Universitat Internacional de Catalunya - Barcelona

Psychology III: Analysis of Behaviour, Attitudes and Learning Difficulties

• code 10608
• course 2
• term Semester 2
• type FB
• credits 6

Main language of instruction: Catalan

Other languages of instruction: Spanish

Head instructor

Dra. Mariana FUENTES - mafuentes@uic.es
Dra. Cristina MUMBARDO - cmumbardo@uic.es

• To promote the basic competences of personal autonomy and learning to learn.
• Transfer control to the students to give up the protagonism of the teaching and learning processes and guide the self-management of their own learning.
• Learning to work in collaborative groups through the peer learning.
• To relate the subject of the course with the academic motivations, the professional concerns and personal projects of the future.
• Learn to work on extensive and complex information, managing the processes of scientific documentation and synthesis of the most relevant information for each situation.
• To promote oral communication to train communicative skills and the ability to express oneself in a simple and understandable way.
• To promote the audiovisual communication to diversify the materials of presentation of the treated information in an attractive and appropriate way according to each situation.
• Encourage the creativity and the innovative character of the students in the moment of presenting solutions to the academic challenges as future professionals of the education.
• Work with a critical spirit and reflect through metacognition, analyzing the own learning processes and collaboration methods developed.
• Facilitate contexts of group discussion and debates for the reflection around the goals of the course and the development of the child.

• CEM-17 - To identify learning difficulties, communicate them and collaborate in their treatment.
• CEM-18 - To be aware of current developments in the learning of competences.
• CEM-19 - To identify and plan the resolution of educational situations affecting students with different ability levels and learning speeds.
• 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-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
• CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
• CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
• 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.
• CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
• CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
• 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.
• CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
• CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.

1. Meet and classifies the psychological and personality characteristics in the period 6-12.

2.-know find the contextual circumstances of the students to give explanation to the development of personality and the different types of learning.

3. Identifies, analyzes and understands the psychological knowledge and personality of children / as 6 to 12 years and is able to relate the different processes of teaching and learning, and knows how to relate to the environment, realizing complexity 

4.-Can identify dysfunctions of personality 

5. know the symptoms that can determine the presence of some kind of learning difficulty 

6. know how to report on individual actions do provide a learning disability. 

7.- Meet mechanisms and vocabulary work to collaborate with other professionals in an intervention to improve a learning disability. 

8.- know how to program an educational performance based on the development of individual skills 

9.- is able to plan educational situations that can be performed by alumni / ae with different abilities and learning rates 

10. strives to get a correct view of proficiency that students have of matter and their working 

11. know detect learning difficulties and obstacles, and design a suitable plan or method, together with other professionals, if necessary.

12. know how to act as a professional critic and interpreter of the objects of knowledge.

  13. familiar with the strategies that students use to learn, their learning needs, their personal development and the problems that appear, and knows how to tackle.

  14. know the impact that the competence and language acquisition has on the learning process, and know how to contemplate in educational practice.

15. have a working knowledge of learning difficulties and common didactics. 

16.- Meet classroom management issues relevant to their educational activities. 

17. know offer parents and other stakeholders about students, and appropriately uses information obtained from these. 

18. know participate constructively in consultations with different types of people and outside institutions. 

19. Meet mechanisms to become familiar with the social environment parents or guardians and the cultural background of the students.

20. has sufficient knowledge of behavioral psychology to analyze and understand their own behavior and that of others.

  21. know integrating contextual information for each educational situation and knows transfer the results of its analysis to a specific intervention (systems thinking)

  22. is responsible for making judgments and use of information about the results of the observations i interventions (critical thinking).

  23 Know and understand the characteristics and educational, emotional and social needs of students with mental retardation, sensory, motor or conduct disorder and personality.

  24 Knows and applies the tools of assessing the educational needs of students with mental retardation, sensory, motor or conduct disorder and personality.

  25 Design simple educational intervention plans aimed at students with special educational needs arising from mental, sensory, motor or conduct disorder and personality deficiency.

  26 know, understand and apply the teaching, curriculum and technology resources to care for students with permanent or temporary educational needs.

  27 Knows and applies the processes and criteria for curriculum adaptation attention to students with special educational needs.

1. Analysis of the reality of psychology classroom and analysis of indicators related to the development of pupils 6-12 years
2. Detection of difficulties and disorders: criteria and intervention models
3. Resolution educational situations according to the Diversity organization and means (intervention strategies in the classroom: SEP PI ...)
4. Learning Difficulties: identification, information and educational treatment of learning difficulties in reading and writing and mathematics
5. Identification and intervention in cases of special educational needs:
- Behavioral and personality disorders
- Disabled: cognitive, sensory, motor and PDD (ASD)

Chapter  Material didàctic
      . El material es facilita a llarg de les classes i es penja en el moodle

1- Final exam 50%

2- Individual work 20%

3- Group work 20%

4- Participation, attendance and solving activities in class 10% (minimum attendance of 80%)

IMPORTANT: The four criteria must be approved. If one of the sections is not approved, the whole subject will be suspended.

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