Universitat Internacional de Catalunya
Educational Psychology
Other languages of instruction: Catalan, English
Teaching staff
Student attention will be done by e-mail and after the lessons.
Introduction
This subject aims to offer a global vision of Educational Psychology. The functions of a school psychologist, the areas where they could develop their functions and content, resources, and strategies to carry out. The approach of the subject is theoretical-practical. The student will have an active and participating role.
Pre-course requirements
It is recommendable to have passed the Childhood and Adolescence Psychology subject.
Objectives
- Meet the area of Educational Psychology and its place in Psychology.
- Meet the main theorists and researchers in the educative area throughout history and their main theories on school learning.
- Meet the concept of Educational Psychology, its role, functions, and skills that the job requires
- Meet educational inclusion. Laws, decrees, arrangements, and universal brackets, additional and intensive to achieve proper educational inclusion.
- Meet different Specific Educational Support Needs.
- Acquire and dominate different strategies to achieve proper attention to diversity and meet the existing educational services.
- Learn orientation techniques and teacher advice depending on the educational stage and the students' evolutionary characteristics.
- Meet and dominate resources and techniques to advice and orientate on the family environment.
- Meet, apply, and acquire knowledge and techniques to face conflict in schools, school coexistence problems, bullying, and school dropout.
Competences/Learning outcomes of the degree programme
Basic competencies: CB2, CB4, CB5
General competencies: CG2, CG3, CG4, CG5, CG6, CG7, CG8, CG12
Transversal competencies: CT2, CT4, CT5, CT8, CT9
Specific competencies: CE5, CE10, CE11, CE12, CE14, CE15, CE16
Learning outcomes of the subject
Acknowledges the object of the study of Educational Psychology and its explanatory theories.
- Acknowledges and identifies the different characteristics of students in different school stages: Kindergarten, Primary School, High School, and College.
- Acknowledges the individual differences, learning difficulties or disorders that can interfere in the teaching-learning process of a student.
- Obtains useful data on the different school stages.
- Identifies possible risky aspects of students of different stages.
- Knows how to transmit knowledge on how to proceed in the educational area.
- Knows the ways and techniques of evaluation of the educational area.
Syllabus
BLOCK 1: INTRODUCTION TO EDUCATIONAL PSYCHOLOGY: Concept, functions of an educational psychologist, theories on the process of teaching and learning. Main authors. Main educational laws.
BLOCK 2: EDUCATIONAL INCLUSION. UNIVERSAL MEASURES AND SUPPORTS, ADDITIONAL AND INTENSIVE: Students with SEN and SESN.
BLOCK 3: EDUCATIONAL PSYCHOLOGY IN THE FAMILY ENVIRONMENT: Educational styles. The role of the family in the teaching-learning process. Tutoring families. Family advice techniques.
Teaching and learning activities
In person
Theoretical Class (TC)
Autonomous Learning (AL)
Individual Work (IW)
Debate and Discussion (DD)
Personal Academic Tutoring (PAT)
Evaluation systems and criteria
In person
Written Test (WT)
Class Participation (CP)
Case resolution (CR)
Participation in class has value in this subject. Essays and written exercises will be required which will have a 40% value. Participation in class, which must be shown, will have a 10%value. One exam will be taken. The exam will account for 50% of the final grade. The final exam must be passed to be able to make an average with the rest of the marks.Bibliography and resources
On-campus there will be available different documents on different blocks to carry out their reading.
- Marchesi, A; Palacios, J; Coll, C; (2017). Desarrollo Psicológico y Educación. Madrid: Editorial Alianza.
- Pontecorvo, C. (2003). Manual de psicología de la educación. Editorial Popular
- Santrock, John W. (2011). Psicología de la Educación. 4. Ed. Mc Graw Hill. Madrid.
- Trianes, M.V y Gallardo, J.A (Coord.) (2004). Psicología de la educación y del desarrollo en contextos escolares. Madrid: Pirámide.
- Bueno i Torres, D. (2017). Neurociencia para educadores. Editorial Octaedro.
- Cándido, J. Inglés Saura; Ruiz-Esteban C; Torregosa, M. (2019). Manual para psicólogos educativos. Teoría y práctica. Editorial Pirámide.
- Castejón, J.L; González, C; Gilar, R; Miñano, P. Psicología de la Educación. Alicante. Editorial ECU.
- AAVV. (2018). Intervención Psicoeducativa en alumnado con necesidades específicas de apoyo educativo. Editorial Tirant humanidades.
- Fiuza, Mª.J; Fernández, Mª.P. (2013). Dificultades de aprendizaje y trastornos del desarrollo: Manual didáctico. Editorial Pirámide.
- Domènech Betoret, F; (2012). Psicología Educativa: su aplicación al contexto de la clase. Universitat Jaume I.
- Leliwa, S; Scangarello, I; (2016). Psicología y Educación. 3ª Edición. Editorial Brujas.
- Woolfolf, A; (2010). Psicología Educativa. México. Editorial Pearson.
- Bueno, J.A; Castanedo, C; (2011) Psicología de la educación aplicada. Editorial CCS.
- Herrero de Vega, M; Beyebach, M. (2018) Intervención escolar centrada en soluciones. Barcelona. Editorial Herder.
- Ortiz, T. (2017) Neurociencia y Educació. 5ª reimpresión. Alianza Editorial.
- Mietzel, G. (2005) Claves de la psicología evolutiva. Barcelona. Editorial Herder.
- González, O. Familia y escuela, Escuela y familia. Alianza Educativa.
- Planas Domingo, J.A. (mayo, 2010). Las funciones del orientador educativo- Revista UP, Madrid.
- Hudson, D; (2017) Dificultades específicas de aprendizaje y otros trastornos. Serie Atención a la diversidad. Madrid. Editorial Narcea.
- American Psychiatric Association (2013) The Diagnostic and Statiscal Manual for Mental Disorders DSM-5. Arlington, VA: American Psychiatric Publishing.