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2020/2021

Psychopedagogic Intervention in Populations with Social Difficulties

Code: 42977 ECTS Credits: 10
Degree Type Year Semester
4313754 Psychopedagogy OT 0 A
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Sebastia Sanchez Marin
Email:
Sebastia.Sanchez@uab.cat

Use of Languages

Principal working language:
catalan (cat)

Teachers

Nair Elizabeth Zárate Alva

Prerequisites

Once you have accessed the master no prerequisites are required for this module.

Objectives and Contextualisation

In this context, the subject of psychoeducational intervention in people with social difficulties general aims for its students:

  • Train education professionals able to guarantee school and social integration of all students, with special attention to students most at risk of social exclusion.
  • Train professionals who can maximize school performance, using available and showing positive expectations regarding the pathways the school population socially disadvantaged tools.

In this context, the subject of psychoeducational intervention in people with social difficulties specific objectives for its students:

  • Knowing the structures of families in social difficulty.
  • Analyze the unique characteristics of students from families with social problems.
  • Study the different intervention strategies with school population socially disadvantaged.

Competences

  • Assess the educational psychology needs of pupils, groups and organisations by applying different methodologies, instruments and techniques.
  • Continue the learning process, to a large extent autonomously
  • Develop skills and techniques for guiding and counselling families.
  • Generate proposals that are innovative and competitive.
  • Manage and engage educational teams to provide an appropriate response to the educational psychology needs of pupils, groups and organisations.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  • Work in and with unidisciplinary or multidisciplinary teams and participate actively as a member of the community.

Learning Outcomes

  1. Continue the learning process, to a large extent autonomously
  2. Draw up an action plan to involve families in the educational processes, in order to minimise social difficulties.
  3. Draw up an engagement plan for educational psychology teams in the different social and educational institutions.
  4. Generate proposals that are innovative and competitive.
  5. Identify the key elements that help to lead and engage the educational teams working with pupils who have social difficulties.
  6. Identify the personal, social and educational needs of persons with social difficulties.
  7. Implement community-wide prevention programmes that involve children's families.
  8. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  9. Work in and with unidisciplinary or multidisciplinary teams and participate actively as a member of the community.

Content

1. Socio-community intervention services

  • Municipal Services
  • Autonomous services
  • Specialized specialized services
  • Total institutions

2. School population in disadvantaged social situation

  • Host process
  • Needs assessment
  • Tutorial action integration process
  • Follow-up and non-curricular adaptations

3. Care for newly arrived students with integration difficulties

  • Welcome and integration
  • Host classroom
  • Adaptations of the curriculum for newly arrived students
  • Evaluation of newly arrived students
  • Teacher tutors of the host classroom
  • Incorporation of students from foreign education systems

4. Psychopedagogical intervention of students in disadvantaged social situations

  • Attention to diversity
  • Individual attention plan for diversity plans
  • Care for students with special educational needs
  • Special Education Support Units (USEE)
  • Shared schooling between the regular center and the special education center
  • Care for students suffering from prolonged illness

5. Indicators of social vulnerability.

  • Child abuse: The sources, The biological bases, The consequences
  • Clarification of concepts
  • Protection factors / Risk factors
  • Strategies and actions
  • From abuse to bontracte
  • Family care, Comprehensive health, Affective support, Basic material resources ...
  • The macho violence
  • Peer violence

6. Family and centers.

  • Counseling, Guidance and Family Intervention
  • Participation of families: various experiences
  • Intervention in the cases of problems of the parents in relation to the children

7. Coordinated multidisciplinary intervention.

  • Multidisciplinarity and interdisciplinarity
  • Networking model
  • Coordination .... between primary and secondary school; transfer of cycles; formal and non-formal centers and services
  • Prevention and guidance ... strategies 

8. Services within the community and referral:

  • External and specific educational services
  • Health services
  • Services of the Social Welfare and Family Department
  • Other singular resources and services

Methodology

The methodology of classes is based on cooperative learning and the case method. The working sessions will be theoretical, practical or mixed. The teaching of the master's degree in psychopedagogy will be FACE-TO-FACE.

The theoretical classes will be based on oral presentations by the teacher, complemented with audiovisual teaching resources (PWP, videos, etc.) as well as a recommended basic bibliography. Differentiated activities of personal training work and group work will be carried out.

