Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OB | 3 | A |
There are no prerequisites. The necessary knowledge is that acquired previously or simultaneously in other subjects within this bachelor’s degree, which this subject serves to integrate and apply.
The complexity of factors that determine the behaviour of individuals and populations makes it necessary, more than ever, to provide students with skills that allow them to integrate and apply their learning judiciously.
This subject helps students to begin integrating content from the courses they have taken previously, in the first and second years, and from those taken at the same time as this one, in the third year. It also helps them to develop independent learning skills that will allow them to devise professional solutions to psychosocial problems, always taking into account the sociocultural context in which the individuals concerned live.
The methodology used in this course necessarily involves teamwork, and all group members must know how to give an answer or explanation of the topics covered. That implies that students must pay attention to the contributions of their classmates and must read and reflect on the reference documentation provided by the other team members.
This subject implies participation in a Learning Service Project (LSP). These social commitment projects allow the student to be educated by participating in a project aimed at resolving a real need in a community and thus improving the living conditions of people or the quality of the environment (for more information http://pagines.uab.cat/aps).
1. Listen to and evaluate demands, on the one hand, and devise, plan and manage answers and solutions, on the other.
2. Retrieve the knowledge acquired in the different subjects and apply it in an integrated way to the case studies and the proposed intervention project.
3. The distinctive model of competences at work: the importance of non-visible competences (attitudes, sensitivity, values, personal aspects, etc.) in the performance of the professional work of the psychologist and in approaches to intervention projects.
4. Professional teams: case studies. Preparation, implementation and evaluation of projects.
5. Acquisition and implementation of the Problem Based Learning (PBL) methodology.
6. Presentation of professional reports. The display/public presentation of results.
7. Searching for documents and for information in the literature. Consulting experts.
8. Ethical positioning in the professional role. Reflection on the effects and implications of professional practice.
The teaching program contemplates for each semester 7 sessions of 2 hours of face-to-face teaching. For all sessions (14 sessions throughout the academic year) the morning groups will be divided into 6 and the afternoon groups into 2.
Face-to-face sessions in the classroom will alternate with independent work sessions outside the classroom. In the classroom sessions, the teacher will tutor the work carried out by the work group, providing the necessary guidelines for the different activities on resolving cases and developing the intervention project, and he/she will help with other work and offer advice on the learning process. The out-of-class sessions are for the work groups to work independently.
The teaching methodology will consist of PBL (Problem Based Learning), which involves working in groups of 4 to 5 people. The students will develop and present most of the learning evidences for the first and second semester in their group. Based on the study of cases that pose real situations, students will implement a work plan that will lead them to study towards and expand on the different objectives set in the program. The objective of problem-based learning is the generalization of the acquired knowledge, so that, at the end of the course, the student is able to respond to a wide variety of situations different from the cases worked on. Emphasis is placed more on aspects related to the integration of knowledge and team work than on specific interventions.
Students are recommended to consult experts in relation to the topics, which can help solve the cases and complete the project. In any case, it must be understood that the role of the tutor is at all times non executive, so the group must direct the learning process itself and the tutor only performs specific follow-ups. It should be taken into account that the interaction within the group should not take the form of an exchange of opinions, but of expressions of knowledge acquired through reflection, based on the references consulted
A typical scheme in ABP methodology could be the following.
1. Read and analyze, in groups, the scenario in which the problem is presented.
2. Prepare a description of the problem that the group is trying to solve.
3. Identify the objectives to be fulfilled by addressing the problem that the tutor has raised.
4. As a group, prepare a list of what is required to deal with the problem. Prepare a list of questions about what you need to know in order to solve the problem, as well as concepts that must be mastered. Identify the information available to the different members of the group.
5. Prepare a plan with possible actions to cover the identified knowledge needs and any recommendations, solutions or hypotheses.
6. The team seeks information from all relevant sources to meet the learning objectives and solve the problem.
7. Working in a group, the information collected is analysed, options and possibilities are searched, and the need for more information to solve the problem is rethought.
8. It is important that a report be prepared in which recommendations, estimates of results, inferences or other decisions appropriate to the problem are made. All of the foregoing must be based on the data obtained and on the antecedents. The entire group must participate in this process in such a way that each member has the ability to answer any questions about the results.
