ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.2 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.45
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Psychology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
Objectives of the subject
General:
To have students reflect on some of the processes related to the reality of the family as a framework for human socialization and development.
Specific:
- To be able to identify the primary functions, processes and influences of the family environment on social and personal development.
- To approach the family as a dual evolutionary-educational construction model.
- To be able to examine family areas amenable to intervention and developed applicable intervention criteria and tools.
- To developed a critical ability for current family problems.
- To be able to analyse, summarize and communicate information about the family derived from scientific and professional literature.
- To be able to collaborate in teamwork.
1. The family: frameworks and models.
2.The developmental-educational scenario in the family.
3.Importance of two-way studies in the analysis of parent-child relationships.
4. Family counselling: Contexts, functions and professional profile.
5. Unconventional families. Divorce and reconstituted families. Homoparental families.
6. At-risk families. Maltreatment situations. Dependence situations.
7. Family counselling and mediation. Adoption. Family foresting.
Bibliografía básica:
Arranz, E. (Coord.) (2004). Familia y desarrollo psicológico. Madrid: Alianza Editorial.
Arranz, E. & Oliva, A. (2008). Desarrollo psicológico en las nuevas estructuras familiares. Madrid: Pirámide.
Gracia, E. y Musitu, G. (2000). Psicología social de la familia. Barcelona: Paidós.
Jiménez, A.B. (2005). Modelos y realidades de la familia actual. Madrid: Fundamentos.
López, F. (2008). Necesidades en la infancia y en la adolescencia: Respuesta familiar, escolar y social. Madrid: Pirámide
López, F., Etxebarria, Y., Fuentes, M. J. y Ortiz, M. J. (Coords.) (1999). Desarrollo afectivo y social. Madrid: Pirámide.
Maganto, J. M. y Bartau, I. (2004). Corresponsabilidad familiar. Fomentar la cooperación y responsabilidad de los hijos. Madrid: Pirámide.
Martínez, M.C. (2015). Orientación familiar: contextos, evaluación e intervención. Madrid: Sanz y Torres.
Rodrigo, M. J. y Palacios, J. (Coords.) (1998). Familia y desarrollo humano. Madrid: Alianza Editorial
Bibliografía complementaria:
Al, C. M. W., Stams, G. J. J. M., Bek, M. S., Damen, E. M., Asscher, J. J., & Van der Laan, P. (2012). A metaanalysis of intensive family preservation programs: Placement prevention and improvement of family functioning. Children and Youth Services Review, 34(8), 1472–1479.
Al, C.M. W., Stams, G.J. J. M., van der Laan, P.H., & Asscher, J.J. (2011). The role of crisis in family crisis intervent ion: Do crisis experience and crisis change matter? Children and Youth Services Review, 33(6), 991–998.
Fine, M.J. y Lee, S.W. (Eds.) (2001). Handbook of diversity in parent education: The changing faces of parenting and parent education. San Diego, CA: Academic Press.
Golombok, S. (2006). Modelos de familia ¿Qué es lo que de verdad importa? (M. Jiménez,Trad.). Barcelona: Graó.
Matos, A.R. y Sousa, L.M.(2004). How multiproblem families try to find support in Social Services. Journal of Social Work Practice, 18 (1), 65-80.
Noortje M. Pannebakker, Paul L. Kocken, Meinou H.C. Theunissen, Krista van Mourik, Matty R. Crone, Mattijs E. Numans, Sijmen A. Reijneveld. (2018) Services use by children and parents in multiproblem families. Children and Youth Services Review , 84, 222-228.
Rodrigo, M.J. y Máiquez, M.C. (2015). Manual Práctico de Parentalidad Positiva. Madrid: Síntesis.
Rodrigo, M. J., Máiquez, M.L., Martín, J.C. y Rodríguez, G. (2005). El asesoramiento a familias con riesgo psicosocial. En C. Monereo y J. I. Pozo (Eds.), La práctica del asesoramiento educativo a examen . Barcelona: Graó
Rodrigo, M.J., Máiquez, M.L., Martín, J.C. y Byrne, S. (2008). Preservación familiar. Un enfoque positivo para la intervención con familias. Madrid: Pirámide.
Tausendfreund, T., Knot-Dickscheit, J., Schulze, G.C., Knorth, E. & & Grietens, H. (2016). Families in multi-problem situations: Backgrounds, characteristics, and care services. CHILD & YOUTH SERVICES, 37(1), 4-22.
SPECIFIC COMPETENCIES OF DEGREE
- Functions, characteristics and contributions of the different theoretical models of the Psychology.
- To define the objectives, develop a plan and techniques of intervention in breakpoint the needs and demands of recipients, and evaluate results.
- To transmit to the recipients, of suitable and precise form, the results of the evaliación.
- To fit to the obligations deontológicas of the Psychology.
