Children and Adolescents at Risk
Code: 101682Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Social Education | OP | 3 |
| Social Education | OP | 4 |
Contact lecturer
- Name :
- Josefina Sala Roca
- Email :
- fina.sala@uab.cat
Teaching staff
- Adrià Pagés Mimó
Group languages
You can consult this information at the end of the document.
Prerequisites
The student should have taken in some of the knowledge and abilities from other subjects before enrolling this course. So, we strongly encourage students to have previously taken the following courses:
- Psychobiological Aspects of the Person (1st year)
- Development and Educational Psychology (1st year)
- Communication and Educational Interaction (1st year)
- Sociopolitical Basis of Education (2nd year)
- Education of Children and Young Adults (3rd year)
Objectives
This course aims to go in depth in one of the most important professional areas of social educators, the children and youth protection. Previously the students has done a compulsory course that is a the basis of the social educators’ interventions with children and adolescents.
The general formative goals of this subject are:
- To analyse the main social risk factors in childhood and adolescence and its effects on their development
- To reflect on Children protection system, its services, legislation and intervention programs
- To analyse the factors that promote resilience in children and youth in risk situations
- To analyse the interventions and programs that are implemented by different children protection agencies
- To analyse the role of the social educator in the children and youth protection
Learning outcomes
- Understand the social risk factors in childhood and adolescence.
- Analyse the dysfunctions that occur in the development of children and adolescents at risk as a result of situations social and family breakdown.
- Understand the specific legislation affecting the protection of children at risk.
- Design and apply specific interventions for children at risk.
- Analyse the socio-emotional skills required for working with children and adolescents at risk.
- Guiding and accompanying unprotected children in their development processes and processes of integration into autonomous life.
- Analyse the ethical aspects of social education in the field of childhood.
- Develop strategies to foster resilience processes.
- Maintain an attitude of respect, practices and behaviors that address diversity and equality.
- Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.
Contents
- Main social risk factors in childhood and adolescence and their effects on development.
- Abuse and maltreatment in childhood and adolescence.
- Resilience in childhood and adolescence.
- Legal and institutional framework:
4.1. Principles governing child and adolescent protection laws and policies.
4.2. Social services for children and adolescents.
- Adoption and foster care: types, processes, family support and guidance, etc.
- Networks, programmes, and intervention initiatives for child and adolescent protection and the transition to adulthood.
- Intervention in community settings and specialized services from prevention and protection perspectives.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Text readings, search and analysis of information, projects, case studies and assessment activities | 45 | 1.8 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Case studies, deepening in specific topics, professional invited seminars, debates and group discussions | 20 | 0.8 | 1, 2, 4, 5, 6, 7, 9 |
| Individual and group tutorials | 15 | 0.6 | 4 |
| Teacher explanations about basic topics and complementary information, exposition and debates about the students activities, shared knowledge creation | 30 | 1.2 | 1, 2, 3, 5, 6, 7, 8, 9 |
The methodology will be participative. Apart from the teacher explanations, case studies, text discussions, exercises and debates, will be proposed.
The autonomous activities will be object of the formative assessment.
* The proposed teaching methodology and assessment may change depending on the protection needs and the restrictions on attendance imposed by the health authorities.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Collaborative Project | 25% | 30 | 1.2 | 4, 7, 8, 9 |
| Exercices and learning activities (individual tasks) | 15% | 8 | 0.32 | 1, 2, 3, 4, 8, 9 |
| Individual writting proof 2 | 30% | 1 | 0.04 | 1, 2, 3, 4, 5, 6, 7, 8, 9 |
| Individual writting proof 1 | 30% | 1 | 0.04 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
Assessment of the course will be based on three components:
- Exercises and learning activities completed throughout the course will account for 15% of the final grade. These activities are not eligible for resit.
- Two exams will account for 30% + 30% of the final grade. These exams will take place on 2 April and 4 June. In order to sit the exams, students must have passed the exercises and learning activities and attended at least 80% of the classes.
- The coursework/project will account for 25% of the final grade. Any assignment containing partially or wholly plagiarized content (or content lacking proper referencing) will result in a fail grade for the course. This assignment is not eligible for resit.
To pass the course, students must obtain a minimum overall grade of 5 and achieve a minimum grade of 5 in each of the two exams and the collaborative assignment.
Feedback on assessment activities will be provided within a maximum period of 20 days.
Non-assessable students: Students who have not completed the assessment activities (exams and assignment) will be considered non-assessable and will not be eligible to take the resit examination.
Resit examination: The resit examination will take place on 18 June. The highest final grade that can be obtained through the resit is 5/10 (Pass).
