Universitat Internacional de Catalunya
Behavior and Personality Disorders
Other languages of instruction: Catalan,
Teaching staff
Teacher: Nuria Masvidal
The attention to the students is done by e-mail (nmmasvidal@uic.es) or after the classes.
NEUROSCIENCE AND EDUCATION:
Teacher: Anna Carballo
The attention to the students is done by e-mail (acarballo@uic.es) or after the classes.
Introduction
BEHAVIORAL DISORDERS (Núria Masvidal)
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.
NEUROSCIENCE AND EDUCATION (Anna Carballo)
The field of cognitive neuroscience has advanced significantly in recent decades, mainly due to the technological development of neuroimaging techniques that have made it possible to study the human brain in vivo and at different ages while carrying out various types of cognitive tasks. Many of these studies have focused on the processes of learning and memory. They have allowed us to explore how the brain encodes, develops, retains and retrieves information, and how some factors intervene or interfere in these neurobiological processes that support learning and cognitive development.
On the other hand, today the educational field is experiencing a strong renewal and pedagogical change based on reflective practice due, above all, to the important and accelerated social and technological changes that accompany the new century. The alarming statistics regarding school failure also clearly indicate that the current educational system does not meet the social, cultural and educational needs of today's children and adolescents.
In this quest to find a theoretical framework that can justify and support pedagogical change and improvement from a scientific and rigorous point of view, educators have become increasingly interested in the implications that an empirical field such as neuroscience, which allows the study of the biological basis of behaviour and cognition, can contribute to the design of teaching-learning situations.
From this growing interest, educational neuroscience has emerged as a new inter-discipline oriented towards the study and improvement of teaching-learning processes from a scientific perspective and based on the functioning of the brain, from the interaction between three different areas of knowledge: neurosciences, psychology and education.
Pre-course requirements
- 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
- To know the possibilities of school intervention to intervene in the problems of disruptive behavior and behaviors.
- To know what behavioral disorders are and the family and environment influence.
- To know the behavioral disorders in the first childhood.
- 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.
- To know, apply and acquire knowledge and coping techniques in bullying.
- To know, apply and acquire school mediation techniques.
- To know the repercussions that school harassment has for the victim and the aggressor and for the coexistence between the students.
- To know and apply bullying prevention techniques.
- To understand the possible applications of neurosciences to the educational field, from a scientific, critical and rigorous perspective.
- To identify the main stages of neuro-development and their possible implication in the design of educational practices.
- To describe the neurobiological bases that support the different learning and memory processes.
- To differentiate the different elements and factors that can intervene and interfere in the teaching-learning processes and take them into account in the design of educational practices.
Competences/Learning outcomes of the degree programme
- 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 of the subject
- To know the possibilities of intervention, psychoeducational techniques and behaviour modification in the school atmosphere and in the family.
- To know what behaviour disorders are and familiar and social influence.
- To know the main disorders with behaviour affections in the school.
- Masters the different strategies so that kids and young adults acquire the autonomy needed and know how to respect the rules at school.
- Designs, plans and applies strategies of educational response to improve discipline and achieve a school atmosphere safe for all students and Educational Community.
- To know and designs the different techniques and strategies to face behaviour problems and ¡/or coexistence issues in class and school.
- Understands and values the importance of a positive atmosphere that offers security to all students.
- To know and plans School Mediation techniques.
- Respects and values diversity as an element of human richness.
- The student understands the possible applications of neuroscientific advances in the educational field, as well as their most important limitations.
- The student identifies the different milestones in neurodevelopment from birth to the end of adolescence, as well as their possible implications in the design of pedagogical practices.
- The student recognises the different types of learning and memory of the brain, as well as their corresponding neurobiological correlations.
- The student identifies the different factors (body-mind, emotions, social brain, language, executive functions, etc.) that intervene and interfere in the learning and memory processes.
- The student is able to design educational practices adapted to neuro-scientific knowledge about how the brain learns.
- The student is able to design learning material based on neuroscientific knowledge about how the brain learns.
Syllabus
- Introduction to behaviour problems at school and in the family.
- Behavious disorder concept and its environment influence.
- Behaviour affections in relation with some disorders and behaviour modification techniques in school.
- Bullying and its consequences.
- Interventions and techniques to face it, schol mediation.
