Universitat Internacional de Catalunya

Behavior and Personality Disorders

Behavior and Personality Disorders
6
10164
4
First semester
op
Main language of instruction: Spanish

Other languages of instruction: Catalan,

Teaching staff


  • BEHAVIORAL DISORDERS

Teacher: Blanca Batllori

The attention to the students is done by e-mail (bbatllori@uic.es) or after the classes.

 

  • LANGUAGE DISORDERS

Teacher: Olga Lozano

The attention to the students is done by e-mail (olozano@uic.es) or after the classes.

Introduction

In the event that the health authorities announce a new period of confinement due to the evolution of the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect the teaching methodologies and activities as well as the assessment.

PSYCHOLOGY STUDENTS (3 ECTS):

  • BEHAVIORAL DISORDERS (Blanca Batllori)

The course aims to provide students with knowledge, both theoretical and practical, on how to address a possible behavioral disorder and / or the manifestation of disruptive behaviors in a classroom environment. In this sense, it will be discussed how to provide psychoeducational guidelines related to boundaries and regulations, as well as techniques for maintaining discipline in the school environment. It will also delve into school mediation, and how to address cases of harassment or bullying.

EDUCATION STUDENTS (6 ECTS):

  • BEHAVIORAL DISORDERS (Blanca Batllori)

The course aims to provide students with knowledge, both theoretical and practical, on how to address a possible behavioral disorder and / or the manifestation of disruptive behaviors in a classroom environment. In this sense, it will be discussed how to provide psychoeducational guidelines related to boundaries and regulations, as well as techniques for maintaining discipline in the school environment. It will also delve into school mediation, and how to address cases of harassment or bullying.

  • LANGUAGE DISORDERS (Olga Lozano)

This subject aims to offer the student a global vision of the evolutionary development of oral and written language and what the main language, communication and speech disorders are, their characteristics and how to detect and guide them in the school and family environment.

Pre-course requirements

PSYCHOLOGY STUDENTS:

  • Have passed Educational Psychology taught in the third year.

EDUCATION STUDENTS:

  • 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.


Objectives

PSYCHOLOGY STUDENTS:

  • BEHAVIORAL DISORDERS (Blanca Batllori)
  1. To know the possibilities of school intervention to intervene in the problems of disruptive behavior and behaviors.
  2. To know, apply and transmit the appropriate guidelines to ensure that teachers are able to have a positive environment in the classroom, to be able to teach with guarantees of success, which can neutralize or minimize disruptive behaviors and maintain discipline among students.
  3. To know, apply and acquire knowledge and coping techniques in bullying.
  4. To know, apply and acquire school mediation techniques.
  5. To know the repercussions that school harassment has for the victim and the aggressor and for the coexistence between the students.
  6. To know and apply bullying prevention techniques.
EDUCATION STUDENTS:
  • BEHAVIORAL DISORDERS (Blanca Batllori)
  1. To know the possibilities of school intervention to intervene in the problems of disruptive behavior and behaviors.
  2. To know, apply and transmit the appropriate guidelines to ensure that teachers are able to have a positive environment in the classroom, to be able to teach with guarantees of success, which can neutralize or minimize disruptive behaviors and maintain discipline among students.
  3. To know, apply and acquire knowledge and coping techniques in bullying.
  4. To know, apply and acquire school mediation techniques.
  5. To know the repercussions that school harassment has for the victim and the aggressor and for the coexistence between the students.
  6. To know and apply bullying prevention techniques.
  • LANGUAGE DISORDERS (Olga Lozano)
  1. Know and master the evolutionary development in the acquisition of language and the acquisition of literacy.
  2. Know how to distinguish in the case study which behaviors are typical of each of the stages of language development and which require a specific study or intervention.
  3. Relate the processes of oral and written language acquisition.
  4. Know what care at the school level an educational psychologist should give to advise and guide teachers and families of children with learning difficulties in the areas of communication, oral and written language.
  5. Know and master the concepts related to the evaluation and diagnosis of communication, oral and written language from the field of Educational Psychology.
  6. Know the procedures, techniques and instruments of the evaluation and diagnosis of oral and written communication and language.
  7. Acquire skills to interpret a report made by other professionals (psychologists, educational psychologists, neuropsychologists, speech therapists...).
  8. Know, recognize and know how to discriminate between the main alterations of communication and oral and written language
  9. Learn to guide families as a preventive measure; giving guidelines for language stimulation that can be carried out in the family environment.
  10. Apply theoretical knowledge to practice, in order to find the most appropriate response to problems in the development of communication and oral and written language.