Single Assessment: Students who apply for the single assessment option will complete a single written examination on 4 June and must submit the coursework/project and all exercises and learning activities on the same date.
The resit for the single assessment will take place on 18 June. Only students who sat the assessment on 4 June may take the resit, and in this case the maximum possible final grade is 5 (Pass).
Synthesis Assessment: This course does not include a synthesis assessment.
Communicative Competence: To pass this course, students must demonstrate strong overall communicative competence, both orally and in writing, as well as a good command of the language(s) of instruction specified in the course guide. Therefore, all activities (individual and group-based) will be assessed for linguistic accuracy, quality of writing, and formal presentation standards.
Students must be able to express themselves fluently and accurately and demonstrate a high level of comprehension of academic texts. An activity may be returned without assessment or failed if the lecturer considers that these requirements have not been met.
Use of Artificial Intelligence (AI): For this course, the use of Artificial Intelligence (AI) technologies is permitted only for text correction purposes and in those exercises where the teaching staff explicitly authorizes the use of AI.
Students must clearly identify any parts generated using AI technologies, specify the tools used, and include a critical reflection on how these tools influenced both the process and the final outcome of the activity.
Failure to disclose the use of AI in an assessed activity will be considered a breach of academic integrity and may result in a partial or total penalty in the activity grade, or more severe sanctions in serious cases.
Bibliography
Basic bibliography:
Arruabarrena, M. I. i de Paúl, J. 2011). Maltrato a los niños en la familia: evaluación y tratamiento. Madrid: Piramide.
Barudy, J., & Dantagnan, M. (2005). Los buenos tratos a la infancia: Parentalidad, apego y resiliencia. Gedisa.
Barudy, J., & Dantagnan, M. (2022). El dolor invisible de la infancia: Una lectura ecosistémica del maltrato infantil crónico. Gedisa.
Bravo, A. i Fernández del Valle, J. (coord.). (2009). Intervención socioeducativa en acogimiento residencial. Consultable online: http://www.gifi.es/administrador/publicaciones/archives/65706_Int_soc_acores.pdf
Masten, A. S. (2025). Ordinary magic: Resilience in development (2nd ed.). Guilford Press.
Melendro Estefanía, M., Miguelena Torrado, J., de Juanas Oliva, Á., Dávila Balsera, P., & Naya Garmendia, L. M. (Coords.). (2022). El tránsito a la vida adulta de jóvenes de sistemas de protección y jóvenes vulnerables. Dykinson. https://dialnet.unirioja.es/servlet/libro?codigo=914193
Miguelena Torraco, J., Naya Garmendia, L. M., & Dávila Balsera, P. (2021). Derechos de la infancia y sistemas de protección. Delta Publicaciones.
Miguelena Torrado, J., & Sala Roca, J. (Eds.). (2024). Inspirando futuros, creando oportunidades: promoviendo el acceso equitativo a la universidad para las personas procedentes de los sistemas de protección a la infancia (No. 13). Editorial Universitat Politècnica de València. https://riunet.upv.es/server/api/core/bitstreams/0abc9285-1825-4259-8f1e-b16c91b4dbfd/content
Perry, B. D., & Szalavitz, M. (2017). The boy who was raised as a dog: And other stories from a child psychiatrist's notebook (3rd ed., revised and updated). Basic Books. Spanish version: Perry, B. D., & Szalavitz, M. (2016). El chico a quien criaron como perro: Y otras historias del cuaderno de un psiquiatra infantil (L. Barahona, Trad.). Capitán Swing.
Perry, B. D., & Winfrey, O. (2021). What happened to you? Conversations on trauma, resilience, and healing. Flatiron Books.
