), The Three Worlds of Welfare Capitalism, Cambridge: Polity Press.
-Dauderstäd M and C Keltek, (2015), Social Europe in the Crisis, Friedrich Ebert Stiftung July
-Castles, Frank G., Stephan Leibfried, Jane Lewis, Herbert Obinger e Cristopher Pierson (eds.) (2010) The Oxford Handbook of the Welfare State. Oxford: OUP.
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Title: - Pierson, Paul (2000), "Three worlds of welfare research" in Comparative Political Studies, 6-7. pp.791-821.
- Nyssens M (2006), Social Enterprise: At the Crossroads of Market, Public Policies and Civil Society, Ed. Routledge (chapter 1)
- Marshall, T. H. (2009), "Citizenship and social class" in Manza, Jeff, Sauder, Michael, Inequality and Society, New York, W.W. Norton (original edition, 1950) (http://delong.typepad.com/marshall-citizenship-and-socialclass.pdf)
- Lewis, J. (2006), "Employment and care: the policy problem, gender equality and the issue of choice", Journal of Comparative Policy Analysis: research and Practice, 8:2.
-Lavinas, Lena (2013), 21st Century Welfare, New Left Review, nr 84, nov-dec.
- Kim, Taekyoon (2010), "The welfare state as an institutional process", The Social Science Journal, 47, pp. 492-507
- Kersbergen, Kees van (1995), Social Capitalism - a study of Christian democracy and the welfare state, London: Routledge,Chapter 9 and 10.
- Gough, Ian (2008), "Welfare regimes in development contexts: a global and regional analysis", in Gough, Ian e Geof Wood, Insecurity and Welfare regimes in Asia, Africa and Latin America - Social Policy in Development Contexts, Cambridge: Cambridge University Press, pp. 15-48.
-Gough, Ian (2012), The global future of social policy. Opening lecture of the International Seminar on Social Protection and Citizenship Today at Fluminense Federal University, Niteroi, Rio de Janeiro, 27 November.
- Esping-Andersen, Gøsta e Kees van Kersbergen (1992), "Contemporary research on social democracy", Annual Review of Sociology, vol. 18, pp. 187-208.
- Esping-Andersen, Gøsta (1999), Social Foundations of Postindustrial Economies. Oxford: Oxford University Press.
- Natali, David, and Bart Vanhercke (ed.) (2015), Social policy in the European Union: state of play, Brussels (Introduction)
- Baldwin, Peter (1990), The Politics of Social Solidarity: Class Bases of the European Welfare State. Cambridge: Cambridge University Press.
- Arts W. & Gelissen J.(2006) "Three worlds of Welfare Capitalism or More? A State-of-the-Art Report", In Christopher Pierson & Francis G. Castles, The Welfare State Reader, Cambridge: Polity Press, pp. 175-197.
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Children and Families in Adverse Life Situations
Achieve knowledge of social work with children in risk and their families.Achieve knowledge about different theories and methods within the area of social work with children at risk.Critically reflect on about different theoretical perspectives relevant to social work with children at risk.Critically reflect on research concerning soc.work with children at risk and their families.Analyse and apply knowledge of child.?s position in the family and in the society, as well as children?s.participating processes concerning their life situations.Analyse and apply knowledge of children exposed to risk.Analyse and apply knowledge of specific methods within the area of social work with child.and families.Reflect upon the position of the social workers as well as the collaboration with other professionals.Develop further their own values and attitudes in relation to the area of social work.Develop further knowledge about children?s rights issues in relation to professional social work.
ProgramTheories and methods in social work with children in adverse life situations and their families.
Contemporary research related to children at risk and their families.
The life situations of children at risk in relation to issues of power, socio-economical conditions, physical and
mental health, gender and ethnicity.
Children?s position in society and in the family.
Assessment:
- home essay (30%)
- written exam (70%)
Title: Satisfaction: Evidence from Norway? in International Journal of Social Welfare, 18(2). Pp 193-201. 8 p.
Grødem, Anne Skevik (2009): ?The Impact of Poverty and Immigrant Background on Children?s School
Applications. New York: Guilford Publications. pp 649-670. 22 p.
Cassidy, Jude/Shaver, Phillip R. (eds)(2008): Handbook of Attachment: Theory, Research, and Clinical
George, Carol/Solomon, Judith (2008): ?Attachment and Caregiving: the Caregiving Behavioural System? in
University of Toronto Press. Chapters 1-2, 7 (8-9). App 125 p.
Interantional Comparisons of child Protection, Family Service, and Community Caring Systems. Toronto:
Freymond, Nancy/Cameron, Gary (eds)(2006): Towards Positive Systems of Child and Family Welfare:
http://bjsw.oxfordjournals.org/cgi/content/abstract/37/8/1425
Social Work, 37(8). pp 1425-1434. 9 p.
