Universitat Internacional de Catalunya

Psychoeducational Intervention in Behavioral Disorders and Language Disorders

Psychoeducational Intervention in Behavioral Disorders and Language Disorders
6
14928
4
First semester
op
ELECTIVE
ELECTIVE
Main language of instruction: Spanish

Other languages of instruction: Catalan

Teaching staff


Mrs. BATLLORI DE RIBOT, Blanca - bbatllori@uic.es

Student attention will be done through email and after lessons.


Introduction

This elective is divided into two blocks and is designed for students who are interested in child and adolescent clinics and students who choose the Educational Psychology specialisation. The first, dedicated to issues related to child and adolescent behaviour, aims to go deeper into the main ways of intervening in behavioural alterations. How to give psycho-educational guidelines related to limits, habits, rules and discipline. Techniques for maintaining discipline in the school environment and bullying: what it is and how to deal with it. The second block aims to provide the student with a global vision of the evolutionary development of oral and written language and the main language, communication and speech disorders, their characteristics, how to detect them and provide guidance in the school and family environment and their implication in the evolutionary development and in the different psychological disorders.

Pre-course requirements

Have passed Educational Psychology taught in the third year.

Objectives

Objectives first block:

  1. To Know the possibilities of school intervention to intervene in conduct problems and disruptive behaviour.

  2. Knowing, applying and transmitting the appropriate guidelines to ensure that teachers achieve a positive teaching environment, know how to neutralise or minimise disruptive behaviour in the classroom and maintain discipline.

  3. Know and acquire knowledge and techniques for dealing with bullying. 

  4.  Know the consequences of bullying for the victim and for the coexistence between students.

  5. Know and apply techniques of bullying prevention.

  6. Know the repercussions of bullying.

Objectives second block:

 

  1. Know and master the evolutionary development in the acquisition of language and the acquisition of literacy.

  1. Know how to distinguish in the case study which behaviors are typical of each of the stages of language development and which require a specific study or intervention.

  2. Relate the processes of oral and written language acquisition.

  3. Know what care at the school level an educational psychologist should give to advise and guide teachers and families of children with learning difficulties in the areas of communication, oral and written language.

  4. Know and master the concepts related to the evaluation and diagnosis of communication, oral and written language from the field of Educational Psychology.

  5. Know the procedures, techniques and instruments of the evaluation and diagnosis of oral and written communication and language.

  6. Acquire skills to interpret a report made by other professionals (psychologists, educational psychologists, neuropsychologists, speech therapists...).

  7. Know, recognize and know how to discriminate between the main alterations of communication and oral and written language

  8. Learn to guide families as a preventive measure; giving guidelines for language stimulation that can be carried out in the family environment.

  9. Apply theoretical knowledge to practise, in order to find the most appropriate response to problems in the development of communication and oral and written language.

Competences/Learning outcomes of the degree programme

  • CB02 - Students must know how to apply their knowledge to their work or vocation in a professional manner and have competences that are usually demonstrated through the creation and defence of arguments and the solving of problems within their field of study.
  • CE05 - Design and apply a psychological intervention strategy depending on the context or service requested.
  • CE08 - Awareness of the professional reality of psychologists in a specific field of application.
  • CE12 - The ability to explain and identify the main stages of human development, recognise their progression and identify the characteristic signs and symptoms of the most frequent psychological conditions in each stage of development.
  • CE14 - The ability to recognise the basis of normal and altered human behaviour.
  • CG03 - The ability to read scientific literature in a critical, well-founded manner, take into account its provenance, situate it within an epistemological framework and identify and contrast its contributions in relation to the disciplinary knowledge available.
  • CT02 - The capacity to solve problems.
  • CT08 - The ability to put theoretical knowledge into practice
  • CT09 - The ability to communicate adequately, both orally and in writing

Learning outcomes of the subject

Results of knowledge:

  • Knows the possibilities of intervention, psychoeducational techniques and behaviour modification in the school atmosphere and in the family.

  • Masters the different strategies so that kids and young adults acquire the autonomy needed and know how to respect the rules.

  • Designs, plans and applies strategies of educational response to improve discipline and achieve a school atmosphere safe for all students and Educational Community.

  • Knows and designs the different techniques and strategies to face behaviour problems and ¡/or coexistence issues in class and school.

  •  Understands and values the importance of a positive atmosphere that offers security to all students.

  •  Respects and values diversity as an element of human richness.

  • Knows how to identify the behaviours typical of each stage of language development, and knowing which ones require a specific diagnosis or intervention.

  • Have the criteria to be able to make the referral to the corresponding professional, based on the detection of a series of difficulties in communication and oral and written language.

  • Knows and differentiate the main disorders of communication and oral and written language.

  • Master the terminology that allows you to interact effectively with other professionals.

Syllabus

Content first block:

  • Introduction to behaviour problems at school and in the family.

