Universitat Internacional de Catalunya - Barcelona

Behavior and Personality Disorders

• code 10164
• course 4
• term Semester 1
• type op
• credits 6

Main language of instruction: Spanish

Other languages of instruction: Catalan,

Head instructor

Dra. Mariana FUENTES - mafuentes@uic.es

Office hours

Professor Mariana Fuentes 

Office: D-102

Email: mafuentes@uic.es

Professor Anna Carballo

Email: anna.carballo@gmail.com

The subject aims to introduce students in basic concepts of mental health and mental disease, and to explain the main behaviour and personality problems. It pretends to analyse personality development from infancy, and favour students' critical reflection about behaviour problems in the class-room, as well as giving them tools to face these problems. Relationship between teachers, professionals of suport and children's families is considered.

-To understand the educational and learning processes of children in their family, social and school contexts.

-To know the developments in the evolutionary psychology of childhood.

-To be familiar with the basics of early care.

-To know how personality develops during infancy and the most influencing factors.

-To know what is positive discipline and to know the main Behaviour modification techniques used nowadays with efficacy.

-To identify the main behaviour problems and to know how to intervene in the class-room, coordinated with the children’s family and other professionals.

-To know to do semi-structured interviews to parents, and to know to analyse  a family context.

• CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
• CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
• CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
• CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
• CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.

The student adapts the interventions to the needs and characteristics of students who have learning, adaptation or handicap difficulties.

The student is coherent in the application of concrete, functional procedures and with the agreements accepted by the students.

The student is familiar with the social environment of the parents or guardians and with the cultural baggage of the students.

The student communicates his or her ideas and expresses him/herself correctly in oral and written language.

The student gives ideas and educational actions to the problems, situations and cases that arise in special education.

The student knows and understands the characteristics and educational, affective and social needs of the student with mental, sensory, motor or behavioral and personality disorder.

The student knows and applies the tools for assessing the educational needs of students with mental, sensory, motor or behavioral and personality disorders.

The student designs educational intervention plans aimed at students with special educational needs derived from mental, sensory, motor or behavioral and personality disorder.

The student knows and applies mediation techniques for conflict resolution.

The student promotes and favors the relationship and collaboration between education professionals and families for the care of students with special educational needs.

The student reflects and evaluates their teaching performance as an instrument for improving professional competence.

1. Basic concepts

Health

Mental Health

Psychology

Psychopathology

2. Personality

Personality: features and components

Heredity  and environment

Identity development

Personality theories

Limits

Attachment

3. Teacher and family role in facing behaviour disorders

Behaviour problems in the class-room

Behaviour modification techniques

4. Detection and intervention at school

ADHD

Negativist disorder

Disocial disorder

Other  disorders

The subject's final Mark depends on:

-Two written tests (25%+25%).

-Two group academic works (20%+20%).

-Class activities (individual or in group) and participation (10%).

It's necessary to participate in at least  80% of classes.