Ateneo - UPO

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

“Recovery in psichiatria : dalla valutazione al progetto personalizzato” di Ascanio G. Vaccaro, Franco Angeli editore, 2020 (Recommended, but not mandatory)
All the slides covered by the course will 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.

No

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, Learning Disabilities 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 examination

Evolution of the concept of health, from the definition anchored in Article 32 of the Italian Constitution to the idea of health outlined by the World Health Organisation in 1948 and, later on, as conceptualised by the medical community in 2011, until the concept of health promotion as formulated in The Ottawa Charter for Health Promotion in 1986. Analysis of the determinants of health.
Exploration of the 10 life skills by the WHO (7 Cognitive & Emotional/Mental Area) considered as essential core life skills, which need to be recognised and observed within the treatment pathways undergone by patients. Presentation of the last 3 skills in the social area.
The concept of recovery.
Description of observation grids, and explanation of the planning process and its steps: context analysis, targets, goals, objectives, strategy, actions, monitoring, evaluation.
Teamwork: characteristics of teamwork and elements that promote it, team vs aggregate: what is the difference, formal vs informal groups. Class practice on learning how to define objectives.
Concept of network and working in a network (the meaning of networking, social workers’ competencies, levels of network intervention). Case studies on project management.
The educational project and its structured phases.
Presentation of the working method within the department of addictions, detailing goals, practices, and departmental tools.

With the goal of achieving the specific knowledge at a minimum passing grade, students are required to show an authentic understanding of health and recovery concepts, which are crucial for the educational planning within rehabilitation.
It is, therefore, essential for students to fully grasp the different phases of the educational project and to learn how to define rehabilitation objectives.
Moreover, students will need to recognise the meaning of ‘team’, the concept of multi-professionalism, and understand how to navigate multidisciplinary practice.
As for competencies, students are required to design a tailored rehabilitation project designed to help individuals or specific groups, focusing on their expectations, resources, and quality of life, as well as all the psychopathological and relational aspects.
In order to achieve an advanced level, students must demonstrate they have the necessary skills to successfully design a structured intervention, that accounts for both the family context of the people involved in the project and the local service network.