Competencies

  • 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.

Learning outcomes

PSYCHOLOGY STUDENTS:

  • BEHAVIORAL DISORDERS (Blanca Batllori)
  1. Knows the possibilities of intervention, psychoeducational techniques and behaviour modification in the school atmosphere and in the family.
  2. Masters the different strategies so that kids and young adults acquire the autonomy needed and know how to respect the rules at school.
  3. Designs, plans and applies strategies of educational response to improve discipline and achieve a school atmosphere safe for all students and Educational Community.
  4. Knows and designs the different techniques and strategies to face behaviour problems and ¡/or coexistence issues in class and school.
  5.  Understands and values the importance of a positive atmosphere that offers security to all students.
  6. Knows and plans School Mediation techniques.
  7.  Respects and values diversity as an element of human richness.
EDUCATION STUDENTS:
  • BEHAVIORAL DISORDERS (Blanca Batllori)
  1. Knows the possibilities of intervention, psychoeducational techniques and behaviour modification in the school atmosphere and in the family.
  2. Masters the different strategies so that kids and young adults acquire the autonomy needed and know how to respect the rules at school.
  3. Designs, plans and applies strategies of educational response to improve discipline and achieve a school atmosphere safe for all students and Educational Community.
  4. Knows and designs the different techniques and strategies to face behaviour problems and ¡/or coexistence issues in class and school.
  5.  Understands and values the importance of a positive atmosphere that offers security to all students.
  6. Knows and plans School Mediation techniques.
  7. Respects and values diversity as an element of human richness.
  • LANGUAGE DISORDERS (Olga Lozano)
  1. Knowing how to identify the behaviors typical of each stage of language development, and knowing which ones require a specific diagnosis or intervention.
  2. Have the criteria to be able to make the referral to the corresponding professional, based on the detection of a series of difficulties in communication and oral and written language.
  3. Know, recognize and differentiate the main disorders of communication and oral and written language.
  4. Master the terminology that allows you to interact effectively with other professionals.

Syllabus

PSYCHOLOGY STUDENTS:

 

  • BEHAVIORAL DISORDERS (Blanca Batllori)
  • Introduction to behaviour problems at school and in the family.
  • School Mediation.
  • Bullying and its consequences. Interventions and techniques to face it.
  • Disruptive attitudes in class.

 

EDUCATION STUDENTS:
  • BEHAVIORAL DISORDERS (Blanca Batllori)
  • Introduction to behaviour problems at school and in the family.
  • School Mediation.
  • Bullying and its consequences. Interventions and techniques to face it.
  • Disruptive attitudes in class.
  • LANGUAGE DISORDERS (Olga Lozano)
  • Part I:
  • The beginnings of communication. The bases of the baby for the communicative and linguistic development.
  • The evolutionary development of communication and language from 0 to 6 years
  • Components and functions of language. Development of phonological, semantic, morphological-syntactic and pragmatic language
  • Learning to read
  • The acquisition of writing
  • Guidelines for families to stimulate language and literacy
  • Part II:
    • Diagnostic classification DSM 5, ICD 10, Chevrie-Müller and Narbonne.
    • Difference between delay and disorder.
    • Speech disorders.
    • Language disorders.
    • Autism Spectrum Disorder and communication.
    • Specific learning disorder of reading.
    • Specific learning disorder of writing.
    • Observation and registration protocols.
    • Preparation of referral letters to external professionals.

