Subject

Models and Contexts of Educational Psychology Interventions

  • code 12636
  • course 1
  • term Semester 1
  • type OB
  • credits 6

Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff

Head instructor

Dr. Salvador VIDAL - svidal@uic.es

Office hours

Video conference

A videoconference can be scheduled around the penultimate week of the Table (Monday or Thursday from 17-18h) for resolving doubts or explaining contents synchronously.

Introduction

This subject is an introduction to the main psychopedagogical models that we can find in the practice of different
educational contexts. The student will be able to define the thematic axes and multidisciplinary work in
Psychopedagogy, as well as develop attitudes of respect and tolerance for the different professional and
multidisciplinary approaches.

Professors Collaborators Experts: Cristina Pons and Julián Grunín.

Competences / Learning outcomes of the degree programme

2.1. Basic and general

CB7: Know how to apply the knowledge acquired and know how to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.

CB8 Be able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.

CB10: Possess the learning skills that allow to continue studying in a way, to a large extent, self-directed or autonomous.

CG1: Be able to formulate reflective and critical judgments in educational contexts, considering the social and ethical responsibility of the educational psychologist.

CG2: Acquire skills of analysis and synthesis of information obtained in formal and non-formal educational environments in order to pose new questions to psychopedagogical practice.

CG4: Know how to apply the acquired knowledge and be able to solve problems in complex environments in which the educational psychologist acts.

CG5: Being able to communicate in a well-argued way the decision making in the psychopedagogical field.


2.2-Transversal

CT4: Be able to present the ideas elaborated orally and in writing, adapting to the style and models of the professional or research activity.

CT5: Work in teams and with teams (of the same scope or interdisciplinary) and develop attitudes of participation and collaboration as an active member of the community.


2.3-Specific

CE3: Identify the different theoretical paradigms that underlie psychopedagogical practice or psychopedagogical research.

CE4: Determine the psychopedagogical needs of students, groups and organizations based on the application of different evaluation systems.

CE10: Analyze the organization and functioning of the educational centers to coordinate the personal, academic and professional orientation of the students.

CE13: Evaluate processes, programs, services and methodologies designed and / or developed by educational psychologists.

Learning outcomes of the subject

1. Know the framework of action of the professional in psychopedagogical counseling.

2. Define the different areas of psychopedagogical intervention (school and socio-labor)

3. To know the different conceptual models within the framework of the psychopedagogical intervention and to recognize the style of professional intervention that each of them involves.

4. Identify the characteristics of the demands of psycho-pedagogical counseling and have the capacity to redirect and manage them according to the conceptual model of the context.

5. Define networking and the coordination of the educational psychologist with multidisciplinary teams.

6. Identify the main institutional networks linked to psychopedagogical practice.

Syllabus

1. Psychopedagogy and multidisciplinary work in professional teams.

2. Coordination with institutional networks: school, social and health.

3. Main theoretical models of psychopedagogical practice: cognitive-behavioral, systemic, constructivist, dynamic.

4. Contexts of psychopedagogical intervention: school, socio-labor (organizations, socio-community).

Teaching and learning activities

Evaluation systems and criteria

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