Universitat Internacional de Catalunya

Psychoeducational Intervention in Disorders of Behavior in the Classroom, Discipline in the School Context and Bullying

Psychoeducational Intervention in Disorders of Behavior in the Classroom, Discipline in the School Context and Bullying
3
14057
4
Second semester
op
ELECTIVE
ELECTIVE
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


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

Students can contact the lecturer by email and after class.

Introduction

Option for students interested in clinical work with young people and those who choose the Educational Psychology line. The objective is to study in greater depth the main ways to intervene with behavioural disorders in class. Moreover, it aims to give psycho-educational guidelines related to the limits and rules. Techniques to maintain discipline in the school context. School Mediation. Bullying: what it is and how it ought to be treated.

Pre-course requirements

Students must have completed and passed the third-year Educational Psychology course.

Objectives

  1. Know the options for intervention at school on behavioural issues and disruptive attitudes.
  2. Know, apply, and provide accurate guidance in training teachers on how to create a positive atmosphere in class, to teach successfully, to neutralise or minimise disruptive attitudes and maintain discipline among their students.
  3.  Learn about and apply the techniques to deal with bullying.
  4.  Learn about and apply the techniques of School Mediation.
  5.  Know the consequences of bullying for the victim and for the students’ relationships.
  6.  Know and apply techniques to prevent bullying.

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.
  • CB04 - Students must be able to convey information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • CE06 - Plan the evaluation of psychological programs and / or interventions, selecting the appropriate indicators and techniques.
  • 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.
  • CE16 - The ability to communicate evaluations in a critical, well-founded manner, respecting the ethical commitment involved in disseminating psychological knowledge.
  • CG01 - Capacity for critical and creative thinking, and capacity to investigate and adopt a scientific and ethical approach in distinct professional settings.
  • 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.
  • CG06 - Flexibility, respect and discretion in the use of data corresponding to people, groups and organisations.
  • CT02 - The capacity to solve problems.
  • CT03 - The capacity for analysis and synthesis.
  • CT06 - The ability to develop interpersonal skills
  • 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

  • Knows the possibilities of intervention, psycho-educational techniques and behaviour modification in the school context.
  • Masters the different strategies so that children and young adults acquire the necessary independence and know how to respect the rules at school.
  • Designs, plans and applies strategies to improve discipline and produce a school atmosphere which is safe for all students and the Educational Community.
  • Knows and designs the different techniques and strategies to deal with behavioural problems and/or coexistence issues in class and school.
  • Understands and values the importance of a positive atmosphere that offers security to all students.
  • Knows and plans School Mediation techniques.
  • Respects and values diversity as an element of human richness.

 

 

Syllabus

  • Introduction to behavioural problems at school.
  • School Mediation.
  • Bullying and its consequences. Interventions and techniques to deal with it.

Teaching and learning activities

In person



Theoretical lessons (TL)

Independent learning (FL) 

Individual work (IW)

Debate and discussion (D&D)

Academic Personal Guidance (APC)

Evaluation systems and criteria

In person



System:

Written exams (WE) 

Class participation (CP) 

Case resolution (CR) 

Criteria:

Cases and written work will count for 30% of the final mark as the practical part of the subject. Class participation will be worth 10%, and a final exam which is worth 60% of the final mark. Both the practical and the theoretical parts must be passed with a minimum mark of 5.

Bibliography and resources

  • Piñuel y Zabala, Iñaki y Cortijo Peris, Óscar. (2016): “Cómo prevenir el acoso escolar. La implantación de protocolos antibullying en los centros escolares: Una visión práctica y aplicada”. CEU Ediciones. Colección General. ISBN: 9788416477364. 
  • Zabay Bes, María. Casado Mena, José Antonio. (2018). “Todos contra el bullying. Claves para detectar, evitar y solucionar el acoso escolar”. Alianza editorial. ISBN:9788416928583. 
  • Ortega, Rosario. (Coord.) (2010): “Agresividad injustificada. Bullying y violencia escolar”. Alianza Editorial. ISBN: 9788420654614. 24.Teruel Romero, Jerónima. (2007): “Estrategias para prevenir el Bullying en 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 con familias. 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 en construcción”. 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 y terapia de conducta”. Ediciones Pirámide. Colección Psicología. ISBN: 9788436813746. 
  • Méndez Carrillo, Francisco Xavier; Espada Sánchez, José Pedro; Orgilés Amorós, Mireia. (2006). “Intervención psicológica y educativa con niños y adolescentes. Estudio de casos escolares.” Ediciones Pirámide. Colección: Psicología. ISBN: 9788436820690 
  • Martínez Reguera, Enrique. (2017). “Criterios básicos en la educación de chicos rebeldes.” Editorial Popular. Colección Quilombo. ISBN: 9788478846931. 
  • J. Siegel, Daniel. Payne Bryson, Tina. (2018). “La disciplina sin lágrimas”. Editorial B de bolsillo (Ediciones B). ISBN: 9788490704523.
  • J. de Prada y J. Aurelio López Gil. (2010). “Mediación escolar. Cuaderno para la formación de mediadores escolares.” Escuela de Mediación.
  • José A. San Martín. (2003). “La Mediación escolar: Un camino para la gestión del conflicto escolar.” Editorial CCS. ISBN: 9788483166680.
  • M.ª. C. Boqué. (2018). “La Mediación va a la escuela: Hacia un buen plan de convivencia en el centro.” Educación Hoy, nº 216. Editorial Narcea. ISBN: 9788427724938.
  • Juan Carlos Torrego. (2009). “Mediación de conflictos en instituciones educativas. Manual para la formación de mediadores”. Editorial Narcea. ISBN: 9788427713079.

 

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 28/03/2022 A14 08:00h
  • E2 20/06/2022 A04 08:00h
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