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: Second Semester
Teaching: With teaching
Enrolment: Enrollable
- Identify the characteristics, objectives and phases of the assessment and diagnosis process of psychological development.
- Know and critically evaluate the properties, structure, and applications of the main existing tools for
assessment and diagnosis of psychological development in different evolutionary periods.
- Plan the phases of a specific diagnostic process and make decisions about the most appropriate instruments for each case.
- Know existing diagnostic instruments adapted to exceptional circumstances.
- Consider the structure and contents of the appraisal report.
- Know how to prepare a report on psychological development and properly interpret its results.
T. 1. The process of evaluation of psychological development. General phases of the evaluation process of psychological development. Ethical and scientific guarantees of psychological evaluation. Main evaluation procedures and techniques.
T. 2. The evaluation and diagnosis of psychological development in early childhood. Objectives and areas of evaluation. Techniques and instruments of evaluation and diagnosis of development. Evaluation of the family environment. Assessment and diagnosis of special educational needs and specific educational support needs.
T. 3. The evaluation and diagnosis of psychological development in school age and adolescence. Objectives and areas of evaluation. Techniques and instruments of evaluation and diagnosis of development. Evaluation of the family environment. Assessment and diagnosis of special educational needs and specific educational support needs.
Arco, J.L. y Fernández, A. (Cords.) (2004). Manual de evaluación e intervención psicológica en necesidades educativas especiales. Madrid: McGraw-Hill.
Barrio, V. d. (Ed.). (2002). Evaluación psicológica en la infancia y la adolescencia. Madrid: Universidad Nacional de Educación a Distancia.
Bellver, V. (2006). Instrumentos para la evaluación psicopedagógica y psicológica en el marco escolar. Valencia: Promolibro.
Buela-Casal, G., & Sierra, J. C. (Eds.). (1998). Manual de evaluación psicológica. Madrid: Siglo XXI de España Editores.
Conxa Perpiñá (Coord.) (2012). Manual de la entrevista psicológica. Madrid: Pirámide.
Fernández-Ballesteros, R. (Ed.). (2011). Evaluación Psicológica; Conceptos, métodos y estudio de casos.(2a ed.). Madrid: Ediciones Pirámide.
Latorre, A. Teruel, J. y Bisetto, D. (2010). Trastornos y dificultades del desarrollo : evaluación, intervención y casos prácticos. Valencia: Editorial Universidad de Valencia.
Mayor, A. y Rivas, R.Mª. (1996). Evaluación de los trastornos del lenguaje. En Buela-Casal, G., Caballo, V. & Sierra, J. C. (Dirs.), Manual de evaluación en psicología clínica y de la salud (pp. 511-554). Madrid: Siglo XXI de España Editores.
Moreno-Rosset, C. (Ed.). (2009). Evaluación psicológica. Concepto, proceso y aplicación en las áreas del desarrollo y de la inteligencia. Madrid: Sanz y Torres.
Moreno, C. y Ramírez, I. M. (Eds.)(2019). Evaluación psicológica. Proceso, técnicas y aplicaciones en áreas y contextos. Sanz y Torres.
Silva Moreno, F. (Ed.). (1999). Evaluación psicológica en niños y adolescentes. Madrid: Síntesis.
Urbina, S. (2007). Claves para la evaluación con tests psicológicos. S.A. TEA Ediciones.
Veracoechea, G. (2018). La evaluación del desarrollo del niño preescolar. Madrid: Servieditoriales.
BASIC AND GENERAL
CB1 - That students have demonstrated possession and understanding of knowledge in an area of study that is based on general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that involve knowledge from the cutting edge of their field of study
CB2 - That students know how to apply their knowledge to their work or vocation in a professional way and possess 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 (normally within their area of study) to make judgments that include reflection on relevant issues of a social, scientific or ethical nature.
CB4 - That students can transmit information, ideas, problems and solutions to both a specialized and non-specialized audience.
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 training activity from the respect of the psychologist's Code of Ethics, which includes, among other more specific ones, the principles of respect and promotion of the fundamental rights of people, equality between people, the principles of universal accessibility and design for all and the democratic values and a culture of peace.
TRANSVERSE
CT1 - Synthesis capacity
CT2 - Problem solving and decision making skills
CT3 - Capacity for teamwork and collaboration with other professionals
CT4 - Capacity for self-criticism
CT5 - Communication capacity
CT6 - Ability to develop and maintain updated competencies, skills and knowledge of the profession
SPECIFIC COMPETENCES
CE6 - Demonstrate knowledge and understanding of research methods and designs and data analysis techniques specific to Psychology
CE7 - Demonstrate knowledge and understanding of the different methods of psychological evaluation, diagnosis and treatment in different applied areas of Psychology – clinical and health, social, educational.
CE8 – Identify the needs and demands of the recipients in the different fields of application and establish the goals of psychological action
CE9 - Know how to identify the relevant characteristics of the behavior of individuals, groups, organizations and contexts through the methods, techniques and instruments of psychological evaluation
CE11 - Know how to select and administer techniques and instruments specific to Psychology
CE12 - Know how to define the objectives, prepare the plan and intervention techniques based on the needs and demands of the
recipients, and evaluate the results obtained
CE 13 – Transmit to the recipients, in an appropriate and precise manner, the results of the evaluation
CE14 - Know how to prepare psychological reports in different areas of action, aimed at recipients and other professionals
CE15 - Know how to comply with the deontological obligations of Psychology
In order to adjust to the theoretical-practical contents of the subject, the teaching methodology includes both expository techniques, as a basic didactic procedure for presentation, transmission and explanation of the theoretical-practical contents, as well as guided debate techniques typical of participatory classes. for the realization of autonomous works -advance reading of materials, preparation of topics, glossaries and case studies- and for group work -sharing topics, glossaries and cases-.