Teaching and learning activities

In person



Theoretical lessons (TL)

Freelance learning (FL) 

Individual work (IW)

Debate and discussion (D&D)

Academic Personal Counselling (APC)

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-05 CEM-06 CEM-07 CEM-08 CEM-09 CEM-23 CEM-28 CET-1 CET-2 CET-3 CET-4 CET-6 CG-01 CG-02 CG-03 CG-04 CG-09 CG-10 CG-11 Cooperative learning
Case studies
Presenting method / lecture
Problem and exercise solving
Practical classes
Theory classes
Individual / independent study and work
Group study and work
Tutorials

Evaluation systems and criteria

In person



PSYCHOLOGY STUDENTS:

1st call

The following aspects will be taken into account for the evaluation of the subject:

  • Internships: Cases and work (35%).
  • Final exam (65%)

The final exam must be passed to average the rest of the grades. To pass the course the final average must be equal to or greater than 5. The practical part is not recoverable.

he evaluation will always respect the general regulations established in the Degree regarding misspellings, writing and plagiarism.    Students who repeat the subject:   The student must be aware of what it means to give up continuous assessment. Not following the continuous evaluation supposes a 0 in 50% of the subject that will make average with the final exam

 

2nd call:

The notes of the practical part are maintained, whether they are passed or suspended. The final exam will be repeated and it will be necessary to obtain a grade sufficient for the weighted average to be 5 or higher. In case the average is suspended, the student will have to repeat the subject the following year.

EDUCATION STUDENTS:

1st call

It will be necessary to have passed both parts of the subject to be able to average and pass:

  • BEHAVIORAL DISORDERS (50%)

The following aspects will be taken into account for the evaluation of the subject:

    • Internships: Cases and work (35%).
    • Final exam (65%)

The final exam must be passed to average the rest of the grades. To pass the course the final average must be equal to or greater than 5. The practical part is not recoverable.

  • LANGUAGE DISORDERS (50%)

Participation in class has value in this course. Comments and written work must be made with a value of 20%. Attendance and participation in class has a value of 10%. A test will be performed with a value of 70%.

In the make-up exam it will be necessary to obtain a sufficient mark so that the weighted average is 5 or higher. In the event that the average is suspended, the student must repeat the subject the following year.

2nd call

It will be necessary to have passed both parts of the subject to be able to average and pass:

  • BEHAVIORAL DISORDERS (50%)

The notes of the practical part are maintained, whether they are passed or suspended. The final exam will be repeated and it will be necessary to obtain a grade sufficient for the weighted average to be 5 or higher. In case the average is suspended, the student will have to repeat the subject the following year.

  • LANGUAGE DISORDERS (50%)

Participation in class has value in this course. Comments and written work must be made with a value of 20%. Attendance and participation in class has a value of 10%. A test will be performed with a value of 70%.

In the make-up exam it will be necessary to obtain a sufficient mark so that the weighted average is 5 or higher. In the event that the average is suspended, the student must repeat the subject the following year.

The evaluation will always respect the general regulations established in the Degree regarding misspellings, writing and plagiarism.    Students who repeat the subject:   The student must be aware of what it means to give up continuous assessment. Not following the continuous evaluation supposes a 0 in 50% of the subject that will make average with the final exam.

 

