Universitat Internacional de Catalunya
Educational Psychology
Other languages of instruction: Catalan, English,
Teaching staff
Students will be seen after class and/or by making an appointment by email.
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
- To meet the area of educational psychology and its place in psychology.
- To meet the main theorists and researchers in the educative area throughout history and their main theories on school learning.
- To meet the concept of educational psychology, its role, functions, and skills that the job requires
- To meet educational inclusion. Laws, decrees, arrangements, and universal brackets, additional and intensive to achieve proper educational inclusion.
- To meet different specific education support needs.
- To acquire and dominate different strategies to achieve proper attention to diversity and meet the existing educational services.
- To learn orientation techniques and teacher advice depending on the educational stage and the students' evolutionary characteristics.
- To meet and dominate resources and techniques to advice and orientate on the family environment.
- To learn, apply, and acquire knowledge and techniques to face conflict in schools, school coexistence problems, bullying, and school dropout.
Learning outcomes of the subject
- At the end of the course, students will be able to recall the explanatory theories specific to educational psychology and the actions and intervention strategies in the educational field.
- At the end of the course, students will be able to identify the characteristics of students at different school stages, learning difficulties and/or disorders that interfere with the teaching/learning process, and the need to attend to student diversity.
- At the end of the course, students will be able to identify the characteristics of students at different school stages, learning difficulties and/or disorders that interfere with the teaching-learning process, and the need to attend to student diversity.
- At the end of the course, students will be able to identify the characteristics of students at different school stages, learning difficulties and/or disorders that interfere with the teaching-learning process, and the need to attend to student diversity.
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:
-
Final exam (100%)
The final exam must be passed (5 out of 10) to pass the course.
Exam deferral:
A mark of 5 or more is required to pass the course.
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.