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Social Policy

Code: 100438
Credits: 6
2026/2027
Degree programme Type Course
Criminology OP 4

Contact lecturer

Name :
Antonio Vega Martinez
Email :
antonio.vega@uab.cat

Teaching staff

Solange Hilbert Pérez
Antonio Vega Martinez

Group languages

You can consult this information at the end of the document.

Prerequisites

The teaching of the course will be delivered taking into account the perspective of the Sustainable Development Goals.

Objectives

The subject Social Intervention Networks is located in the fourth year of the Degree, in the mention of criminal execution. In this sense, the subject aims to provide the tools that allow Criminology graduates to accompany released persons, being a guide for professionals who accompany and supervise people who are subject to compliance with a criminal measure in the community and who have to work in a network with other professionals, organizations or institutions, delegates of penal measures in the community, technical figures for rehabilitation and reintegration, among others, in order to respond to the individual resettlement needs of the user.

  • For these purposes, a first block of the subject deals with conceptual aspects of networking, as well as a tour of the various networks of social intervention and strategies that allow future graduates to optimize their skills in an environment in which they will interact with other professional figures.
  • In a second block, the subject details the mechanisms of Labor Law and Social Security Law that facilitate the insertion of those released from prison. Likewise, as a bridge towards integration beyond prison, the most relevant aspects of prison labor regulations are addressed.

Learning outcomes

  1. Working autonomously.
  2. Working in teams and networking.
  3. Ability to analyse and summarise.
  4. Drawing up an academic text.
  5. Verbally transmitting ideas to an audience.
  6. Correctly describing in the criminological field the legal-penal framework and crime control agents.
  7. Properly using the criminological prevention and intervention programs.
  8. Appropriately applying social resources to criminality.
  9. Drawing up a delinquency prevention program.
  10. Producing a social prevention program of delinquency.
  11. Effectively developing a delinquency prevention program in the community area.
  12. Applying an effective evaluative model in order to detect the criminological intervention needs in prison population.
  13. Effectively and individually implementing a criminological intervention.
  14. Intervening in the criminological field for pacifying, conciliatory and crime-prevention purposes.
  15. Acting in a professional way in the criminological field for pacifying, social integration and delinquency-prevention purposes.
  16. Knowing the structural prevention strategy of delinquency.
  17. Demonstrating they know the means and scientific procedures of crime prevention.
  18. Appropriately managing a security or prevention team.

Contents

Block A


1. Networking, concept and limits.



  • 1.1. Knowledge Society and society network.

  • 1.2. Networking, conceptual aspects.

  • 1.3. Models of work in network.


2. The network of social intervention: areas, institutions, programs, actions and professionals.



  • 2.1. Training.

  • 2.2. Employment.

  • 2.3. Health.

  • 2.4. Housing.

  • 2.5. Wellness.

  • 2.6. Participation and citizenship.


3. Strategies for networking.



  • 3.1. Leadership.

  • 3.2. Collaboration.

  • 3.3. Communication.

  • 3.4. Documentation, monitoring and evaluation.


Block B


4. Work in the open labor market.



  • 4.1. Legal framework work in a labor law view.

  • 4.2. Access to work and labor intermediation.

  • 4.3. Promotion of the employment of people at risk of exclusion.

  • 4.3.1. Public plans and programs.

  • 4.3.2. Social Security fee bonuses.

  • 4.3.3. Training contract.

  • 4.4. Effects of prison on the employment contract.

  • 4.4.1. Termination and suspension of employment contract.

  • 4.4.2. Employment of people in open prison scheme.

  • 4.5. Employment in resettlement companies.

  • 4.5.1. Resettlement companies.

  • 4.5.2. Employment contract system in resettlement companies.


5. Penitentiary work.



  • 5.1. Legal framework .

  • 5.2. Employment contract parties.

  • 5.3. Activities related with penitentiary work.

  • 5.4. Access to work and mobility.

  • 5.5. Work management.

  • 5.6. Labor rights: working time and salaries.

  • 5.7. Termination and suspension of employment contract.

  • 5.8. The Work Authorization for  foreigners serving a prison sentence (ATP).


6. Social protection to people in prison and former prisoners.



  • 6.1. Unemployment protection in the main level of Social Security System.

  • 6.2. Unemployment welfare protection. Main features.

  • 6.3. Minimum insertion income.