SPECIFIC COMPETENCIES OF SUBJECT
CE1- To demonstrate knowledge and understanding of the functions, characteristics, contributions and limitations of the different theoretical models of Psychology.
CE12- Know how to define the objectives, develop the plan and intervention techniques according to the needs and demands of the target audience, and evaluate the results obtained.
CE13- To know how to transmit the results of the evaluation to the addressees in an appropriate and precise manner.
CE15- To know how to comply with the deontological obligations of Psychology.
TRANSVERSAL COMPETENCES
CT1- Ability to synthesize
CT2- Problem-solving and decision-making skills
CT3- Capacity for teamwork and collaboration with other professionals
CT4- Capacity for self-criticism
CT5- Communication skills
The teaching methodology has to do with the teaching / learning processes and, therefore, must be planned in a way that leads to the achievement of the competences and the objectives formulated. To do this, we propose an active and reflective methodology that combines individual and group activities and promotes constructive resolution of the difficulties that arise in relation to learning the subject. This methodology requires both a theoretical analysis and a practical approach to the subject, so the methods that we include respond to a series of teaching modalities that are divided between a compulsory classroom time, class attendance, and a non-classroom time or autonomous work by the students.
In order to facilitate the follow-up of the explanations, the students will previously have a didactic guide for each of the topics, in which the competences and objectives to be achieved, the contents to work on, the supervised work and the recommended bibliography to consult. Likewise, a series of activities related to these contents are included that will guide the students towards a better understanding of them. As far as possible, it will try to promote collective discussion in the classroom.
Teaching activities included the following:
1. Lectures intented to provide students with a structured, up-to-date view of the relevant facts and concepts for each topic.
2. Supervised work by the students on specific contents of the subject with the teacher setting the objectives, and guiding and monitoring students´work. Each student group is to complile and summarize the information on each topic for its subsequent oral delivery. Individual student activities include reading the basic and supplementary literature on the subject topics and preparing the oral presentation of the supervised group work.
Depending on the health situation, the methodology may undergo changes that allow it to be adapted to telematics or blended teaching scenarios (see Observations).
There will be an end-of-term test exam accounting for 60% of the overall subject mark. The exam, to be held on the date set in the official exam calendar, will assess students for acquisition of the lecture contents and compulsory readings used to prepare their supervised work.
The other 40% of the subject mark will be contributed by students activities (the report on supervised work, presentation of the report and training assessment activities). Students will be assessed for timely completion of their assignments, their ability to communicate information and engage in teamwork, and their command of the subjects contents.
Depending on the health situation, the evaluation system may undergo changes that allow it to be adapted to telematics or blended teaching scenarios (see Observations).
In addition to the time spent in attending lectures and performing supervised work, students are estimated to require and additional 30 hours of individual work to read the recommended literature, 22,25 hours to prepare the report on their supervised work and 20 hours of self-study.
- Taking an active role in class.
- Regulary attending lectures and other in-class activities.
- Timely completion of assigned tasks.
Contingency plan.
Given the uncertainty caused by the current health situation, part of the content may be worked on in a autonomous by the student, which will be duly informed through the Virtual Campus of the subject.
In case of requiring the use of telematic teaching, we will use narrative exposition for expository teaching and the Teams tool for supervised work. The follow-up of non-face-to-face activities will be controlled by means of lists of participation in Teams sessions and the delivery of practical work by controlling the delivery of activities on the Virtual Campus.
Depending on the health circumstances, the evaluation tests may take place telematically using the resources of the Virtual Campus and Forms. For cases of fraudulent performance of exercises or tests, the one set forth in the Regulations for the evaluation of student academic performance and the review of grades will apply.
Given the uncertainty caused by the current health situation, part of the contents, although they will be worked on in the subject, may not be subject to evaluation, which will be duly informed in sufficient time through the subject's Virtual Campus.
María Fernanda Páramo Fernández
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813727
- mfernanda.paramo [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 14:10-15:00 | Grupo único | Spanish | Classroom 1 |
| Tuesday | |||
| 14:10-15:00 | Grupo único | Spanish | Classroom 10 |
| 12.21.2020 09:30-12:00 | Grupo único | Classroom 1 |
| 12.21.2020 09:30-12:00 | Grupo único | Classroom 2 |
| 12.21.2020 12:30-15:00 | Grupo único | Classroom 1 |
| 12.21.2020 12:30-15:00 | Grupo único | Classroom 5 |
| 12.21.2020 12:30-15:00 | Grupo único | Classroom 6 |
| 12.21.2020 12:30-15:00 | Grupo único | Classroom 7 |
| 06.11.2021 09:30-12:00 | Grupo único | Classroom 1 |
| 06.11.2021 09:30-12:00 | Grupo único | Classroom 2 |
| 06.11.2021 09:30-12:00 | Grupo único | Classroom 3 |