In summary, the following teaching methods will be taken into account:

  • Lectures Exhibitions
  • Document Analysis and reflection
  • Case studies and simulations of professional situations
  • Work in cooperative groups

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Exhibitions by teachers of content and basic issues on the agenda. It is done with the whole group class and allows exposure of the main content through an open and active participation by students. 65 2.6 7, 4, 5, 6, 9
Type: Supervised      
Individual Treball i / or grups SuperViSAT pel professorat on mitjançant anàlisi of documents, resolució case or activitats diverses s'aprofundeix in continguts els i temàtiques treballades 119 4.76 2, 3
Type: Autonomous      
Individual work focuses verse achieving competencies to achieve by the student 60 2.4 7, 2, 3, 5, 6, 1, 8

Assessment

It will start from a criterion based on continuous assessment, which makes classroom attendance mandatory, which will allow us to measure the degree of specific competences of the program that the student has achieved. 

Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19

The following elements shall be taken into account:

  1. Class attendance (sharing and expressing opinions and reflections) (10%). It will consist of class attendance and individual delivery of a review on one of the topics addressed in the module and chosen by the student.
  2. Theoretical-practical tests (85%). They will consist of 3 evidences (two individual and one group) proposed by the two professors of the module based on the analysis of cases and the personal training work carried out. One of them will refer to topics 1, 2, 3 and 4, another will refer to topics 5, 6, and 7. The third evidence will cover all of the topics. It will be specified more specifically at the beginning of each topic. The dates of the evidence are:
  3. During the month of February 2021, the group evidence will be prepared
  4. All of the individual evidences will be developed in April 2021
  5. At the end of April 2021, the other individual evidence will be delivered
  6. In May of 2021 will be the recovery of the previous evidences (if applicable)
  7. Self-assessment of the student (5%), which will consist of a final written reflection of the module individually (self-assessment refers to the student's own participation, to their involvement, in their learning process, in what the module, etc.). This self-assessment will be integrated within the third evidence work. Delivery 30 April 2021.
  8. The results of the evaluation of each one of the evidences must be published in the virtual campus in the maximum term of one month after its realization.
  9. To overcome the module, it is necessary to have approved all the evidence. In case the module is suspended, the student will have to register again of the module in the next edition of the master. In thiscase, no noteof evidence will be saved.
  10. Throughout the evaluative process, the student will be guided on the evidences to present,if it were necessary.
  11. According to the UAB regulations, the plagiarism or copy of some written work or test will be penalized with a 0 as evidence note losing the possibility of recovering it, whether it is an individual or group work (inthis case, all members of the group will have a 0).
  12. Attendance to the classroom sessions is mandatory, the student must attend a minimum of 80%. Otherwise the evaluation will correspond to a not presented.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Class attendance 10% 0 0 7, 2, 4, 5, 6, 1, 8, 9
Student self assessment 5% 0 0 7, 2, 3, 5, 6, 1, 8
Theoretical-practical tests 85% 6 0.24 7, 2, 3, 5, 6, 1, 8

Bibliography

  1. AAVV (2010). Intervención con familias y atención a menores en riesgo social. CEAC. Barcelona.
  2. AAVV (2011). Alumnado en situación de riesgo social. Editorial Graó. Barcelona.
  3. AAVV (2012). Adolescencia, aprendizaje y personalidad: problemas y soluciones en la educación secundaria. Sello Editorial. Barcelona. 
  4. Barudy, J., Dantagnan, M., Comas, E. y Vergara, M. (2014). La Inteligencia Maternal. Manual para apoyar la crianza bien tratante y promover la resiliencia de madres y padres. Barcelona: Gedisa.
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  6. Bessel Van de Kolk. (2015). El cuerpo lleva la cuenta. Cerebro, mente y cuerpo en la superación del trauma. Barcelona: Olivella.
  7. Carles, R. (2012) Potencial de aprendizaje y adaptación al contexto educativo: la prevención de problemas escolares en niños inmigrantes.  Editorial Universidad de Granada. Granada.
  8. Castillo i Carbonell, M. (2005). Algunes reflexions entorn de la conceptualització de la infància i adolescència en risc social a l’Estat espanyol. Educar, 36. Pàgs. 31-47.
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  12. Fernández, L. (2013) Intervención con familias y atención a menores en riesgo social.   McGraw-Hill. Madrid.
  13. Gil, JM. (2011) Competencias del trabajador social en poblaciones de especial riesgo. Editorial Mad. Sevilla.
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