This is a year-long course. Attendance at face-to-face sessions and group work are essential to success in the subject. Students should keep this in mind if they are considering a mobility program (Erasmus, Sicue-Seneca, etc.) that entails a stay outside the university during the academic year.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether thedifferent directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
D1. Case Resolution 1 | 7 | 0.28 | 1, 8, 10, 12, 14, 23 |
D2. Case Resolution 2 | 7 | 0.28 | 2, 1, 16, 8, 12, 14, 26, 25, 23 |
D3. Resolution of the Intervention Project | 14 | 0.56 | 1, 12, 14, 9, 5, 23, 15 |
Type: Supervised | |||
S1. Case Supervision | 7.5 | 0.3 | |
S2. Supervision of the project | 7.5 | 0.3 | |
Type: Autonomous | |||
A1. Search for information, reading, ... for cases 1 and 2 | 40 | 1.6 | 24 |
A2. Search for information, reading, ... for the project | 65 | 2.6 | 5, 24 |
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Ev1a. Final report Case 1 | 5 | 0 | 0 | 1, 7, 8, 21, 10, 13, 12, 14, 24, 23 |
Ev1b. Oral Presentation Case 1 | 10 | 0 | 0 | 4, 9, 6, 11, 24, 3 |
Ev1c. Acts group Work grupal Case 1 | 10 | 0 | 0 | 1, 5, 24, 23 |
Ev2a. Final Report Case 2 | 5 | 0 | 0 | 2, 1, 16, 7, 8, 21, 13, 12, 14, 26, 25, 24, 23 |
Ev2b. Oral Presentation Case 2 | 10 | 0 | 0 | 9, 24 |
Ev2c. Acts group work Case 2 | 10 | 0 | 0 | 1, 5, 24, 23 |
Ev3a. Report of Intervention Project | 25 | 0 | 0 | 1, 22, 21, 14, 9, 5, 24, 23, 15 |
Ev3b. Oral Exhibition of the intervention project | 20 | 2 | 0.08 | 9, 24 |
Ev3c. Follow-up reports of group work | 5 | 0 | 0 | 1, 20, 19, 17, 18, 5, 24, 23 |
Mandatory reading:
Problem-based learning at HYMS: A guide for students by students. The Hull York Medical School, 2012.
Downloable from:
The mandatory parts ares:
RECOMMENDED READINGS
- Araújo, U.F. i Sastre, G. (Coords.) (2008) El aprendizaje basado en problemas. Una nueva perspectiva de la enseñanza en la universidad. Barcelona: Editorial Gedisa.
- Castro, A. (2004) Las competencias profesionales del psicólogo y las necesidades de perfiles profesionales en los diferentes ámbitos laborales. Interdisciplinaria, año/vol. 21, num. 002, pp. 117-152.
- Colegio Oficial de Psicológos de España (1998) Perfiles profesionales del psicólogo. Madrid: Colegio Oficial de Psicológos de España. Disponible en http://www.cop.es/perfiles/
- Consejo General de Colegios Oficiales de Psicólogos - EUROPSY (2007) Competencias de los psicólogos. Disponible en: http://www.europsy.cop.es/index.php?page=competencias
- Hmelo-Silver, Cindy E. (2004) Problem-Based Learning: What and How Do Students Learn? EducationalPsychology Review, Vol. 16, Nº 3: 235-266.
- Mendoza, A. (2005) El estudio de casos: Un enfoque cognitivo. Mexico: Trillas.
- Oakley, B., Felder, R.M., Brent, R. i Elhajj, I. (2004) Coping with Hitchhikers and Couch Potatoes on Teams (Como enfrentarse a los jetas y a los mantas). Journal of Student Centered Learning, vol. 2, num. 1.
- Orts, M. (2011) L’aprenentatge basat en problemes (ABP). De la teoria a la pràctica: una experiència amb un grup nombrós d’estudiants. Barcelona: Editorial GRAÓ.
Per les temàtiques que es tractaran en cada cas, l'equip de professors recomanarà bibliografia específica.