Universitat Internacional de Catalunya

Psychoeducational Intervention in the Family Environment

Psychoeducational Intervention in the Family Environment
3
14053
4
First semester
op
ELECTIVE
ELECTIVE
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Attention to students will be provided via email and after presential classes.

Introduction

This subject aims to offer the student a global vision of psycho-educational intervention at school and family levels. Covers the preventive or therapeutic nature of the psychoeducational intervention and how to apply it to different areas and stages of the student's development in their learning process, both emotional and social. The subject will have two main blocks: psycho-pedagogical intervention in childhood and intervention in adolescence.

Pre-course requirements

 

It is recommended to have prior knowledge of Evolutionary Psychology and be familiar with the various learning disorders, as well as behavioural disorders that may appear at school.

Objectives

  1.  Support and provide the necessary resources to tutors, teachers, families and / or legal guardians so that they are able to responsibly take decisions in the personal, academic and professional fields that affect  the student.
  2. Promote and facilitate the involvement of families in the school and educational process of their children with needs.
  3. Facilitate the channels and contexts for the relationship between school and family.
  4. Understand the concept of attention to diversity and educational inclusion to work within a framework of “school for all”.
  5. Understand what the attention is at school level and what a psycho-pedagogue has to provide to advise and guide the teachers and families of a student with learning difficulties.
  6. Know the various specific needs of educational support.
  7. Acquire and master different strategies to achieve true attention to diversity and be familiar with the existing educational services.
  8. Learn about guidance techniques and teaching advice according to the educational and developmental stage of each student.
  9. Know and master different resources and techniques to give advice and guidance in the family environment.

Competencies

  • 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.
  • CT02 - The capacity to solve problems.
  • CT04 - The capacity to work in a team
  • CT05 - The ability to reason and assess situations and results from a critical, constructive point of view.
  • CT08 - The ability to put theoretical knowledge into practice
  • CT09 - The ability to communicate adequately, both orally and in writing

Learning outcomes

  • Recognises the object of study in educational psychology and its explanatory theories.
  • Recognises  and identifies the characteristics of the students in different school stages: infant, primary, ESO (12-16 years),  baccalaureate.
  • Recognises individual differences, learning problems or disorders that can interfere with a person's teaching-learning process.
  • Identifies possible aspects of risk in students, at different stages.
  • Knows how to convey  knowledge about different actions in the educational field.
  • Decides on appropriate intervention strategies to address educational diversity.
  • Knows how to differentiate the different family types and their approach.

Syllabus

Pycho-educational intervention in the family environment, at the Infant, Primary, and Secondary stages:

- Family.

- Habits and limitations in the Infant Stage.

- Psychoeducation

- Down Syndrome

- TEA

- ADHD

- Sensory hearing and visual impairment

- Motor disability

- Epilepsy

- High Capacities

- Eating Disorders

 


Teaching and learning activities

In person



Theoretical class (TC)

Autonomous Learning (AA)

Individual work (IW)

Debate and discussion (D&D)

Personal Academic Tutoring (PAT)

Evaluation systems and criteria

In person



Written tests (PE)

Class participation (PC)

Case Resolution (RC)

Class participation has value in this subject. Comments and written work with a value of 30% must be made. A test will be performed, with a value of 70%, this test must be passed so that it averages with the other complementary notes.

The second call exam must be passed with a grade of 5 or higher to be able to do the weighted average with the practices carried out. In case the average is suspended, the student will have to repeat the subject the following year.

Bibliography and resources

  • American Psychiatric Association, (2014). Guía de consulta de los criterios diagnósticos del DSM-V. American Psychiatric Publishing.
  • AAVV. (2018). Intervención Psicoeducativa en alumnado con necesidades específicas de apoyo educativo. Editorial Tirant humanidades.
  • Bassedas, E. (2010). Intervención psicoeducativa y diagnóstico psicopedagógico. Paidós.
  • 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.
  • De Catalunya, C.D.L. (2011). PRODISCAT: Protocol de detecció i actuació en la dislexia. Ambit educatiu (Protocol for detection and management of dyslexia. Educational scope). Barcelona: Departament d'Educació, Generalitat de Catalunya (Department of Education Catalan Government).
  • Escoriza, E. (1999). Dificultades de aprendizaje e intervención psicopedagógica. EUB.
  • Fiuza, Mª.J; Fernández, Mª.P. (2013). Dificultades de aprendizaje y trastornos del desarrollo: Manual didáctico. Editorial Pirámide.
  • Generalitat de Catalunya (2013). El TDAH: detecció i actuació en l'àmbit educatiu. Departament d'Ensenyament: Barcelona.
  • González, O. Familia y escuela, Escuela y familia. Alianza Educativa.
  • Herrero de Vega, M; Beyebach, M. (2018) Intervención escolar centrada en soluciones. Barcelona. Editorial Herder.
  • Holzschuger, C. (2012). Cómo organizar aulas inclusivas. Narcea Ediciones.
  • Hudson, D; (2017) Dificultades específicas de aprendizaje y otros trastornos. Serie Atención a la diversidad. Madrid. Editorial Narcea.
  • Marchesi, A; Palacios, J; Coll, C; (2017). Desarrollo Psicológico y Educación. Madrid: Editorial Alianza.
  • Miranda Casas, A. (2008). Evaluación e intervención psicoeducativa en dificultades del aprendizaje. Pirámide.
  • Planas Domingo, J.A. (mayo, 2010). Las funciones del orientador educativo- Revista UP, Madrid.
  • 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.
  • Stainback, S. (2009). Aulas inclusivas: un nuevo modo de enfocar y vivir el «currículo». Narcea Ediciones.
  • Trianes, M.V y Gallardo, J.A (Coord.) (2004). Psicología de la educación y del desarrollo en contextos escolares. Madrid: Pirámide.
  • Wing, L. (1998), El autismo en niños y adultos: una guía para la familia. Paidós Psicología.
  • Woolfolf, A; (2010). Psicología Educativa. México. Editorial Pearson.

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 21/12/2023 A10 08:00h