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Academic Project Overview

Collaborative Academic Product

• The second academic product is collaborative, continuing with the same groups for this activity. The focus will be on a project that involves creating a diagnosis of a need for psychopedagogical intervention.

Diagnostic Report Structure

• Students are instructed to refer to annexes 1 through 4 for guidance. Annex 4 requires students to include their names and evaluate their peers' contributions.

Institutional Data Collection

• In annex 1, which is the group diagnostic report, students must select or simulate an institution's data and describe it thoroughly. This includes identifying objectives related to the chosen institution. General and specific objectives should be outlined based on provided examples.

Techniques and Tools for Information Gathering

• Students are required to detail the techniques and tools used for information collection, such as psychological interviews, direct/indirect observations, and specific psychological tests like Copper Smith's self-esteem test and BEC's depression test. Each technique must be conceptually defined along with quantitative analysis results from tests utilized.

Institutional Description Requirements

• A detailed description of the institution is necessary, including its name, classroom structure, number of teachers/students, family types present in the community (e.g., primary, secondary levels). An example includes noting if there are contracted or appointed teachers within the institution.

SWOT Analysis Instructions

• Students will conduct a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) using guiding questions provided to facilitate this process effectively. This analysis aims to clarify institutional challenges and advantages relevant to their intervention project.

Current vs Desired State Assessment

• A critical component involves assessing the current state of identified problems (e.g., low self-esteem levels) versus desired outcomes post-intervention (aiming for improvement in self-esteem levels). Specific actions planned to achieve these goals should also be documented (e.g., conducting sessions focused on self-esteem enhancement).

Individual Report Development

• Following group work, each student will create an individual report based on one selected case from their evaluations within the group context—detailing student data and consultation reasons alongside behavioral observations and psychological tests used with interpretations included.

Recommendations Based on Diagnosis

• In annex 3 of their reports, students must recommend actions across three intervention levels: primary (preventive), secondary (early intervention), and tertiary (specialized attention). For instance, at tertiary level interventions may involve case studies addressing advanced issues identified during assessments.

Discussion on Ethical Dilemmas in Case Studies

Overview of Intervention Levels

• The professor initiates a discussion about the primary prevention levels, emphasizing the importance of understanding different stages of intervention.

• Students are instructed to describe their case studies at various intervention levels: individual, family, institutional, and community.

• The focus is on creating a small description for each level as part of their assignment.

Ethical Considerations in Reporting

• A specific ethical dilemma is presented regarding confidentiality when reporting drug-related cases.

• The professor highlights the conflict between following authority (the director's instructions) and adhering to ethical principles in documentation.

• Students are encouraged to reflect on which ethical principles guide their decisions in similar situations.