  • 6.4. Invalidity pension.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Training of expositions 31 1.24 1, 3, 4, 14
Seminars 19.5 0.78 2, 3, 5, 8, 13, 14, 15
Lectures 19.5 0.78 7, 8
Study of the subject: review of documentation, court rulings, and completion of worksheets. 40 1.6 1, 2, 7, 16
Essays 35 1.4 1, 2, 12, 14, 16
  • The methodology will try to combine the presentation of the most important theoretical aspects, following a system of master classes, from which the dynamics will be work in seminar format with a high participation of the students. To make this possible, cases, problems, simulations and presentations of experiences and focused debates will be presented.
  • In this sense, a percentage of blocks A and B will be devoted to master classes (percentage, which will be higher in section B). On the other hand, the teaching methodology will also be based on other types of directed activity that in Block A will be integrated by case studies, simulations or role playing, as well as exhibitions by the students. As for Block B, several seminar sessions will be devoted to the preparation and effective realization and subsequent debate of case law related to the subject.
Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Directed activity: Team project 15 per 100 1.5 0.06 2, 6, 7, 8, 10, 11, 12, 13, 14, 15
Exam 40 per 100 1 0.04 3, 4, 16
Directed activity: Expositions 18 per 100 1.5 0.06 1, 3, 5, 6, 7, 8
Supervised activity: Case study 27 per 100 1 0.04 1, 3, 7, 9, 10, 12, 14, 17, 18

Continuous evaluation system

The evaluation will start from the two blocks of the subject that will be worth 50% each.

Students will be eligible for evaluation as long as they have completed a set of activities that account for at least 2/3 of the total grade for the subject. If the value of the completed activities does not meet this threshold, the course instructor may consider the student as not evaluable.

To pass the course, a minimum grade of 4 is required in both Block A and Block B, which will be averaged with the other block, as well as having submitted all the scheduled activities. The subject will be passed when the average of the grade obtained from the two blocks is equal to or greater than 5. The weighting of the different activities will be carried out according to the following table:

Block A (50 per 100)

Evidence Mark in the Block
Exam 30 %
Case study 15 %
Team project (individual qualification) 35 %
Expositions 20 %

Block B (50 per 100)

Evidence Mark in the Block
Exam 60 %
Continuous assessment of practical activities 40 %

Students will have the opportunity to resit both the continuous assessment activities and, where appropriate, the final exam. The resit may not lead to a reduction in qualification.

Specifications for theoretical exam

  • Failed answers in multiple-choice exams will discount.

Class attendance regulations

1. Attendance is mandatory at 100% for both theory classes and seminars. If a student does not attend at least 80% of the teaching activities, they will not pass the course. Throughout the semester, attendance will be taken at each session of Social Intervention Networks. For attendance assessment purposes, up to 10% will be deducted from the final grade if unexcused absences reach 20%. If unexcused absences are below this threshold, the reduction will be applied proportionally.

2. Excused absences cannot compute negatively. For an absence to be excused, it must be documented. Only absent due to force majeure such as illness or similar situations that prevent attending the educational activities can be justifiable. The realization of other training activities of the degree may be considered excused absence if previously accepted by the teacher responsible for the subject.

3. Classes start on time. Except in case of reasonable justification, entry to class is not allowed once it has started, neither leaving before it has finished.

Fraudulent conducts

The student who cheats or tries to cheat in an exam will have a 0 in the subject and will lose the right to re-evaluation. The student who presents a practice in which there are indications of plagiarism or who cannot justify the arguments of his practice will receive a warning. In case of repetition of behaviour, the student will failthe subject (0) and will lose the right to re-evaluation.

Single evaluation system

The evaluation will start from the two blocks of the subject that will be worth 50% each. To pass the subject it will be necessary to obtain a minimum grade of 4 in both blocks. The subject will be passed when the average of the grade obtained fromthe two blocks is equal to or greater than 5. The weighting of the different activities will be carried out according to the following table:

Block A (50 per 100)

Evidence Duration: 1:30h Mark in the Block
Exam 50 %
Continuous assessment of practical activities 50 %

Block B (50 per 100)

Evidence Duration: 1:30h Mark in the Block
Exam 60 %
Continuous assessment of practical activities 40 %

Students will have the classroom study material that will coincide with that of the continuous assessment, but in no case will the tutoring spaces be assumed as theoretical classes or seminars.

In case of failure the students will have the opportunity to resit. The maximum grade in this case will be 6.

Specifications for theoretical exam

  • The questions may be combined in multiple choice format and development questions, each part acquiring a weight of 5 out of 10. To make an average between the parts, a minimum grade of 5 points out of 10 must be obtained in the development questions.
  • Multiple choice questions will be discounted.

Rules for cases of copying or plagiarism

  • Students who cheat or try to cheat in single assessment tests will get a 0 in the subject and will lose the right to reassessment.

