Universitat Internacional de Catalunya

Educational Psychology

Educational Psychology
6
14032
4
First semester
op
BIOMEDICINE AND HEALTH
Main language of instruction: Spanish

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

  1. Meet the area of Educational Psychology and its place in Psychology. 
  2. Meet the main theorists and researchers in the educative area throughout history and their main theories on school learning.   
  3. Meet the concept of Educational Psychology, its role, functions, and skills that the job requires
  4. Meet educational inclusion. Laws, decrees, arrangements, and universal brackets, additional and intensive to achieve proper educational inclusion. 
  5. Meet different Specific Educational Support Needs. 
  6. Acquire and dominate different strategies to achieve proper attention to diversity and meet the existing educational services. 
  7. Learn orientation techniques and teacher advice depending on the educational stage and the students' evolutionary characteristics.
  8. Meet and dominate resources and techniques to advice and orientate on the family environment. 
  9. 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

  • CB01 - Students must demonstrate that they have and understand knowledge in an area of study that is based on general secondary education, and it tends to be found at a level that, although it is based on advanced textbooks, also includes some aspects that involve knowledge from the cutting-edge of their field of study.
  • CB03 - Students must have the ability to bring together and interpret significant data (normally within their area of study) to issue judgements that include a reflection on significant issues of a social, scientific and ethical nature.
  • CB04 - That students can transmit information, ideas, problems and solutions to specialist and non-specialist audiences.
  • CB05 - That students have developed the necessary learning skills to undertake subsequent studies with a high degree of autonomy.
  • CE19 - To be aware of the principles of biomedical science related to health and learn how to work in any field of Biomedical Sciences (biomedical companies, bioinformatics laboratories, research laboratories, clinical analysis companies, etc.).
  • CG07 - To incorporate basic concepts related to the field of biomedicine both at a theoretical and an experimental level.
  • CG10 - To design, write up and execute projects connected to the field of Biomedical Sciences.
  • CG11 - To be aware of basic concepts from different fields connected to biomedical sciences.
  • CT01 - To develop the organisational and planning skills that are suitable in each moment.
  • CT02 - To develop the ability to resolve problems.
  • CT03 - To develop analytical and summarising skills.
  • CT04 - To interpret experimental results and identify consistent and inconsistent elements.
  • CT05 - To use the internet as a means of communication and a source of information.
  • CT06 - To know how to communicate, give presentations and write up scientific reports.
  • CT07 - To be capable of working in a team.
  • CT08 - To reason and evaluate situations and results from a critical and constructive point of view.
  • CT09 - To have the ability to develop interpersonal skills.
  • CT10 - To be capable of autonomous learning.
  • CT11 - To apply theoretical knowledge to practice.
  • CT12 - To apply scientific method.
  • CT13 - To be aware of the general and specific aspects related to the field of nutrition and ageing.
  • CT14 - To respect the fundamental rights of equality between men and women, and the promotion of human rights and the values that are specific to a culture of peace and democratic values.

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.

 

 

     

 

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