Barn, Ravinder (2007): ??Race?, Etnicity and Child Welfare: a Fine Balancing Act? in The British Journal of
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Title: Thoburn, Jane/Chand, Ashok/Procter, Joanne (2005): Child Welfare Services for Minority Ethnic Families: the Research Reviewed. London: Jessica Kingsley. 225 p.
Dolan, Pat/Canavan/Pinkerton, John (eds)(2006): Family Support as Reflective Practice. London:Jessica Kingsley. 285 p.
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Research Theories and Methods
1.Achieve profound knowledge and understanding of scientific perspectives and paradigm shifts from a
historical perspective
2.To achieve a capacity to discuss, analyse and apply complex theoretical concepts concerning both
qualitative and quantitative scientific work in an international context
3.Be able to formulate and discuss research questions in an independent and creative manner and implement
these in research out of a critical perspective
4.Be able to conduct a critical review of earlier research published in scientific journals or reports
5.Have gained insight in the role of science, its possibilities and limitations in an international context
6.To analyze and discuss ethical issues in conducting research
7.Be able to select, understand and use complex qualitative and statistical methods in social research
8.Be able to identify the needs of further knowledge in the field of social work with families and childrenand
develop a research project
1.Scientific paradigms and perspectives.
2.Qualitative and quantitative methods. Major theoretical concepts. Key techniques and procedures for
collecting and analyzing information.
3.Performing scientific research in an international context. Potentials and constraints
4.The construction of the research subject. Formulating research questions theoretically and
methodologically grounded
5.The importance of a theoretical framework for scientific research. The critical review of the literature
6.Epistemological and ethical issues in conducting scientific research
7.The state of the art and the needs of knowledge in the field of social work with children and families in a
international context
8.Writing of a dissertation project
ASSESSMENT
The course will be assessed on the following basis:
•group work and individual exercises (30%)
•Dissertation research design (70%)
Title: Additional literature will be individually assigned for exercises and examination (approx. 200p).
Winch, Peter (2007): The Idea of a Social Science and Its Relation to Philosophy. London: Routledge.136 p.
Control in Psychological Research on the Internet” in Journal of Social Issues.Vol 58:1. 161-176. 16 p.
Nosek, Brian A/Banaji, Mahzarin R/Greenwald, Anthony G (2002):” E-Research: Ethics, Security, Design, and
354 p.
Kvale, Steinar (2008): Interviews: Learning the Craft of Qualitative Research Interviewing. Los Angeles: Sage
33:3.351-362.12 p.
Herrera, C.D. (2003):“A Clash of Methodology and Ethics in. Journal of Philosophy of the Social Sciences.Vol
Sciences. Berkshire:Open University Press.
Greasley,Pete(2008):Quantitative Data Analysis Using SPSS:An Introduction for Health and Social
Gilbert,Nigel(2008):Researching Social Life.Thousand Oaks,CA: Sage.
Hall/CRC.
Afifi,Abdelmonem/Clark,Virginia A/May,Susanne(2004):Computer-Aided Multivariate Analysis.Chapman &
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Dissertation in Social Work with Families and Children
1. deeper knowledge and understanding about scientific work in a specific area of social work
2. deeper knowledge and understanding about different theories and methods
3. critically discuss research questions
4. plan and carry out independent research work and analyze, assess and handle complex phenomena, questions and situations
5. assess and discuss research methods, collect and analyze relevant data material
6. to document and discuss research process and consider ethical dilemmas, analyze empirical data and present the results in a written research report
7. to discuss and reflect on the significance of the findings
8.be able to in international contexts and in dialogue with scholars and professionals discuss methodological and theoretical issues
9.be able to present and defend a well structured and stringent research report & act as an opponent in a supporting &critical way
10.develop further their own value and attitudes in relation to scientific work
This module deepens the students? knowledge in social work with families and children. The students will be trained to carry out research in this field and in this way specialize in one or more of the topics being addressed during the course. The course will deal with the following topics:
1.to choose a topic and formulate research questions on social work with families and children
2.to be aware of the state of the art on the topic
3.to collect data according with the adequate procedures, taking into account the research subject
4.to adequately document the data
5.to analyze the data
6.to write a research report
7.to participate in final seminars concerning theirs and other students degree-dissertation
The M.A. dissertation is to be examined by 3 examiners within one month of the dissertation being submitted. The supervisor will be one of the examiners. The student is required to give an oral presentation followed by questions on theory, methods and conclusions by the jury.The defence of the dissertation will take one hour.
Title: Para além da bibliografia inerente às várias unidades curriculares, cada aluno trabalha com bibliografia específrica relacionada com o tema da sua dissertação/All the the literature provided by the several courses of the master. The specific texts are all individually chosen in relation to the topic of the thesis
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Accreditations