Bibliography and resources

PSYCHOLOGY STUDENTS:
REFERENCES (BEHAVIORAL DISORDERS)
  • 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.
EDUCATION STUDENTS:   REFERENCES (BEHAVIORAL DISORDERS)
  • 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.
 REFERENCES (LANGUAGE DISORDERS)
BASIC:
  • Leire Madueño, F., Vázquez de Sebastián, J. (2018) Manual práctico de patología del lenguaje. Evaluación e intervención en adultos y niños. Ed. UOC.
  • eña-Casanova. Manual de logopedia. Ed. Elsevier Masson.
COMPLEMENTARY:
  • Albalá, M. J., Marrero, V. y Cappelli, G. (1996). Procesos fonológicos en dos niños de 2 a 6 años. En M. Pérez Pereira (Ed.), Estudios sobre la adquisición del castellano, catalán, eusquera y gallego (pp. 87-102). Santiago de Compostela: Publicaciones de la USC.
  • Alberdi, C. M. (1993). Técnicas de lectura eficaz. Revista universitaria de formación del profesorado.
  • Aguado, G. (1995). El desarrollo del lenguaje de 0 a 3 años. Madrid: CEPE.
  • Ajuriaguerra (1977). La escritura del niño. Evolución de la escritura y sus dificultades. Ed. Laia. Barcelona.
  • Braslavsky (2005). Enseñar a entender lo que se lee: la alfabetización en la familia y la escuela. Fondo cultura económica de Argentina.
  • Bosch, L. (1983). Identificación de procesos fonológicos de simplificación en el habla infantil. Revista de Logopedia, Foniatría y Audiología, 3, 96-102.
  • Condemarín, M. y Chadwick, M. (1990). La enseñanza de la escritura. Bases teóricas y prácticas. Madrid: Visor-Aprendizaje.
  • Cortés, M. y Vila, I. (1991). Uso y función de las formas temporales en el habla infantil. Infancia y Aprendizaje, 53, 17-43.
  • Cuetos, F. (2009) Psicología de la escritura. Madrid: Wolters Kluwer.
  • Cuetos, F. (2008). Psicología de la lectura. Madrid: Wolters Kluwer.
  • Del Río, M. J. y Grácia, M. (1996). Una aproximación al análisis de los intercambios comunicativos y lingüísticos entre niños pequeños y adultos. Infancia y Aprendizaje, 75, 3-20.
  • Del Río, M.J., Torrens, V. (2006) Lenguaje y comunicación en trastornos del desarrollo. Madrid: Prentice Hall.
  • Galeote, M. A., Peraita, H. y Méndez, L. (1997). Programa de intervención en adquisición del léxico en niños de educación infantil. Madrid: UNED
  • Gardner, H. (1991). The unschooled mind: how children think and how schools should teach. Nueva York: Basic Books (Ed. cast. La mente no escolarizada: cómo piensan los niños y cómo deberían enseñar las escuelas . Barcelona: Paidós, 1993).
  • Garvey, C. (1987). El habla infantil. Madrid: Morata.
  • Galeote, M. (2002) Adquisición del lenguaje. Madrid: Pirámide.
  • Gutiez Cuevas, Pilar. Atención temprana. Prevención, detección e intervención en el desarrollo de 0 a 6 años, y sus alteraciones. Editorial Complutense. Madrid 2055.
  • Hernández-Pina, F. (1984) Teorías psico sociolingüísticas y su aplicación a la adquisición del español como lengua materna. Madrid: Siglo XXI.
  • Luque, A. y Palacios, J. (1990). Inteligencia sensoriomotora. En J. Palacios, A.Marchesi y C. Coll (Comps.). Desarrollo psicológico y educación. Vol. I: Psicología Evolutiva (1.a edición) (pp. 69-84). Madrid: Alianza Editorial.
  • Narbona, J., Chevrie-Muller, C. (1997) El lenguaje del niño. Madrid: Masson.
  • Owens, R.E. (2003) Desarrollo del lenguaje. Madrid: Pearson.
  • Pérez Pereira, M. y Castro, J. (1988). Fenómenos transicionales en la adquisición del lenguaje. Infancia y Aprendizaje, 43, 13-36.
  • Rodríguez, C. y Moro, Ch. (1999). El mágico número tres. Cuando los niños aún no hablan. Barcelona: Paidós.
  • Sarriá, E. y Riviére, A. (1991). Desarrollo cognitivo y comunicación intencional preverbal. Un estudio longitudinal multivariado. Estudios de Psicología, 46, 35-52.
  • Serra, M. et al. (2000) La adquisición del lenguaje. Barcelona: Ariel.