  • Bullying and its consequences. Interventions and techniques to face it.

  • Disruptive behaviour in the school and family environment. Techniques, strategies and guidelines for dealing with them from 3 to 18 years of age.

Content second block:

  • The beginning of communication. The baby's bases for communicative and linguistic development.

  • The evolutionary development of communication and language from 0 to 6 years

  • Components and functions of language. Assessment of the Language area. Phonological, semantic, morphological-syntactic and pragmatic language development

  • Language difficulties. New perspectives on voice, speech, language and communication difficulties.

  • Language disorders. Simple Language Delay and Language Disorder. Difference between retardation and disorder.

  • Speech disorders. Dysphemia, dyslalia, dysarthria and dysglosia.

  • Learning to read

  • The acquisition of writing

  • Guidance for families to stimulate language and literacy

  • Observation and registration protocols. Preparation of referral letters to external professionals.

Teaching and learning activities

In person



 

Theoretical lessons (TL)

Freelance learning (FL) 

Individual work (IW)

Debate and discussion (D&D)

Academic Personal Counselling (APC)


Evaluation systems and criteria

In person



THE REGULATIONS ESTABLISHED IN THE DEGREE OF PSYCHOLOGY WILL ALWAYS BE FOLLOWED.

For the evaluation of the subject, both blocks must be approved. A weighted average of both will be made to obtain the final grade. It is essential to pass both parts to pass the course. If a block is suspended, only that block must be recovered in the second call. If it is not passed in the second call, the entire subject must be repeated next year.

First block: Final exam (100%)


A score of 5 or higher must be achieved in the exam to pass the course.


Second call:

A score of 5 or higher must be achieved in the exam to pass the course.


A weighted average will be made with the language block. If one of the two parts is failed, the failed part must be recovered and the grade of the approved block will be kept. If it is suspended in the second call, the subject must be repeated in full.


 Second Block: Final exam (100%)

A score of 5 or higher must be achieved in the exam to pass the course.

 

Second call:

A score of 5 or higher must be achieved in the exam to pass the course.

 

A weighted average will be made with the language block. If one of the two parts is failed, the failed part must be recovered and the grade of the approved block will be kept. If it is suspended in the second call, the subject must be repeated in full.

Bibliography and resources

  • Piñuel y Zabala, Iñaki y Cortijo Peris, Óscar. (2016): “Cómo prevenir elacoso escolar. La implantación de protocolos antibullying en los centrosescolares: Una visión práctica y aplicada”. CEU Ediciones. Colección General. ISBN: 9788416477364. 

  • Zabay Bes, María. Casado Mena, José Antonio. (2018). “Todos contra elbullying. Claves para detectar, evitar y solucionar el acoso escolar”. Alianza editorial. ISBN:9788416928583. 

  • Ortega, Rosario. (Coord.) (2010): “Agresividad injustificada. Bullying yviolencia escolar”. Alianza Editorial. ISBN: 9788420654614. 24.Teruel Romero, Jerónima. (2007): “Estrategias para prevenir el Bullyingen las aulas”. Editorial Pirámide. ISBN: 9788436821413. 

  • Doménech, Montse. “Bullying: ¿Por qué a mí?”. Editorial libros cúpula.  Colección: padres e hijos. ISBN: 9788448024796. 

  • Loizaga Latorre, Félix. (2009): “Intervención Psicoeducativa confamilias. Programa para mejorar la salud de los hijos”. Editorial CCS. Colección: Educación, Orientación y Terapia familiar. ISBN: 9788498422917. 

  • Bilbao, Álvaro. (2015). “El cerebro del niño explicado a los padres”. Plataforma editorial. ISBN: 9788416429561. 

  • López Moratalla, Natalia. (2019). “El cerebro adolescente”. Editorial Rialp. ISBN:9788432151224. 

  • Quintero, Javier. (2020). “El cerebro adolescente: una mente enconstrucción”. Editorial Shackleton book. ISBN: 9788417822903. 35.De Acevedo, Annie. (2016). “¿Cómo funciona el cerebro de los niños?”. Editorial de bolsillo. ISBN: 9789588940557. 

  • Díaz Marta, Isabel; Ruiz, M.ª Ángeles; Villalobos, Arabella. (2017): “Manual de Técnicas y Terapias Cognitivo-Conductuales.” Editorial Desclée de Brouwer. ISBN: 9788433029508. 

  • Labrador Encinas, Francisco Javier; Cruzado Rodríguez, Juan Antonio; Muñoz López, Manuel. (2001). “Manual de técnicas de modificación yterapia de conducta”. Ediciones Pirámide. Colección Psicología. ISBN: 9788436813746. 

