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.
Section I. Historical evolution of family dynamics.
Topic 1.From the pre-industrial model to the industrial model. Factors that precipitated the change.
Topic 2. Family diversity in Spain.
Section II .Concept, functions and dimensions of analysis.
Topic. 3.Elements on which to define a new family model. From the model family to the different family models.
Topic 4. Theoretical approaches in the study of the family. The evolutionary-educational family scenario.
Topic 5. Family educational styles. Importance of bidirectional studies to analyze parent-child relationships.
Section III. Non-conventional families.
Topic 6. Divorce.
Topic 7. Reconstituted families.
Topic 8. Homoparental families.
Section IV. Families at risk.
Topic 9. Child abuse.
Section V. Intervention resources.
Topic 10. Foster care.
Topic 11. Adoption.
Basic bibliography:
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. & 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. & Ortiz, M. J. (Coords.) (1999). Desarrollo afectivo y social. Madrid: Pirámide.
Maganto, J. M. & 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. & Palacios, J. (Coords.) (1998). Familia y desarrollo humano. Madrid: Alianza Editorial
Complementary bibliography
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. & 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. & 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. & Máiquez, M.C. (2015). Manual Práctico de Parentalidad Positiva. Madrid: Síntesis.
Rodrigo, M. J., Máiquez, M.L., Martín, J.C. & 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. & 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. Chid & 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.
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.
The tutor's work will only be considered for scoring if the test exam is passed with a score of 5.
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.
It is important that the students are involved from the beginning in the dynamics and functioning that will be followed in the matter (obligatory attendance to the practices, reading of texts, elaboration of tutored works, etc.). It will be especially valued:
Active involvement in the class dynamics.
Continuous monitoring of the proposed activities and compliance with deadlines.
Integration and cohesion of the tutored work presented.
Mastery of APA norms 7th edition.
Evaluation system in the cases of students with dispensation of class attendance: in exceptional cases contemplated by the regulations, the dispensation to theoretical and practical classes is admitted but not to the elaboration of the tutored work.
Tutoring hours: Office nº 49 (module A):
Tuesday: 10-12 hours.
Wednesday: 10-14 hours.
Tutorials allow students´individual needs or interest to be adressed, especially bibliographical and methodological advice for the final work of the subject.
Antes del inicio de cada tema, los alumnos dispondrán en el aula virtual del material de apoyo para el seguimiento de las clases.
Sistema de evaluación en los casos de alumnado con dispensa de asistencia a clase: en casos excepcionales contemplados por la normativa, se admite únicamente la dispensa para clases expositivas y práctivas pero no a la realización del trabajo tutorizado.
Horario de tutorías. Despacho nº 49 (Módulo A):
Martes: 10-12 horas.
Miércoles: 10-14 horas.
Las tutorías permiten atender las necesidades o intereses individuales del alumnado, especialmente el asesoramiento bibliográfico y metodológico para el trabajo final de la asignatura.
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 | |||
|---|---|---|---|
| 12:00-13:00 | Grupo /CLE_01 | Spanish | Classroom 10 |
| Tuesday | |||
| 12:00-13:00 | Grupo /CLE_01 | Spanish | Classroom 10 |
| 12.19.2024 16:30-18:30 | Grupo /CLE_01 | Classroom 3 |
| 12.19.2024 16:30-18:30 | Grupo /CLE_01 | Classroom 6 |
| 12.19.2024 16:30-18:30 | Grupo /CLE_01 | Classroom 7 |
| 06.17.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 1 |
| 06.17.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 2 |