Universitat Internacional de Catalunya
Psychoeducational Intervention in the Family Environment
Other languages of instruction: Catalan, English,
Teaching staff
Attention to students will be provided via email and after presential classes.
Introduction
This subject aims to offer the student a global vision of psycho-educational intervention at school and family levels. Covers the preventive or therapeutic nature of the psychoeducational intervention and how to apply it to different areas and stages of the student's development in their learning process, both emotional and social. The subject will have two main blocks: psycho-pedagogical intervention in childhood and intervention in adolescence.
Pre-course requirements
It is recommended to have prior knowledge of Evolutionary Psychology and be familiar with the various learning disorders, as well as behavioural disorders that may appear at school.
Objectives
- Support and provide the necessary resources to tutors, teachers, families and / or legal guardians so that they are able to responsibly take decisions in the personal, academic and professional fields that affect the student.
- Promote and facilitate the involvement of families in the school and educational process of their children with needs.
- Facilitate the channels and contexts for the relationship between school and family.
- Understand the concept of attention to diversity and educational inclusion to work within a framework of “school for all”.
- Understand what the attention is at school level and what a psycho-pedagogue has to provide to advise and guide the teachers and families of a student with learning difficulties.
- Know the various specific needs of educational support.
- Acquire and master different strategies to achieve true attention to diversity and be familiar with the existing educational services.
- Learn about guidance techniques and teaching advice according to the educational and developmental stage of each student.
- Know and master different resources and techniques to give advice and guidance in the family environment.
Learning outcomes of the subject
- Recognises the object of study in educational psychology and its explanatory theories.
- Recognises and identifies the characteristics of the students in different school stages: infant, primary, ESO (12-16 years), baccalaureate.
- Recognises individual differences, learning problems or disorders that can interfere with a person's teaching-learning process.
- Identifies possible aspects of risk in students, at different stages.
- Knows how to convey knowledge about different actions in the educational field.
- Decides on appropriate intervention strategies to address educational diversity.
- Knows how to differentiate the different family types and their approach.
Syllabus
Psychoeducational intervention in the family sphere, the Infantile, Primary and Secondary stages:
1- Family.
1.1-Familiogram
2- Family and school.
3- Family with ASD children
4- Family with children Down syndrome
5- Family with children with eating disorders
6- Family with children with addictions to new technologies
7- Family with children with auditory and/or visual sensory disabilities
Teaching and learning activities
In person
Theoretical class (TC)
Autonomous Learning (AA)
Individual work (IW)
Debate and discussion (D&D)
Personal Academic Tutoring (PAT)
Evaluation systems and criteria
In person
THE REGULATIONS ESTABLISHED IN THE PSYCHOLOGY DEGREE WILL ALWAYS BE FOLLOWED.
The final exam has a value of (100%).
A grade of 5 or higher must be achieved in the exam to pass the subject.
Second call:
A grade of 5 or higher must be achieved in the exam to pass the subject.
If it is suspended in the second call, the subject must be repeated in its entirety.
Teacher: Olga Lozano (olozano@uic.es)
Bibliography and resources
- American Psychiatric Association, (2014). Guía de consulta de los criterios diagnósticos del DSM-V. American Psychiatric Publishing.
- AAVV. (2018). Intervención Psicoeducativa en alumnado con necesidades específicas de apoyo educativo. Editorial Tirant humanidades.
- Bassedas, E. (2010). Intervención psicoeducativa y diagnóstico psicopedagógico. Paidós.
- Boutin, G. y Durning, P. (1947). Intervenciones socioeducativas en el medio familiar: Madrid: Narcea.
- 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.
- Cataldo, C.Z. (1991). Aprendiendo a ser padres: conceptos y contenidos para el diseño de programas de formación de padres. Madrid: Visor.
- De Catalunya, C.D.L. (2011). PRODISCAT: Protocol de detecció i actuació en la dislexia. Ambit educatiu (Protocol for detection and management of dyslexia. Educational scope). Barcelona: Departament d'Educació, Generalitat de Catalunya (Department of Education Catalan Government).
- Escoriza, E. (1999). Dificultades de aprendizaje e intervención psicopedagógica. EUB.
- Fiuza, Mª.J; Fernández, Mª.P. (2013). Dificultades de aprendizaje y trastornos del desarrollo: Manual didáctico. Editorial Pirámide.
- Generalitat de Catalunya (2013). El TDAH: detecció i actuació en l'àmbit educatiu. Departament d'Ensenyament: Barcelona.
- González, O. Familia y escuela, Escuela y familia. Alianza Educativa.
- Herrero de Vega, M; Beyebach, M. (2018) Intervención escolar centrada en soluciones. Barcelona. Editorial Herder.
- Holzschuger, C. (2012). Cómo organizar aulas inclusivas. Narcea Ediciones.
- Hudson, D; (2017) Dificultades específicas de aprendizaje y otros trastornos. Serie Atención a la diversidad. Madrid. Editorial Narcea.
- Marchesi, A; Palacios, J; Coll, C; (2017). Desarrollo Psicológico y Educación. Madrid: Editorial Alianza.
- Miranda Casas, A. (2008). Evaluación e intervención psicoeducativa en dificultades del aprendizaje. Pirámide.
- Planas Domingo, J.A. (mayo, 2010). Las funciones del orientador educativo- Revista UP, Madrid.
- Pontecorvo, C. (2003). Manual de psicología de la educación. Editorial Popular.
- Rodrigo, M. J., Máiquez, M. L., Martín, J. C. y Byrne, S. (2008). Preservación Familiar: un enfoque positivo para la intervención con familias. Madrid: Pirámide.
- Ruiz, E. (2004). "Programa de educación emocional para niños y jóvenes con síndrome de Down". Revista Síndrome de Down, 21 (3), 84-93.
- Santrock, John W. (2011). Psicología de la Educación. 4. Ed. Mc Graw Hill. Madrid.
- Stainback, S. (2009). Aulas inclusivas: un nuevo modo de enfocar y vivir el «currículo». Narcea Ediciones.
- Trianes, M.V y Gallardo, J.A (Coord.) (2004). Psicología de la educación y del desarrollo en contextos escolares. Madrid: Pirámide.
- Wing, L. (1998), El autismo en niños y adultos: una guía para la familia. Paidós Psicología.
- Woolfolf, A; (2010). Psicología Educativa. México. Editorial Pearson.
Evaluation period
- E1 19/12/2023 P0A06 10:15h
- E2 18/06/2024 A10 08:00h