Project management and evaluation of social services

The course is divided into four parts. 1) Professions and professionalism The first part defines the basic concepts of the sociology of professions, taken as a privileged perspective in the organisation of the course. In particular, it focuses on the concepts of "profession" and "professionalism" and other influential concepts that have the same semantic root: for example, the concept of "professionalisation". It addresses this discourse in a critical key, identifying the crucial changes and the process of social differentiation that follows. A plurality of models of professionalism provides a dynamic representation of the world of professions. 2) Professionalism and managerialism in social work The third part introduces the issue of the management of social work from a critical perspective. In particular, it focuses on the implications of the dialectic between the logic of professionalism and the logic of managerialism, against a background animated by neoliberal pressures and the crisis of the welfare systems. Therefore, it focuses on the impact of managerialism on the role of the social worker and on the organisational context in which he/she operates. 3) The management of social work The third part specifically addresses the themes and issues of social services management. In particular, it focuses on the role of the manager, a figure tasked with combining the professional and managerial logic. It then defines their functions, duties, and profiles. 4) Supervision in social work The fourth section finally addresses the topic of supervision as a professional support tool that can help social workers understand and develop strategies for adapting to managerial principles. This section is developed within the course using a participatory teaching approach, serving as a moment of learning through research.

No requisite is required.

1) Tousijn W., Dellavalle M. (eds) (2017), Logica professionale e logica manageriale. Una ricerca sulle professioni sociali, Bologna, Il Mulino. [Chapters 1-4 and 6] 2) Mari A. (2022), Dirigere i servizi sociali. Sostenere, valorizzare e rispettare le persone e le comunità, Rimini, Maggioli. [Chapters 3-6] --- 3) Allegri E. (2023), Supervisione e servizio sociale, Roma, Carocci.* * Group work, due to its educational value and the effort required, exempts participants from the learning assessment on the third textbook.

Class attendance is NOT mandatory, although it is strongly recommended. Please note, however, that regular attendance, amounting to at least 75% of the lessons, is a requirement for accessing the mid-term exam and for the evaluation of group work. Attendance will be systematically recorded for this purpose.

The assessment of learning can take place in different ways: • A written exam on two textbooks (Tousijn-Dellavalle and Mari) and group work in class; • A written exam on three textbooks (Tousijn-Dellavalle, Mari, and Allegri). For more information on exam formats and reading materials, class attendance, and the criteria for determining the final grade, please refer to the document "Modalità d'esame" available on the course page on the Moodle e-learning platform.

Suggested in-depth readings, divided by thematic areas. a) Professions and professionalism • Bellini A. (2020), Sul concetto di professionalismo: il contributo della sociologia allo studio delle professioni, in “Professionalità Studi”, 3(4): 1-16. • Bellini A., Maestripieri L. (2023), Introduction. Within, Between, Beyond: A Multi-dimensional Approach to the Study of Professionalism and Social Change, in Maestripieri L., Bellini A. (eds), Professionalism and Social Change: Processes of Differentiation Within, Between, and Beyond Professions, Cham, Palgrave Macmillan: 1-35. b) The organisation of services • Franzoni F., Anconelli M. (2021), La rete dei servizi alla persona. Dalla normativa all’organizzazione (terza edizione), Roma, Carocci. • Toniolo Piva P. (2001), I servizi alla persona. Manuale organizzativo, Roma, Carocci. c) A matter of skills and competencies • Bertotti T., Fazzi L., Rosignoli A. (2021), Il servizio sociale: le competenze chiave, Roma, Ca-rocci. d) Operative contexts • Albano U., Bucci L., Esposito D.C. (2008), Servizio sociale e libera professione. Dal lavoro di-pendente alle opportunità di mercato, Roma, Carocci. • Bertotti T. (ed.) (2016), Il lavoro sociale in comune, Rimini, Maggioli • Dotti M. (2015), Il servizio sociale ospedaliero, Roma, Carocci. • Fazzi L. (2016), Il servizio sociale nel terzo settore, Rimini, Maggioli.

For the objectives that the course sets out, the adoption of mixed teaching methods is necessary. This means that face-to-face teaching will be alternated synergistically with participatory teaching moments. Specifically, the following methods will be used: • face-to-face lectures aimed at in-depth discussion of the course topics; • group assignments on a topic identified by the teacher; • in-class exercises.