Psychology and Gender

1. COGNITIVES
To bring the students near to a specific knowledge of the psychology of gender, approaching the topics related to the evolutionary, cognitive, of health, psychosocial, and behavioral processes, from the above mentioned perspective.
To study and to analyze the processes related to the construction of the identity of gender from an ontogenetic perspective.
To analyze the sexist attitudes and violence against women.

2. PROCEDURALS
- To develop in the students the aptitude for analyzing and identifying sexist and stereotyped behaviors along the life span.
- To familiarize the student with the necessary keys for psychosocial intervention in intimate partner violence.

3. ATTITUDINAL
- To promote into the student the aptitude for critically analyzing the social preferences of games, friendship, sports, diseases and those socially gender typified.
- To promote the respect and the tolerance for the plurality and difference.
- To sensitize the student about sexism, machismo and intimate partner violence from a social and historical perspective.

THEORETICAL CONTENTS
1. Introduction.
- Sexual and gender identity.
- Gender roles, attitudes and stereotypes.

2. Health and gender asymmetries.
- Health and gender.
- Androcentric models.

3. Intimate partner violence.
- Types and consequences of intimate partner violence.
- Main explicative models.
- Psychological intervention with victims.

4. Batterer intervention.
- Intervention programs.
- Risk evaluation.

5. The victim in the judicial system.
- The principles of therapeutic jurisprudence.
- Victim psychological expert report.

PRACTICAL CONTENTS
- Supervised essay about gender
- Jornadas de Género

Basic Bibliography

Barberá, E., e Benlloch, I. (Coords.) (2011). Psicología y género. Madrid: Prentice Hall.
Disponible en PDF en el Google académico.

Complementary Bibliography

Andrés-Pueyo, A., y Echeburúa, E. (2010). Valoración del riesgo de violencia: Instrumentos disponibles e indicaciones de aplicación. Psicothema, 22(3), 403-409.

Alonso , C. (Coord.) (2013).Violencia de género y justicia. Santiago de Compostela: Servizo de Publicacións e Intercambio Cientíifico de la Universidade de Santiago de Compostela.

Arce, R., y Fariña, F. (2007). Programa Galicia de reeducación para maltratadores de género. Anuario de Psicología Jurídica, 16, 41- 64.

Arce, R., y Fariña, F. (2006). Psicología del testimonio: Evaluación de la credibilidad y de la huella psíquica en el contexto penal. En Consejo General del Poder Judicial (Ed.), Psicología del testimonio y prueba pericial (pp. 39-103). Madrid: Consejo General del Poder Judicial.

Amezcua, J.A. y Pichardo , M.C. (2000). Diferencias de género en auto concepto en sujetos adolescentes. Anales de Psicología 16(2), 207-214.

Bosch, E., y Ferrer, V.A. (2002). La voz de las invisibles. Las víctimas de un mal amor que mata. Valencia: Cátedra.

Corsi, J. (1995). Violencia masculina en la pareja: Una aproximación al diagnóstico y a los modelos de intervención. Buenos Aires: Paidós.

Sastre, G., y Moreno, M. (2002). Resolución de conflictos y aprendizaje emocional: Una perspectiva de género. Barcelona: Gedisa.

BASIC AND GENERAL

CB1 - That students have demonstrated to possess and understand knowledge in an area of ​​study that starts from the base of general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects which imply knowledge coming from the forefront of their field of study
CB2 - That students know how to apply their knowledge to their work or vocation in a professional manner and have the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of ​​study
CB3 - That students have the ability to gather and interpret relevant data (usually within their area of ​​study) to make judgments that include a reflection on relevant issues of social, scientific or ethical nature
CB4 - That students can transmit information, ideas, problems and solutions to a specialized and non-specialized public
specialized
CB5 - That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy
CG1 - That they have the capacity to approach their professional and formative activity with respect to the Code of Ethics of the psychologist, which includes, among other more specific, the principles of respect and the promotion of the fundamental rights of the people, equality between people, the principles of universal accessibility and design for all and democratic values ​​and a culture of peace.

