Universitat Internacional de Catalunya

Educational Psychology

Educational Psychology
6
14032
4
First semester
op
BIOMEDICINE AND HEALTH
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Mrs. BATLLORI DE RIBOT, Blanca - bbatllori@uic.es

Introduction

 

This subject aims to offer a global vision of Educational Psychology. The functions of a school psychologist, the areas where they could develop their functions and content, resources, and strategies to carry out. The approach of the subject is theoretical-practical. The student will have an active and participating role.  

 

Pre-course requirements

It is recommendable to have passed the Childhood and Adolescence subject. 

Objectives

  1. To meet the area of educational psychology and its place in psychology. 
  2. To meet the main theorists and researchers in the educative area throughout history and their main theories on school learning.   
  3. To meet the concept of educational psychology, its role, functions, and skills that the job requires
  4. To meet educational inclusion. Laws, decrees, arrangements, and universal brackets, additional and intensive to achieve proper educational inclusion. 
  5. To meet different specific education support needs. 
  6. To acquire and dominate different strategies to achieve proper attention to diversity and meet the existing educational services. 
  7. To learn orientation techniques and teacher advice depending on the educational stage and the students' evolutionary characteristics.
  8. To meet and dominate resources and techniques to advice and orientate on the family environment. 
  9. To learn, apply, and acquire knowledge and techniques to face conflict in schools, school coexistence problems, bullying, and school dropout. 

Competences/Learning outcomes of the degree programme

  • CB02 - Students must know how to apply their knowledge to their work or vocation in a professional manner and have competences that are usually demonstrated through the creation and defence of arguments and the solving of problems within their field of study.
  • CB04 - Students must be able to convey information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • CB05 - Students must have developed the necessary learning skills to undertake subsequent studies with a high degree of autonomy.
  • CG02 - The ability to make critical and well-founded judgements and assessments as part of the decision-making process.
  • CG03 - The ability to read scientific literature in a critical, well-founded manner, take into account its provenance, situate it within an epistemological framework and identify and contrast its contributions in relation to the disciplinary knowledge available.
  • CG04 - The ability to respect and enforce the code of ethics and act ethically in all activities related to the practice of the profession.
  • CG05 - Understanding of the limitations of the psychological analysis of human behaviour and the ability to incorporate concepts and analytical techniques from other disciplines.
  • CG06 - Flexibility, respect and discretion in the use of data corresponding to people, groups and organisations.
  • CG07 - The ability to adapt to the setting, task or context, handle new tasks and responsibilities and generate processes of change.
  • CG08 - The capacity to interpret the content and scope of the information received or requested, orally or in writing, and process it appropriately according to the nature of the matter at hand.
  • CG12 - The ability to create the conditions necessary for effective communication and a good relationship of help and support.
  • CT01 - The capacity to organise and plan.
  • CT02 - The capacity to solve problems.
  • CT03 - The capacity for analysis and synthesis.
  • CT05 - The ability to reason and assess situations and results from a critical, constructive point of view.
  • CT07 - The capacity to learn autonomously
  • CT08 - The ability to put theoretical knowledge into practice
  • CT09 - The ability to communicate adequately, both orally and in writing

Learning outcomes of the subject

- Acknowledges the object of the study of Educational Psychology and its explanatory theories. 

- Acknowledges and identifies the different characteristics of students in different school stages: Kindergarten, Primary School, High School, and College. 

- Acknowledges the individual differences, learning difficulties or disorders that can interfere in the teaching-learning process of a student. 

- Obtains useful data on the different school stages. 

- Identifies possible risky aspects of students of different stages. 

- Knows how to transmit knowledge on how to proceed in the educational area. 

- Knows the ways and techniques of evaluation of the educational area.

- Decides adequate intervention strategies to deal with diversity in the educational area.  

Syllabus

BLOCK 1: INTRODUCTION TO EDUCATIONAL PSYCHOLOGY: Concept, functions of an educational psychologist, theories on the process of teaching and learning. Main authors. Main educational laws. 

