Ateneo - UPO

The concept of health, life skills, observation, evaluation and educational project, team work, networking

The reference text will be: "Recovery in psychiatry: from evaluation to personalized project" by Ascanio G. Vaccaro, Franco Angeli editore, 2020.
All the slides covered by the course will also be provided.

The student will have to acquire the knowledge and skills necessary to prepare and implement a rehabilitation project: evaluation, definition of objectives, methodology, resources, definition of interventions and verification indicators.
The objective is to know how to develop and implement the necessary rehabilitation interventions, based on sharing, multi-disciplinary and multi-professionalism, to obtain the maximum level of personal autonomy and well-being in relation to the user's clinical conditions, his level of participation and ability, the life context, taking into account the availability of resources.

Not necessary

There will be face-to-face lessons, group work and exercises. Videos can be proposed as ideas for individual or group reflection and exercise. There are no intermediate tests, but only exercises aimed at learning the methodology for the initial evaluation of situations (clinical cases) and the drafting of the specific educational project.

The lessons will be based on interactivity with the students.
Students with physical disabilities, LearningnbDisabilities or Special Education Needs (BES) can request specific services and tools dedicated to them by contacting the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse ed agli Studenti, and consulting the University webpage:
https: //uniupo.it/en/services/servicesi-students-physical-or-learning-disabilities
Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examimation modalities, concerning academic aspects.

Written test (in presence): development of a rehabilitation project, with particular attention to the initial observation and evaluation phase and to the determination of objectives. The essay will receive the maximum score if the student has been able to draw up an educational project that demonstrates the coherence between the initial starting situation (evaluated through the evaluation grids illustrated in class) and the objectives which must be concrete, specific , achievable, measurable and ecological.

LESSON 1: Mutual introduction. presentation of the program.
The concept of health, starting from the definition given by the students, explored in depth through article 32 of the constitution, the WHO definition of 1948 and subsequently by the medical profession, in 2011, to arrive at the concept of health promotion present in the charter Ottawa 1986.
Analysis of the determinants of health, starting from the definition given by the students.
Detailed analysis of the 10 life skills (7 skills of the emotional and cognitive area) listed by the WHO as the basic life skills, to be recognized and observed in a treatment path aimed at patients.
LESSON 2: presentation of the last 3 skills of the social area. After recalling the concept of recovery, the topic of evaluation and the observation connected to it will be addressed.
Description of some observation grids and explanation of the planning and its phases: context analysis, target, goals, objectives, strategy, actions, monitoring, evaluation.
Analysis of the Bales grid and task for next week: observe using this grid.
LESSON 3: Review of the Bales grid and comparison of the experience carried out by the students on the observation carried out with the aforementioned grid.
Class exercise on formulating objectives
Projections of the slides on team work: characteristics of team work, what are the elements that favor it, difference with the aggregate and definition of formal group and informal group.
LESSON 4: Slide projection of the network (what it means to network, the skills of the operators, the levels of intervention of the network).
Case exercise on the network and on the formulation of the project, divided into three groups. Review of the concepts on the educational project and the phases. Concrete exercise, divided into three groups, on two situations (very young schizophrenic and antisocial adult). Illustration of the way of working in the Addiction Department, explaining aims, methods and tools.

In order to reach the knowledge corresponding to the minimum level of sufficiency, the student is asked to know the current concept of health and that of recovery, from which educational planning in rehabilitation arises. It is therefore required that the student knows the phases of the educational project and how the rehabilitation objectives are determined. It is also required that the student knows what a team is, the concept of multi-professionalism and how to network between services.
From a skills point of view, the student must be able to develop a specific rehabilitation project, aimed at the person or group benefiting from the project itself, including their expectations, resources and quality of life as well as psychopathological and relational aspects.
To achieve an advanced level, the student must demonstrate the ability to plan a structured intervention, taking into account the family context of the people involved in the project and the network of services in the reference area.