TRANSVERSALS
CT1 - Ability to synthesize
CT2 - Ability to solve problems and make decisions
CT3 - Ability to work in a team and collaborate with other professionals
CT4 - Self-critical ability
CT5 - Communication capacity
CT6 - Ability to develop and maintain up-to-date skills, skills and knowledge of the profession
SPECIFIC
CE1 - Demonstrate knowledge and understanding of the functions, characteristics, contributions and limitations of the different theoretical models of Psychology.
CE3 - Demonstrate knowledge and understanding of the main processes and stages of psychological development throughout the life cycle in its aspects of normality and abnormality.
CE5 - Demonstrate knowledge and understanding of the psychosocial principles that intervene in the behavior of individuals and in the functioning of groups and organizations.
CE7 - Demonstrate knowledge and understanding of the different methods of evaluation, diagnosis and psychological treatment in different applied areas of psychology - clinical and health, social, educational
CE10 - Know how to promote health and quality of life, through the methods of the profession, in individuals, groups, communities and organizations in different areas and contexts: educational, clinical and health, work and organizations , group and community
CE11 - Know how to select and manage techniques and instruments specific to Psychology
CE12 - Know how to define the objectives, develop the plan and intervention techniques according to the needs and demands of the
recipients, and evaluate the results obtained
CE13 - Know how to transmit the results of the evaluation accurately and accurately to the recipients
CE14 - Know how to prepare psychological reports in different fields of action, aimed at the recipients and other professionals
CE15 - Knowing how to comply with the deontological obligations of Psychology

THEORICAL CLASSES.
The teachers will expose the contents of the topics, indicating the paragraphs, the aims that must be reached and the basic bibliography. This information will use as guide in the learning process of the student.

INTERACTIVE CLASSES
The interactives classes will be centered to introduce the main contents of the seminar specifying the aim of the supervised work that the students must plan and carry out, and making concrete the guidelines of action.
At the interactives classes will be stimulated the development of skills to work in group and questions will be requested to promote the debate. Likewise, we will put on emphasis in the need to resort to the search of information related to the treated contents, in order to come to a suitable resolution of the problem raising.

PERSONAL WORK OF STUDENTS
All the subject contents, both theoretical and interactive, are complemented with a series of activities of individual work of the student which aim is to guarantee and to reinforce her/his learning process.

TUTORSHIPS
The tutorships are driven to solve punctual doubts relative to the theoretical contents and as conductive of the works that will be performed in the different seminars. This methodology is thought as a support to the personal work and the teamwork. These tutorships can carry out along the entire course across the virtual subject, also.

VIRTUAL TEACHING
In this subject, virtual teaching is used as a tool of support. Through the virtual platform of the University of Santiago, the students could consult permanently the materials related to the progress of the subject as well as to carry out individualized tutorships.

The evaluation will be continuous being compulsory the assistance to expositive and interactive classes.

The theoretical contents will be evaluated by means of an exam. The obtained qualification will suppose 60 % of the final note.

The contents acquired at the seminars will be evaluated continuously in the interactive classes, in the tutorships and in the seminars across the evolution of the work, and the final result and its presentation and public defense. The qualifications obtained in this module will suppose 40% of the final note.

To pass both modules i.e., theoretical and practical, is required for getting pass the subject.

When the assessment process was begun, the student will be evaluated with independence that she/he ended all the process.

Those students who have been granted dispensation from class attendance must do the same interactive task as the rest of the students, but individually, and must sit the final exam of the course in person, with the assessment criteria for both tests being the same as for the rest of the students.

For the achievement of the aims established at the subject program, the time of work considered ad necessary is 114 hours, which would be distributed of the following way:

For the theoretical contents, 22 hours consist in attending classes and 44 for reading and individual study, supposing a total of 66 hours for the theoretical contents.

As for the interactive contents (seminars), 9 hours will be to attend classes and 36 hours personal and group working, supposing a total of 45 hours.

The tutorships: 1 hour.

Final evaluation: 2 hours.

- To get engagement with the workteam.

- Active Implication in the dynamics of class.

- Punctual accomplishment of individual works.

- Fulfillment of the deadlines.

- Continued follow-up of the proposed activities.

The attendance to theoretical and interactive classes is compulsory. The repeated and not well-taken absences will have penalty.

At the beginning of the course the students will have available a complete guide of study in which there will be exhaustively gathered all the contents that will be treating as well as a detailed temporal distribution of the development of the different activities and the bibliography. It is indispensable that students consult from time to time the above mentioned guide.