BLOCK 2: EDUCATIONAL INCLUSION. UNIVERSAL MEASURES AND SUPPORTS, ADDITIONAL AND INTENSIVE: Students with SEN and SESN. 

BLOCK 3: The SEN and its implication in the teaching-learning process.

BLOCK 4:The Specific needs for educational support and its implication in the teaching-learning process.

Teaching and learning activities

In person



Theoretical Class (TC) 

Autonomous Learning (AL) 

Individual Work (IW) 

Debate and Discussion (DD) 

Personal Academic Tutoring (PAT) 

Evaluation systems and criteria

In person



For the evaluation of this subject the following things will be considered:

  • Solving a case (15%)
  • Mid-term exam (35%)
  • Final exam (50%)
The final exam must be passed (5 out of 10) in order to compute with the rest of the marks. In order to pass the subject the final computation of the mark must be equal or above 5. The case and mid-term exams are not to be retaken.    Exam deferral: 

The marks of the mid-term exam and the case will remain the same, even if falied. The final exam will be retaken and it will be require to obtain the needed mark to obtain a final computed mark equal or above 5. Were the final computed mark to still be failes, the student must repeat the subject under the same conditions 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

Documents, articles, and videos available on Moodle. Bibliography and real-case study. 

 

           On-campus there will be available different documents on different blocks to carry out their reading. 

  • Marchesi, A; Palacios, J; Coll, C; (2017). Desarrollo Psicológico y Educación. Madrid: Editorial Alianza.
  • Pontecorvo, C. (2003). Manual de psicología de la educación. Editorial Popular
  • Santrock, John W. (2011). Psicología de la Educación. 4. Ed. Mc Graw Hill. Madrid.
  • Trianes, M.V y Gallardo, J.A (Coord.) (2004). Psicología de la educación y del desarrollo en contextos escolares. Madrid: Pirámide.
  • Bueno i Torres, D. (2017). Neurociencia para educadores. Editorial Octaedro.
  • Cándido, J. Inglés Saura; Ruiz-Esteban C; Torregosa, M. (2019). Manual para psicólogos educativos. Teoría y práctica. Editorial Pirámide.
  • Castejón, J.L; González, C; Gilar, R; Miñano, P. Psicología de la Educación. Alicante. Editorial ECU.
  • AAVV. (2018). Intervención Psicoeducativa en alumnado con necesidades específicas de apoyo educativo. Editorial Tirant humanidades.
  • Fiuza, Mª.J; Fernández, Mª.P. (2013). Dificultades de aprendizaje y trastornos del desarrollo: Manual didáctico. Editorial Pirámide.
  • Domènech Betoret, F; (2012). Psicología Educativa: su aplicación al contexto de la clase. Universitat Jaume I.
  • Leliwa, S; Scangarello, I; (2016). Psicología y Educación. 3ª Edición. Editorial Brujas.
  • Woolfolf, A; (2010). Psicología Educativa. México. Editorial Pearson.
  • Bueno, J.A; Castanedo, C; (2011) Psicología de la educación aplicada. Editorial CCS.
  • Herrero de Vega, M; Beyebach, M. (2018) Intervención escolar centrada en soluciones. Barcelona. Editorial Herder.
  • Ortiz, T. (2017) Neurociencia y Educació. 5ª reimpresión. Alianza Editorial.
  • Mietzel, G. (2005) Claves de la psicología evolutiva. Barcelona. Editorial Herder.
  • González, O. Familia y escuela, Escuela y familia. Alianza Educativa.
  • Planas Domingo, J.A. (mayo, 2010). Las funciones del orientador educativo- Revista UP, Madrid.
  • Hudson, D; (2017) Dificultades específicas de aprendizaje y otros trastornos. Serie Atención a la diversidad. Madrid. Editorial Narcea.
  • American Psychiatric Association (2013) The Diagnostic and Statiscal Manual for Mental Disorders DSM-5. Arlington, VA: American Psychiatric Publishing.

 

 

     

 

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 16/01/2023 A15 10:00h
  • E2 16/06/2023 A04 10:00h
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