  • Méndez Carrillo, Francisco Xavier; Espada Sánchez, José Pedro; Orgilés Amorós, Mireia. (2006). “Intervención psicológica y educativa conniños y adolescentes. Estudio de casos escolares.” Ediciones Pirámide. Colección: Psicología. ISBN: 9788436820690 

  • Martínez Reguera, Enrique. (2017). “Criterios básicos en la educación dechicos rebeldes.” Editorial Popular. Colección Quilombo. ISBN: 9788478846931. 

  • J. Siegel, Daniel. Payne Bryson, Tina. (2018). “La disciplina sinlágrimas”. Editorial B de bolsillo (Ediciones B). ISBN: 9788490704523.

  • Leire Madueño, F., Vázquez de Sebastián, J. (2018) Manual práctico de patología del lenguaje. Evaluación e intervención en adultos y niños. Ed. UOC. 

  • Peña-Casanova. Manual de logopedia. Ed. Elsevier Masson. 

  • Albalá, M. J., Marrero, V. y Cappelli, G. (1996). Procesos fonológicos en dos niños de 2 a 6 años. En M. Pérez Pereira (Ed.), Estudios sobre la adquisición del castellano, catalán, euskera y gallego (pp. 87-102). Santiago de Compostela: Publicaciones de la USC.

  • Alberdi, C. M. (1993). Técnicas de lectura eficaz. Revista universitaria de formación del profesorado.

  • Aguado, G. (1995). El desarrollo del lenguaje de 0 a 3 años. Madrid: CEPE.

  • Ajuriaguerra (1977). La escritura del niño. Evolución de la escritura y sus dificultades. Ed. Laia. Barcelona.

  • Braslavsky (2005). Enseñar a entender lo que se lee: la alfabetización en la familia y la escuela. Fondo cultura económica de Argentina.

  • Bosch, L. (1983). Identificación de procesos fonológicos de simplificación en el habla infantil. Revista de Logopedia, Foniatría y Audiología, 3, 96-102.

  • Condemarín, M. y Chadwick, M. (1990). La enseñanza de la escritura. Bases teóricas y prácticas. Madrid: Visor-Aprendizaje.

  • Cortés, M. y Vila, I. (1991). Uso y función de las formas temporales en el habla infantil. Infancia y Aprendizaje, 53, 17-43.

  • Cuetos, F. (2009) Psicología de la escritura. Madrid: Wolters Kluwer.

  • Cuetos, F. (2008). Psicología de la lectura. Madrid: Wolters Kluwer.

  • Del Río, M. J. y Gracia, M. (1996). Una aproximación al análisis de los intercambios comunicativos y lingüísticos entre niños pequeños y adultos. Infancia y Aprendizaje, 75, 3-20.

  • Del Río, M.J., Torrens, V. (2006) Lenguaje y comunicación en trastornos del desarrollo. Madrid: Prentice Hall.

  • Galeote, M. A., Peraita, H. y Méndez, L. (1997). Programa de intervención en adquisición del léxico en niños de educación infantil. Madrid: UNED

  • Gardner, H. (1991). The unschooled mind: how children think and how schools should teach. Nueva York: Basic Books (Ed. cast. La mente no escolarizada: cómo piensan los niños y cómo deberían enseñar las escuelas . Barcelona: Paidós, 1993).

  • Garvey, C. (1987). El habla infantil. Madrid: Morata.

  • Galeote, M. (2002) Adquisición del lenguaje. Madrid: Pirámide.

  • Gutiez Cuevas, Pilar. Atención temprana. Prevención, detección e intervención en el desarrollo de 0 a 6 años, y sus alteraciones. Editorial Complutense. Madrid 2055.

  • Hernández-Pina, F. (1984) Teorías psico sociolingüísticas y su aplicación a la adquisición del español como lengua materna. Madrid: Siglo XXI.

  • Luque, A. y Palacios, J. (1990). Inteligencia sensoriomotora. En J. Palacios, A.Marchesi y C. Coll (Comps.). Desarrollo psicológico y educación. Vol. I: Psicología Evolutiva (1.a edición) (pp. 69-84). Madrid: Alianza Editorial.

  • Narbona, J., Chevrie-Muller, C. (1997) El lenguaje del niño. Madrid: Masson.

  • Owens, R.E. (2003) Desarrollo del lenguaje. Madrid: Pearson.

  • Pérez Pereira, M. y Castro, J. (1988). Fenómenos transicionales en la adquisición del lenguaje. Infancia y Aprendizaje, 43, 13-36.

  • Rodríguez, C. y Moro, Ch. (1999). El mágico número tres. Cuando los niños aún no hablan. Barcelona: Paidós.

  • Sarriá, E. y Riviére, A. (1991). Desarrollo cognitivo y comunicación intencional preverbal. Un estudio longitudinal multivariado. Estudios de Psicología, 46, 35-52.

  • Serra, M. et al. (2000) La adquisición del lenguaje. Barcelona: Ariel.





Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 10/01/2024 A12 10:00h
  • E2 25/06/2024 A10 10:00h
  • E2 27/06/2024 A13 10:00h
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