Legal framework
Llei 14/2010, del 27 de maig, dels drets i les oportunitats en la infància i l'adolescència. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=553898
Decret 63/2022, de 5 d'abril, dels drets i deures dels infants i els adolescents en el sistema de protecció, i del procediment i les mesures de protecció a la infància i l'adolescència. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=924783
Ordre BSF/331/2013, de 18 de desembre, per la qual s'aproven les llistes d'indicadors i factors de protecció dels infants i adolescents. https://portaljuridic.gencat.cat/ca/document-del-pjur/?documentId=651572
Llei Orgànica 8/2021, de 4 de juny, de protecció integral a la infància i l'adolescència davant de la violència. https://www.boe.es/buscar/act.php?id=BOE-A-2021-9347
Direcció General d’Atenció a la Infància i Adolescència (2016). El Programa Marc dels Centres Residencials. Consultable a: https://treballiaferssocials.gencat.cat/web/.content/01departament/04legislacio/directives_instruccions_circulars/infancia_adolescencia/directrius/Programa_Marc_centres_educatius_DGAIA.pdf
Direcció General d’Atenció a la Infància i Adolescència (2017). El Programa Marc dels Centres Residencials d’Educació intensiva. Consultable a: https://treballiaferssocials.gencat.cat/web/.content/03ambits_tematics/07infanciaiadolescencia/Programa_Marc_CREIS.pdf
Additional bibliography:
Alonso, R. et al. (2008). Manual de intervención en acogimiento residencial. Consultable online: https://www.serviciossocialescantabria.org/uploads/documentos%20e%20informes/05.Manual%20Cantabria%20(ACOG.RESIDENCIAL)_abr2008.pdf
Área de Salut Mental de Sant Joan de Déu. (2019) Conducta suicida y adolescencia: factores de protección y signos de alarma. Revista Faros. Consultable a https://faros.hsjdbcn.org/es/articulo/conducta-suicida-adolescencia-factores-proteccion-signos-alarma
Barudy, J. (2011). La fiesta mágica y realista de la resiliencia infantil: manual y técnicas terapéuticas para apoyar y promover la resiliencia de los niños, niñas y adolescentes. Barcelona: Gedisa
Comasòlivas, A. (2019). Factores que influyen en el tiempo de permanencia de los jóvenes extutelados en los recursos residenciales de transición a la autonomía. DDD UAB: Consultable a: https://ddd.uab.cat/record/204457
Cyrulnik, B. (2005). El amor que nos cura. Barcelona: Gedisa.
Cyrulnik, B. (2015). Las almas heridas. Barcelona: Gedisa.
Cyrulnik, B., & Anaut, M. (2018). Resiliencia y adaptación: La familia y la escuela como tutores de resiliencia (Vol. 100625). Editorial Gedisa.
Departament de justicia (2021). Intervenció en infància i adolescència en cas d’abús sexual. Recomanacions per a professionals. Consultable a: http://cejfe.gencat.cat/web/.content/home/recerca/cataleg/crono/2020/Guia_Professionals-CAT.pdf
Departament de Justícia. Violència filio-parental. Generalitat de Catalunya. En línia: http://www20.gencat.cat/docs/Justicia/Documents/ARXIUS/Violencia%20filio%20parental.pdf
Departament de salut (2019). Protocol d’actuació davant de maltractaments en la infància i l’adolescència en l’àmbit de la salut. Consultable a: https://salutpublica.gencat.cat/web/.content/minisite/aspcat/promocio_salut/infancia-i-adolescencia/05maltractament-infantojuvenil/protocol-actuacio-maltractaments-infancia.pdf
Fanjul, G., Galváez, I. y Zuppiroli, J. (2021). Crecer sin papeles en España. Save the children. Consultable a: https://www.savethechildren.es/sites/default/files/2021-02/Crecer_sin_papeles_en_Espana_SC_PC.pdf
Fernández del Valle, J. (2004). Acogimiento residencial en la protección a la infancia. Madrid: Pirámide.
Fernández del Valle, J. i Bravo, A. (2007). Serar, Sistema de Registro y Evaluación en Acogimiento Residencial. Oviedo: Asociacíón Nieru para el Estudio y Promoción del Bienestar Infantil.
Fernández del Valle, J., Bravo, A., Martinez, M. y Santos, I. (2012). Estándares de calidad en acogimiento residencial. EQUAR.Ministerio de Asuntos Sociales. Consultable a: https://bienestaryproteccioninfantil.es/imagenes/tablaContenidos03SubSec/1_EQUAR.pdf
GENERALITAT DE CATALUNYA (2014) De les observacions als indicadors: el mòdul de suport a la gestió del risc en infància i adolescència. BarcelonaFurman, B i Filella, R (2013). Nunca es tarde para tener una infancia feliz: de la adversidad a la resiliencia. Barcelona: Octaedro
Gillath, O., Karantzas, G. C., & Fraley, R. C. (2016). Adult attachment: A concise introduction to theory and research. Academic Press.
Gonzalo, J.L. (2009). Guía para el apoyo educativo de los niños con trastornos de apego. Libros en red. A
Grané, J i Forés, A (2013). La resiliencia: Crecer desde la adversidad. Barcelona: Plataforma Editorial
GRISIJ. Caminar en familia. Programa de competències parentals, durant l’acolliment i reunificació familiar. UB dipòsit. Consultable a: http://diposit.ub.edu/dspace/bitstream/2445/132383/4/Caminar%20en%20familia_Fundamentaci%C3%B3n%20y%20caracter%C3%ADsticas%20del%20programa.pdf
Holden, M. J., Sellers, D. E., & Smith, E. G. (2023). The CARE program model. Revitalizing residential care for children and youth: Cross-national trends and challenges, 139-153.
