Universitat Internacional de Catalunya
Behavior and Personality Disorders
Other languages of instruction: Catalan,
Teaching staff
Introduction
In the event that the health authorities announce a new period of confinement due to the evolution of the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect the teaching methodologies and activities as well as the assessment.
The subject aims to provide students with knowledge, both theoretical and practical, on how to deal with a possible behavior disorder and the manifestation of disruptive behavior in a classroom setting. In this sense, the epistemological aspects of normality and abnormality will be discussed first, and then we will assess some of the main factors that intervene or interfere in the development of the personality and identity of children, and finally explore what we understand by behavior disorder, how it develops, how it manifests and how to intervene in it.
Pre-course requirements
- To understand the educational and learning processes of children in their family, social and school contexts.
- To know the developments in the evolutionary psychology of childhood.
- To be familiar with the basics of early care.
Objectives
- To know how Personality develops during childhood and what are the factors that affect it most decisively.
- To know what Positive Discipline is and know the main Behavior Modification Techniques that are used effectively today.
- To identify the main Behavior Disorders and know how to plan an appropriate intervention in the classroom while establishing good coordination with the Family and other specialists.
- To Learn how to do semi-structured interviews with fathers and mothers, and know how to make an analysis of a real family context.
Competences/Learning outcomes of the degree programme
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
Learning outcomes of the subject
a) The student adapts the interventions to the needs and characteristics of students who have learning, adaptation or handicap difficulties.
b) The student is coherent in the application of concrete, functional procedures and with the agreements accepted by the students.
c) The student communicates his or her ideas and expresses him/herself correctly in oral and written language.
d) The student knows and understands the characteristics and educational, affective and social needs of the student with behavioral and personality disorder.
e) The student knows and applies the tools for assessing the educational needs of students with behavioral and personality disorders.
f) The student designs educational intervention plans aimed at students with special educational needs derived from behavioral and personality disorder.
g) The student promotes and favors the relationship and collaboration between education professionals and families for the care of students with special educational needs.
h) The student reflects and evaluates their teaching performance as an instrument for improving professional competence.
Syllabus
Theme 1: Basic concepts
- Health
- Mental Health
- Psychology
- Psychopathology
Theme 2: Personality
- Personality: features and components
- Heritage and environment
- Identity development
- Personality theories
- Limits
- Attachment
Theme 3: Teacher and family role in facing behaviour disorders
- Behaviour problems in the class-room
- Behaviour modification techniques
Theme 4: Detection and intervention at school
- ADHD
- Negativist disorder
- Disocial disorder
- Other disorders
Teaching and learning activities
In blended
Classes combine theoretical expository sessions and practical classroom activities in order to deepen in the theoretical concepts. Moreover, the subject implements group tasks, which are practical and applied.
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-05 CEM-06 CEM-07 CEM-08 CEM-09 CEM-23 CEM-28 CET-1 CET-2 CET-3 CET-4 CET-6 CG-01 CG-02 CG-03 CG-04 CG-09 CG-10 CG-11 | Cooperative learning Case studies Presenting method / lecture Problem and exercise solving | Practical classes Theory classes Individual / independent study and work Group study and work Tutorials |
Evaluation systems and criteria
In blended
Assessment:
- 50% Written evaluation (average grade of 2 tests, 25%+25%)
- 40% Works (average of two works, 20%+205)
- 10% Participation in class
A minimum grade of 5 is necessary in all assessments. If a student fails any part, the must resit the assessment, except group work and participation in class.
Retake:
- 50% Oral test (all contents, no parcial marks will be considered)
- 40% Works (same grade than 1st call)
- 10% Participation in class (same grade than 1st call)
The subject will be passed with an average grade of 5 (minimum), taking into account all the assessed parts.
Bibliography and resources
- Ajuriaguerra, J. (1983). Manual de Psiquiatría Infantil. Barcelona:Masson.
- Buendía, J. (1996). Psicopatología en niños y adolescentes. Madrid:Pirámide.
- Caballo, V. E. (2005). Manual de Psicología Clínica infantil y del adolescente: Trastornos generales. Madrid: Pirámide.
- Kernberg, P. (2002). Trastornos de personalidad en niños y adolescentes. Manual Moderno.
- Vallejo Ruiloba, J. (2007). Introducción a la psicopatología y psiquiatría. Madrid: Masson.