Use of Artificial Intelligence

Restricted Use:

For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as literature or information searches, text proofreading, or translation, in group project and case study activities. Students must clearly identify which parts have been generated or assisted by AI, specify the tools used, and include a critical reflection on how these tools have influenced both the process and the final outcome of the activity. Failure to disclose the use of AI in this assessed activity will be considered a breach of academic integrity and may result in a partial or total reduction of the activity grade, or more severe disciplinary sanctions in cases of serious misconduct.

Bibliography

Block A

Bibliography

Alós-Moner, R., Esteban, F., Jodar, P., Miguélez, F., Alcaide, V., & López-Roldan, P. (2011). La inserció laboral dels exinterns dels centres penitenciaris de Catalunya. Centre d’Estudis Jurídics i Formació Especialitzada. https://repositori.justicia.gencat.cat/bitstream/handle/20.500.14226/130/SC_1_087_11cat.pdf?sequence=2&isAllowed=y

Amaro, A., Berzosa, C., Alcázar‑Campos, A., & García‑Vita, M. (2021). Acompañamiento profesional para la reinserción e inclusión social de mujeres en semilibertad. Psychology, Society & Education, 13(2), 77–86. https://doi.org/10.25115/psye.v13i2.3471

Bartolomé, M., Campo, J., Massot, M. I., & Vila, R. (2009). Elaboració d’un programa orientat al desenvolupament de la ciutadania intercultural a través del treball amb xarxes comunitàries: un estudi de cas. Polítiques públiques, percepció ciutadana i materials d’acollida. Generalitat de Catalunya. Departament d’Acció Social i Ciutadania. Secretaria per a la Immigració. http://diposit.ub.edu/dspace/bitstream/2445/21837/6/239041.pdf

Bermejo, R. (2021). Directrices europeas y tratamiento de la radicalización violenta en prisiones en perspectiva comparada: reclusión, rehabilitación y reinserción. In A. Alsonso & A. Gil (Eds,), Prevención de la radicalización violenta en prisión (pp. 201-222). Dykinson.

Caro, G. (2021). El tratamiento penitenciario como llave para la reeducación y reinserción social. Gabilex: Revista del Gabinete Jurídico de Castilla-La Mancha, (26), 247-298.

Cid. J., Pedrosa, A., & Navarro, C. (2020). La experiencia del encarcelamiento en España. Revista de Derecho Penal y Criminología, (24), 161-192.

Cuenca, M., & Román, B. (2023). Principios éticos para la práctica del trabajo social comunitario. Cuadernos de Trabajo Social, 36(1), 145-154. https://doi.org/10.5209/cuts.82169

Fabra, N., Heras, P. & Fuertes, S. (2016). La reinserción social postpenitenciaria: un reto para la educación social. Revista de Educación Social, 22, 143-157.

Fernández, S., & Espinosa, J. F. (2018). Criminología social. Investigación e intervención del Trabajo social ante el delito. La Acción Social. Revista de Política social y Servicios Sociales, 2(5), 1–39. 

Fernández-de-Labastida, I. (2022). Claves para la interdisciplinariedad entre trabajo social y antropología: reflexiones desde el ámbito formativo. Cuadernos de Trabajo Social, 35(2), 291-305. https://doi.org/10.5209/cuts.79362

Gil, F., Alcover, C. M., Rico, R., & Sánchez-Manzanares, M. (2011). Nuevas formas de liderazgo en equipos de trabajo. Papeles del Psicólogo, 32(1), 38-47.

González, L., & Rodríguez, A. (2020). El trabajo en red colaborativo: desafíos y posibilidades. Cuadernos de Trabajo Social, 33(1), 141-151. https://doi.org/10.5209/cuts.64769

Lillo, N., & Roselló, E. (2023). Manual para el trabajo social comunitario.  Narcea ediciones.

Maya, I. (2016). 7 usos del análisis de redes en la intervención comunitaria. Redes. Revista Hispana para el Análisis de Redes Sociales, 27(2), 1-10. https://doi.org/10.5565/rev/redes.628

Palomo, M. T. (2010). Liderazgo y motivación de equipos de Trabajo. ESIC.

Pereira, M. P. (2022). Análisis comparativo del tratamiento de los reclusos entre sistemas penitenciarios España y Noruega. Innovaciones orientadas a la reinserción. [Grade dissertation, Universidad Pontificia de Comillas]. Repositorio Comillas. https://repositorio.comillas.edu/xmlui/handle/11531/57566

Riveiro, M. D.(2024). La red penitenciaria española en el siglo XXI: programas de intervención terapéutica y educativa. Bajo palabra. Revista de Filosofía, (37), 125-142.