1.1 Possibilities and limitations.
1.2 Neuromyths and neurophilia.
2. Neurodevelopment:
2.1 Brain maturation and sensitive periods.
2.2 Adolescent brain.
2.3 Aging
3. Brain and learning:
3.1 Neural plasticity.
3.2 Types of memory.
4. Elements that intervene in the learning and memory processes:
4.1 Body-mind relationship.
4.2 Emotional brain.
4.3 Social brain.
4.4 Brain and language.
4.5 Executive functions.
4.6 Design of learning spaces.
Teaching and learning activities
In person
Theoretical lessons (TL)
Freelance learning (FL)
Individual work (IW)
Team work (TW)
Debate and discussion (D&D)
Practical cases analysis (PCA)
Role Playing (RP)
| COMPETENCES | METHODOLOGY | TRAINING 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
It will be necessary to have approved both parts of the subject to be able to do average and pass.
BEHAVIORAL DISORDERS (Núria Masvidal)
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.
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.
NEUROSCIENCE AND EDUCATION (Anna Carballo)
1st examination sitting:
- 80% Written test
- 20% Team work
A minimum mark of 5 will be required in the written test in order to calculate the average of the subject and pass. In case of non-completion of that part, it must be repeated in the second sitting.
2nd examination sitting:
- 80% Written test
- 20% Team work (same mark as in the first examination period)
A minimum mark of 5 will be required in the written test to move to the average. The subject will be approved with a minimum average of 5 taking into account all the parts evaluated (passed and failed).
The evaluation will always respect the general regulations established in the Degree of Education regarding spelling mistakes, redaction and plagiarism.
Students who repeat the subject:
Repeat students can waive the continuous assessment and go directly to the subject's final exam (whose mark will represent 100% of the subject's mark), as long as they have all the activities and works approved, a high level of attendance and the approval of the responsible teaching staff.
|
ASSESSMENT SYSTEM |
|
The students’ active attendance in class reflects their degree of involvement through their level of interest and their interaction with the lecturer and the rest of their classmates. An individual written test that includes the most general and relevant aspects of the subject matter under evaluation. These exams will assess the students’ ability to listen to and understand the main ideas of the course content, as well as their ability to understand the literature specific in their area of study and use the relevant terminology. The written exams will also assess concepts specific to the degree programme’s various subjects. They will be structured into partial and/or final exams, final exercises, online questionnaires and the analysis of scientific articles. Students will be asked to deal with case studies, in order to apply the theoretical content learned in class in a real or simulated situation. |
Bibliography and resources
BEHAVIORAL DISORDERS:
- Pérez Álvarez, Mariano; Fernández Hermida, Jasé Ramón; Fernández Rodríguez, Concepción; Amigo Vázquez, Isaac. (2010): "Guía de tratamientos psicológicos eficwces III. Infancia y adolescencia." Editorial Pirámide. Coleeción PSICOLOGÍA. ISBN: 9788436818161.
- Bueno i Toreens, David. (2022): "Neurociencia para educadores". Editorial Octaedro. Colección Rosa Sensat. ISBN: 9788499219912.
- Ceriotti Migliarese, Mariolina. (2019): "La familia imperfecta. Cómo convertir los problemas en retos". Edizioni Ares. ISBN: 9788432151323.
- Moreno, Eloy. (2018): "Invisible". Editorial Nube de tinta. ISBN: 978-8416588435.
- 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.
- 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.
- 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.
- J. de Prada y J. Aurelio López Gil. (2010). “Mediación escolar. Cuaderno para la formación de mediadores escolares.” Escuela de Mediación.
Basic:
- Carballo, A. & Portero, M. (2018). 10 ideas clave Neurociencia y Educación, aportaciones para el aula. Barcelona: Graó.
Complementary:
- Blakemore, S.J. & Frith, U. (2007). Cómo aprende el cerebro. Las claves para la educación. Barcelona: Ariel.
- Bueno, D. (2017). Neurociència per a educadors. Barcelona: Rosa Sensat.
- Howard-Jones, P. (2011). Investigación neuroeducativa. Neurociencia, educación y cerebro: de los contextos a la práctica. Madrid: La Muralla.
- Mora, F. (2013). Neuroeducación. Madrid: Alianza.
- Morgado I. (2014). Aprender, recordar y olvidar. Claves cerebrales de la memoria y la educación. Barcelona: Ariel.
- Sousa, D. (2014). Neurociencia educativa: Mente, cerebro y educación. Madrid: Narcea.
- Tokuhama-Espinosa, T. (2011). Mind, Brain, and Education Science: A comprehensive guide to the new brain-based teaching. New York: W.W. Norton.