To facilitate the explanations of the theoretical contents, the students will have a teaching guide in which each of the topics is developed in detail, including the bibliographical references that are recommended to be consulted.
To carry out the interactive classes, the students will have a dossier that includes the necessary material to carry out the different practices, which will be duly addressed by the teacher in the sessions corresponding to said teaching.
In addition, at the beginning of each subject and practice, the necessary documentation will be made available to students through the e-learning platform of the Galician Supercomputing Center (CESGA).
Students will also have some tutorials in which they can meet with the teacher to make inquiries and receive guidance on their work, the syllabus... The schedule will be of maximum availability, with the possible exception of other academic activities that, punctually, so prevent it.
To assess the skills acquired in the matter, the assessment system includes the following sections.
1. Carrying out individual assignments consisting of the written preparation of the theoretical objectives specified in item 1 of the program, having to prepare, at the same time, the material corresponding to each one.
The evaluation of the individual work includes the quantitative assessment -0.25 (fail), 0.50 (approved), 0.75 (remarkable), 1 (outstanding) - of the following aspects: foundation and depth of content, correctness, coherence and rigor in the writing, complete and organized presentation of the material and content mastery.
Total score: 7
2. The realization of a group work, in which the planning and elaboration of an evaluation-intervention plan focused on one of the situations/practical cases offered and whose purpose is to establish a prevention plan must be carried out. school or, solve the demand in cases about development difficulties and disorders, in accordance with the contents of topics 2 and 3 of the program.
The evaluation of the group work includes the quantitative assessment -0.25 (fail), 0.50 (approved), 0.75 (remarkable), 1 (outstanding)- of the following aspects: project planning -theoretical foundation, objectives , methodology, collection and analysis of information, evaluation proposal-; results analysis/report; preparation of the report of the evaluation proposal in which the presentation of the work, the organization of contents, its development and the clarity, correction and rigor in the writing are valued; and, content domain.
Total score: 3
In the final evaluations of both works, as a continuous evaluation activity, the participation and responses of the students in the follow-up of the different activities are included.
Attendance to activities that require class work by students will be controlled as a way of ensuring proper preparation for the development of individual and group work. Unexcused absences will have a negative impact on the grade of the affected assignment.
Students who participate in a mobility program will be able to carry out the programmed tasks in a remote and tutored way.
To carry out the interactive classes, the students will be provided with a dossier that includes the necessary material for carrying out the different practices, corresponding to the teacher, during them, the teachings of contextualizing, analyzing, relating, arguing, convert information into knowledge and develop thinking skills.
During tutorial hours, the teacher may also request individual or group interviews to verify the degree of achievement and participation in the objectives of the different activities carried out. Failure to attend said appointment will mean failure to pass the activity(ies) in question. In addition, the works of the classes that are not attended, will not be graded.
Students with exemption from attendance must inform the teacher in the same week that their exemption is approved in order to specify their work plan and the specific evaluation of the subject. The evaluation procedure, taking into account the temporary characteristics of the student, will follow the general evaluation conditions of the subject, specified in a rubric according to the teacher's specifications. In addition, this assessment plan entails student follow-ups in scheduled virtual tutorials (minimum 3), being the student who must request them.
It should be noted that if fraudulent performance of exercises or tests is detected, the provisions of the "Regulations for the assessment of academic performance of students and qualification review" will apply.
Note: To pass the subject, students linked to an inter-university program must follow the evaluation criteria that appear in the program and in the teaching guide, being able to fulfill them virtually.
The subject has 4.5 ECTS credits that are distributed in 24 hs. for the expositive classes and 13.5 hs. for interactive classes.
Approximately, it is estimated that the students must dedicate a total of 74 hs. to it, with 44 hours. of study and 30 hs. for the preparation of works.
1. Attendance and active involvement in class dynamics from the beginning.
2. Punctual execution of the works.
3. Basic command of the English language.
4. Possess certain computer rudiments such as handling a word processor and the Internet.
5. Attend tutoring throughout the semester.
-At the beginning of the classes, the students will have the teaching guide of the subject in which the fundamental aspects of it are detailed.
Rosa María Rivas Torres
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813743
- rosa.rivas [at] usc.es
- Category
- Professor: University Lecturer
María Lourdes Vellón Nogueira
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813949
- mlourdes.vellon [at] usc.es
- Category
- USC Pre-doctoral Contract
| Thursday | |||
|---|---|---|---|
| 12:00-13:30 | Grupo /CLE_01 | Spanish | Classroom 10 |
| Friday | |||
| 11:00-12:30 | Grupo /CLE_01 | Spanish | Classroom 10 |
| 03.28.2025 16:30-18:30 | Grupo /CLE_01 | Classroom 3 |
| 03.28.2025 16:30-18:30 | Grupo /CLE_01 | Classroom 6 |
| 03.28.2025 16:30-18:30 | Grupo /CLE_01 | Classroom 7 |
| 06.20.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 1 |
| 06.20.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 2 |