Universitat Internacional de Catalunya
Educational Guidance and Educational Psychology Counselling During the Educational Stage Between 12 and 18 Years Old
Other languages of instruction: Catalan, English,
Teaching staff
As this is an on-line Master's, students have various on-line resources at their disposition to guarantee continuous contact with the teaching staff. Through these resources, the teaching staff supervises the activities, monitors the work of the course and maintains contact with the students.
Introduction
The subject of Psychopedagogical Intervention in the school environment, an optional speciality, is offered to those students who choose the field of school psycho-pedagogical intervention. It consists of two subjects:
Psychopedagogical Intervention in Pre-school and Primary Education and Educational Guidance and Psychopedagogical Advice in Secondary Education, Bachelor and Professional Training
The subject of Educational Guidance and Psychopedagogical Counseling in Secondary Education, Baccalaureate and Vocational Training presents the main characteristics of these stages in order to identify the type of demands that are made at these levels in relation to the intervention of the psychopedagogue. The approach to discipline and coexistence problems, the tutorial function and the educational and professional orientation are emphasized.
It is important to mention the didactic role played by case studies, with the presentation and elucidation of professional situations on which to make a diagnosis and propose a psychopedagogical intervention.
Objectives
-Know how to justify diagnostic evaluation decisions when interacting with secondary school students
-Once the psycho-pedagogical assessment has been carried out, know how to prioritise the areas in which you will intervene.
- Knowing how to argue the most appropriate type of psychoeducational intervention in each case.
-Decide and justify what aspect to prioritize in the intervention.
-Relate the cases with the topics worked on in the module.
- Knowing the criteria for follow-up in the three areas of intervention: individual, school and family.
Competences/Learning outcomes of the degree programme
2.1-Basic and general
CB6 Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.
CB7 Be able to apply the knowledge acquired and be able to solve problems in new or unfamiliar environments within wider (or multi-disciplinary) contexts related to their area of study.
CB8 Be able to integrate knowledge and deal with the complexity of making judgements based on incomplete or limited information, including reflections on the social and ethical responsibilities associated with applying their knowledge and judgements.
CB9 Be able to communicate conclusions, knowledge and reasons, to specialist and non-specialist audiences in a clear and unambiguous way.
CB10 Possess the learning skills to continue to study in a largely self-directed or autonomous manner.
CG4 Know how to apply the knowledge acquired and be able to solve problems in complex environments in which the educational psychologist acts.
CG5 To be able to communicate in a reasoned way the decision making process in the psycho-pedagogical field.
2. 2-Transversal
TC1 To generate innovative and competitive proposals in the professional or research activity.
CT4 To be able to present the ideas developed orally and in a written form, adapting them to the style and models of the professional or research activity.
TC5 Work in teams and with teams (in the same field or interdisciplinary) and develop attitudes of participation and collaboration as an active member of the community.
TC6 Behaving ethically and socially responsible as a citizen and as a professional.
2.3-Specific
SG4 To determine the psycho-pedagogical needs of students, groups and organizations based on the application of different evaluation systems.
CE6 To analyse the data obtained in the psycho-pedagogical evaluation and to elaborate the relevant reports.
CE10 To analyse the organization and functioning of educational centres to coordinate the personal, academic and professional guidance of students.
CE11 To identify the educational needs in the different stages in order to develop the tutorial function and the psycho-pedagogical guidance.
CE13 To evaluate processes, programmes, services and methodologies designed and/or developed by educational psychologists.
Learning outcomes of the subject
To identify the educational needs of students in Secondary Education , Bachelor's Degree and Professional Training , especially those related to conflict resolution and coexistence.
To apply the approaches of socio-educational inclusion, identifying its possibilities. To collect, analyse and assess data, results and evaluations from the psycho-pedagogical assessment of students and groups in Secondary Education, Bachelor and Professional Training, either as a follow-up or as a new diagnosis.
Prepare or update psychopedagogical reports that include guidelines for educational intervention in these stages.
Design the process of collaboration between different educational agents in the processes of curriculum development and the development of institutional plans, especially the Mentoring Action Plan.
To develop, within the educational project of the centre of Secondary Education, Bachelor and Professional Training
To design professional orientation strategies for the transition to the labour market.
Syllabus
⦁ Characteristics of the stages of Secondary School, Bachelor and Professional Training. Prevention and psycho-pedagogical intervention of the educational needs of the students.
⦁ Orientation and psycho-pedagogical intervention in the teaching staff to make possible their teaching and orientation function. Advice on programmes and didactic and organizational actions that can prevent and treat the difficulties/needs in the educational process of students. Collaborative work within teaching teams to optimize their teaching and guidance actions.
⦁ Guidance and psycho-pedagogical intervention in families: management of family participation in the educational processes of their children and in the collaboration with the teachers of the different educational stages.
⦁ Management of conflicts and coexistence problems in the school.
⦁ Supervision and evaluation of teaching teams in different stages.
Bibliography and resources
The subject is developed from contents that have received special didactic treatment for the modality of non-attendance training in virtual learning environments.
The content of the different topics is distributed in a Didactic Module.
The Module is made up of different elements that facilitate the understanding and assimilation of the theoretical concepts and cases through the design of the page that the student views.
The design of each module includes the following elements:
⦁ Presentation
⦁ Summary
⦁ Content
⦁ Figures - Diagrams - Decision trees
⦁ Links of theme interrelations
⦁ Forums
⦁ Discussions
⦁ Webconference (Adobe Connect)
⦁ Bibliography
⦁ Self-evaluation and evaluations
⦁ External links to the Virtual Campus
⦁ Virtual library
On the other hand, and taking advantage of all the possibilities offered by the Internet, different types of activities, group work, reading comments and talks are developed to encourage communication between students and teachers and, in conclusion, to promote the use of the Master and the professional relations of all participants.
Bibliography
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IX Congreso Regional de Educación 18/05/2016
Ponencia Inaugural: Competencias para convivir. Àngels Grado Pérez Vídeo Disponible en: http://educantabria.tv/channel/ix-congreso-regional-deeducacion/competencias-para-convivir.html?account=educantabria