Muñoz, M. D. L. F. R., Morell, J. M., & Fresneda, J. (2016). Manual de promoción de la resiliencia infantil y adolescente. Ediciones Pirámide.
Quicios P (2013). Infancia, adolescencia y juventud en riesgo social. Madrid: McGraw-Hill.
Robles-Martínez, E., Contreras Landgrave, G., Camacho Ruiz, E. J., & Ibarra Espinosa, M. L. (2023). La parentalidad positiva y el papel de la familia en la inclusión educativa. Revista de Investigación en educación, 21(1), 80-95. Disponible a: https://dialnet.unirioja.es/servlet/articulo?codigo=8918705
Sabaté, M. (2017). Els CREI de Catalunya. Intervenció, perfil i evolució dels joves atesos. Tesis doctoral. Universitat Autònoma.
Sala, J., Arnau, L., Courtney, M., Dworsky, A. (2016).Programes i Serveis de suporta l’emancipació per a joves tutelats: un estudi comparatiu entre Chicago i Barcelona. Consultable a: DDD UAB https://ddd.uab.cat/pub/estudis/2016/158016/2016projectechicagoresumcat.pdf
Santibañez R, Martinez-Pampliega A (2013). Intervención comunitaria con adolescentes y familias en riesgo. Barcelona: Graó.
Save the Children (2018). Bajo el mismo techo. Las Casas de los Niños: un recurso para atender a niños y niñas víctimas de abuso sexual y sus familias en Catalunya. Consultable a: https://www.savethechildren.es/sites/default/files/imce/docs/bajo-el-mismo-techo-web-doble.pdf
Sindic de Greuges (2018). La situació dels infants migrants sense referents familiars a Catalunya. Consultable a Resum executiu Informe menors_sensereferents_catala.pdf (sindic.cat)
Unicef. ¿Cómo reducir la pobreza infantil en España? Consultable a: https://www.unicef.es/sites/unicef.es/files/comunicacion/como_reducir_la_pobreza_infantil_en_espana_final.pdf
UPRIGHT PROGRAM: projecte europeu que té com a objectiu millorar el benestar i la resiliència de les joves. https://www.uprightprogram.eu/school_es/
Links
Comitè dels drets del nen (ONU): http://www2.ohchr.org/spanish/bodies/crc/index.htm
Consell d’Europa: Drets dels infants https://www.coe.int/en/web/children
Dades del Sistema de Protecció a la Infància de Catalunya. https://treballiaferssocials.gencat.cat/ca/ambits_tematics/infancia_i_adolescencia/dades-del-sistema-de-proteccio-a-la-infancia-de-catalunya/
Dades d’infants i joves emigrats sols https://treballiaferssocials.gencat.cat/ca/ambits_tematics/infancia_i_adolescencia/estrategiacatalanaacollida/dades/
Departament de drets socials: http://www20.gencat.cat/portal/site/bsf/menuitem.d36551e3177dc6b43f6c8910b0c0e1a0/?vgnextchannel=01831788dd5a4210VgnVCM1000008d0c1e0aRCRD&vgnextoid=01831788dd5a4210VgnVCM1000008d0c1e0aRCRD
Direcció General d’Atenció a la Infància i Adolescència https://treballiaferssocials.gencat.cat/ca/ambits_tematics/infancia_i_adolescencia/proteccio_a_la_infancia_i_ladolescencia/el_sistema_catala_de_proteccio_a_la_infancia_i_ladolescencia/direccio_general_datencio_a_la_infancia_i_ladolescencia_dgaia/
DIXIT. Centre de documentació dels serveis socials: https://dixit.gencat.cat/ca/inici
Dades d’infància https://dretssocials.gencat.cat/ca/ambits_tematics/infancia_i_adolescencia/dades-del-sistema-de-proteccio-a-la-infancia-de-catalunya/index.html
Institut d’Infancia https://institutinfancia.cat/
Observatori dels drets de la Infància: https://treballiaferssocials.gencat.cat/ca/ambits_tematics/infancia_i_adolescencia/observatori_drets_infancia/
Observatorio de la infancia: https://observatoriodelainfancia.vpsocial.gob.es/
Sindic. Drets dels infants: http://www.sindic.cat/ca/page.asp?id=113
Secretaria d’Infància, Adolescència i Joventud https://treballiaferssocials.gencat.cat
Software
No specifis software is needed.
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 | 3 | Catalan | second semester | morning-mixed |