Intervention with People in Situations of Vulnerability and Social ExclusionMaster's degree

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      Intervention with People in Situations of Vulnerability and Social Exclusion

      Teaching methods


      Intervention with People in Situations of Vulnerability and Social Exclusion

      Teaching methods

      The academic staff will use the following teaching methods:

      • Experiential context: activities are proposed aimed at exploring students’ preconceptions, significant cases and previous experiences in relation to the subject matter addressed.
      • Reflective observation: activities focused on reflection through questioning and systematic observation.
      • Conceptualisation: lecture-based method, text reading and/or guided presentation.
      • Active experimentation: practical activities such as case studies, analysis of intervention and research projects , problem- and project-based learning, synthesis work, practical activities of students in the centres, data collection and analysis.
      • Assessment: assessment activities such as written tests, report writing, among others.
      • Face-to-face tutorials at the university, aimed at supervising and monitoring work (individual and/or group). Tutorials aimed at supervising and monitoring student assignments.

      Basic and generic competences



      • BC6 -Students should acquire the necessary knowledge and understanding to develop and/or apply innovative ideas in a research context.
      • BC7.-Students should apply the knowledge acquired and problem-solving capacity in new or little known settings within wider (or multidisciplinary) contexts related to their subject area.
      • BC8. Students should be capable of integrating knowledge and performing the complex task of forming an opinion from information which, albeit incomplete or limited, includes reflection on social and ethical responsibilities linked to the application of knowledge and judgements.
      • BC4.– Students should be capable of communicating their conclusions (and the knowledge and rationale underpinning these) to specialist and non-specialist audiences in clear and unambiguous terms.
      • BC5.-Students should develop the learning skills to continue with independent study.
      • GC1- Actively promote the construction of a joint professional mindset as an expression of shared analysis of the reality of social exclusion and the search for solutions and projects that contribute to its improvement.
      • GC02 - Design and implement innovative social inclusion processes that promote social cohesion and sustainable human development.
      • GC03 - Understand and accept social and cultural diversity as something that is personally and collectively enriching to develop a democratic culture of peace, tolerance and coexistence among people, without incurring in discrimination for reasons of gender, age, religion, social condition, political beliefs and/or ethnic background.
      • GC04 - Deal with critical situations and/or personal and social conflict in situations of social vulnerability with versatility, skill and ethical sense, and exercise mediation functions between individuals, groups and organisations.
      • GC05 - Identify, analyse and define the significant elements that pose a problem in order to solve it effectively and with good criteria.
      • SC01 - Evaluate the impact of structural (socio-economic and cultural) risk factors (triggers, maintainers and protectors) that generate vulnerability and social exclusion from a critical analysis and from a human rights perspective
      • SC02 - Effectively select and apply the most appropriate intervention models to the different situations and contexts of vulnerability and social exclusion.
      • SC03 - Respond to events associated with vulnerability, poverty and social exclusion in life course trajectories by assessing the urgency of situations, planning and developing efficient actions to address them
      • SC04 - Identify the spaces of interaction between the Social Services system and other social protection systems and articulate the mechanisms to overcome them
      • SC05 - Show professional and ethical skills necessary for working in multidisciplinary groups, as well as interpersonal communication and management of emotions suitable for effective intervention with people in situations of vulnerability and/or social exclusion.
      • SC06 - Carry out, present and defend an innovative research work or project in the Social Intervention field, synthesising the knowledge and competences acquired throughout the course and reporting the results or proposals in an effective written and oral manner

      Intervention with People in Situations of Vulnerability and Social Exclusion


      The Master’s degree has agreements with various institutions and organisations in both the public and private sectors for external placements.

      The entities with which the Master’s degree has collaboration agreements cover the three territories of the Basque Autonomous Community: Biscay, Araba and Gipuzkoa, as well as neighbouring provinces and even other Autonomous Communities further afield.

      At the end of the internship period, students will be required to hand in an internship report: an individual work report in which each student, taking into account the practical experiences developed in the assigned centre, must draw up a report in which they critically reflect on their own performance and practice in specific professional contexts.


      Master’s Final Project Tutor

      The activities and work carried out by students throughout the course should be adequately managed and supervised. Therefore, it is essential that a tutor, a PhD specialising in the field in which the student works, guides and supports their work by advising, encouraging and supervising the correct preparation and development of the projects, reports and/or texts produced by the student. To this end, the tasks carried out by tutors of Master’s Final Projects include:


      Maintaining smooth communication

      with the person being tutored, informing the Tutor and Master’s programme Director of any difficulties or disagreements, and proposing a new tutor if this is in the student's interest.


      Support and help

      students to the extent reasonably required for bibliographical or technical guidance on subjects or matters related to academically directed research or report writing.


      Correcting and monitoring

      work prior to its presentation to the Master’s Programme Director and/or the examining commitee responsible for the assessment of the research work and/or the consultancy report developed, depending on the pathway followed.



      The Master’s Director or the Master’s Tutor of their approval both of the research work or the topics proposed for the elaboration of the social consultancy report.



      Students’ contact with with professors or experts who can suggest improvements or advances in their production, or guidance in the efficient development of their research projects.


      Reporting to

      the Master’s programme Director or Tutor, at their request, on all matters relating to students’ progress in the final phase of their educational process.


      Academic regulations

      It is important that you know and consult the rules governing postgraduate studies, in relation to the maximum number of exam sittings, terms for permanence (minimum number of credits that you must pass each year, passing the course, maximum years, etc.), the rules for the application of credit recognition, as well as the Framework academic regulations.

      On the Academic Regulations section on the Deusto student website you can view all the academic regulations, both the specific regulations corresponding to the degree and the Framework academic regulations.


      Fist sit exams

      Resit exams