Rivera-López, M., & Añaños, F. T. (2021). Redes personales como factores de riesgo y protección en mujeres privadas de libertad. Revista Criminalidad, 63(2), 17-32. https://doi.org/10.47741/17943108.314 

Rué, J. (1998). L'immigrant a l'escola. La metodologia del treball cooperatiu com a via d'integració social i acadèmica dels alumnes d'origen immigrant. Educar, 285-294.

Suárez, D. H., Dávila, P. V., Argnani, A., & Caressa, Y. (2018). Formación docente y narrativas pedagógicas: una apuesta de trabajo en red desde la extensión universitaria. +E. Revista de Extensión Universitaria, 77(7), 244-253. https://doi.org/10.14409/extension.v0i7.7069

Ubieto, J. R. (2007). Modelos de trabajo en red. Educación Social. Revista de Intervención Socioeducativa, 36, 26-39.

Ubieto, J. R. (2009). El trabajo en red. Usos posibles en educación, salud mental y servicios sociales. Gedisa.

Ugalde, L., Bernaras, E., Rodríguez, E., & Odria, A. (2020). El trabajo interdisciplinar de módulo como herramienta para el desarrollo de competencias transversales. Revista Interuniversitaria de Formación del Profesorado. Continuación de la antigua Revista de Escuelas Normales, 34(1), 243-262. https://doi.org/10.47553/rifop.v34i1.76567

Vidal, M., Vialart, M. N., Hernandez, L., & Meilan, A. (2011). Trabajo en red. Educación Médica Superior, 25(3), 372-388.

Vilà Baños, R., & Del Campo Sorribas, J. (2009). Desarrollo de la ciudadanía intercultural en Sant Quintí de Mediona a través de redes comunitarias. Revista de Investigación Educativa, 27(2), 427–449. https://revistas.um.es/rie/article/view/94491

BLOCK B

Bibliography

Aguilar, V. J. (2015). Explotación laboral de las personas privadas de libertad. Blog CGAE. https://www.abogacia.es/2015/11/12/explotacion-laboral-de-las-personas-privadas-de-libertad/

Esteban, R. (2008). La Ley estatal de empresas de inserción. Comentario a alguna de sus aportaciones más significativas. Boletín del Centro de Iniciativas de Economía Social, 63, 1-9.

Esteban, R. (2014). Propuestas de mejora en la protección por desempleo durante la permanencia en prisión y tras la excarcelación. Nueva Revista Española de Derecho del Trabajo, 167, 149-175.

Fernández, P. (2006). El trabajode los internos en establecimientos penitenciarios. Tirant lo Blanch.

Additional  questions about the basic bibliography

Given the complexity and extent given to some subjects in the basic manual of labor law and social security, in some respects and as a complement to the explanations given in class will be posted informative documents of public administrations inthe field of employment and social protection.

On the other hand, the  case law of  the Supreme Court and that of the  of Superior Courts of Justice worked in practical class is a useful material for the preparation of the labor part.

Complementary Bibliography on Labor Law and Social Security

The Supplementary Bibliography aims to facilitate acces to documents that addres aspects of the subject in great detail. In some cases,these are sociological studies cited in class.

This is a non-compulsory material. However, it can help to resolve doubts or give a clearer view of the labor and social protection reality of the prison or former prison population. In other words, it aims to provide information for those students who want to deepen in the issues dealt in class.

Aguilera, R. (2009). El régimen jurídico de las empresas de inserción. Thomson/Cívitas.

Colectivo IOE. (2001). Inserción laboral de la población reclusa en la Comunidad de Madrid. http://www.colectivoioe.org/index.php/publicaciones_investigaciones/show/id/34

Esteban, R. (1996). Comentario a algunos aspectos conflictivos de larenta mínima de inserción. In J. López (Ed.), Seguridad Social y protección social: temasde actualidad (pp.139-156). Marcial Pons.

Fernández, P. (2006). El trabajo de los internos en establecimientos penitenciarios. Tirant lo Blanch.

Gil, J. (2011). Vicisitudes del trabajo penitenciario: suspensión y extinción. Revista Española de Derecho del Trabajo, 150, 460-510.

Miguélez, F., Alós-Moner, R., Martín, A., & Gibert, F. (2007). Trabajar en prisión. Icaria.

Palomino, P. (2006). La relación laboral especial de penados en instituciones penitenciarias: cuestiones cruciales. Aranzadi Social, 5, 587-602.

Subirats, J. (2004). Pobreza y exclusión social. Fundación la Caixa.

Vallecillo, M. R., & Molina, C. (2008). Empresas de inserción y mercados de trabajo inclusivos. Comares.

Software

No specific software is required to take the course.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 Catalan/Spanish first semester morning-mixed
(SEM30) Seminaris (30 estudiants per grup) 11 Catalan/Spanish first semester morning-mixed