Class Intervention and Prevention Practices with Groups and Families at Risk

This course unit integrates theory with applied practice, providing a solid foundation for intervention with at-risk groups and families. It covers key conceptual models (systemic, cognitive-behavioural, social cognitive, and community-based), evidence-based prevention/intervention programmes, and ethical-deontological issues. The unit promotes the development of critical and applied skills for analysing, adapting, and implementing intervention strategies, as well as for ethical reflection. It is particularly relevant within the Master’s Degree in Psychology of Justice and Victims of Crime, contributing to the preparation of professionals to work in contexts of vulnerability and risk, and to bridge scientific knowledge with qualified professional practice.

Not applicable

PC1: Theoretical Models of Intervention with Groups and Families 1.1. Systemic Model 1.2. Cognitive-Behavioural Model 1.3. Social Cognitive Theory 1.4. Community-Based Models PC2: Evidence-Based Prevention/Intervention Programmes with At-Risk Families 2.1. Positive Parenting 2.2. Post-Divorce/Separation Coparenting 2.3. Social Vulnerability PC3: Evidence-Based Prevention/Intervention Programmes with At-Risk Children and Youth 3.1. Victimisation and Skills Promotion 3.2. Deviant Behaviour PC4: Ethical and Deontological Challenges and Issues

The teaching methodologies (TM) of this course unit align with the pedagogical model, which emphasizes active learning, collaborative knowledge construction, and the development of practical skills. Students are placed at the centre of the learning process, with a focus on connecting theory to practice. Oral exposition with audiovisual support (TM1) and interactive dialogue (TM2) are used to address LO1 and LO2, promoting the understanding of theoretical models and evidence-based programmes. Small group activities (TM3) and role-play (TM4) support the development of critical reflection (LO3) through simulated intervention scenarios. Ethical-deontological competences (LO4) are fostered through role-play, peer feedback (TM5), and teacher feedback (TM6), encouraging ethical reasoning and decision-making. This methodological approach prepares students to respond critically and effectively to real-world challenges in psychosocial intervention.

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