Psychopedagogic Management and Services
Code: 42975 ECTS Credits: 10| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313754 Psychopedagogy | OT | 0 | A |
Contact
- Name:
- Joan Josep Llansana González
- Email:
- joanjosep.llansana@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
Prerequisites
No prerequisites are needed to complete this module.
Objectives and Contextualisation
The Master's participants have taken the subjects of 'Diversity and Curriculum' and 'Assessment and diagnosis of educational needs', so they have an approach to the current principles and problems that occur in the field of educational psychology. Subsequently and in parallel to the current subject, subjects related to intervention in different educational stages or with different groups of users have been started. Therefore, they are familiar with the spaces and users of the intervention.
This subject analyzes and deepens the models and practices that accompany the organization, management and development of territorial support services, which channel demands and provides support to educational centres and other institutions that require it. Its focus is, therefore, on the knowledge and analysis of the organizational, management and leadership systems of psycho-pedagogical institutions and services. Its knowledge is essential for the educational psychologist, as it is a space for professional activity and as a reference for diagnoses and treatments at the school level.
The objectives of the subject are:
- Understand the organization and functioning of educational psycho-pedagogical support services.
- Analyze the models of organization and functioning of educational psycho-pedagogical support services.
- Delimitate strategies for work with the psycho-pedagogical support services.
- Design and develop proposals for intervention which consider the nature and the functions of educational psycho-pedagogical services.
Competences
- Advise teaching professionals on measures for attention to diversity in the organisation and the design, implementation and evaluation of teaching and learning processes.
- Continue the learning process, to a large extent autonomously
- Critically analyse one's own work and use resources for professional development.
- Manage and engage educational teams to provide an appropriate response to the educational psychology needs of pupils, groups and organisations.
- Organise educational psychology services that promote collaboration between formal and non-formal teaching centres and with other local organisations and resources.
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
- Work in and with unidisciplinary or multidisciplinary teams and participate actively as a member of the community.
Learning Outcomes
- Analyse the functionality of the different internal and external educational psychology services in schools, so as to provide an appropriate response to the educational needs of pupils and groups.
- Collaborate in managing and developing the work of teaching staff so as to give a coordinated response that is effective from the perspective of educational psychology.
- Continue the learning process, to a large extent autonomously
- Critically analyse one's own work and use resources for professional development.
- Design actions that help to engage social and educational teams in attending to the varying educational needs of individuals and groups.
- Design mechanisms for intra- and inter-professional coordination of the different educational psychology, social, and healthcare services, towards the improvement of educational performance.
- Design proposals for teaching and organisational planning in order to improve educational response measures in educational psychology guidance and intervention.
- Design protocols for derivation to external services based on criteria of efficiency.
- Involve them jointly all management teams, teachers and educational specialists, formal and informal institutions, the assessment of educational needs, considered both individually and in groups.
- Lead the design, development and implementation of global development programs and unique projects in community context
- Set up and plan guidance and counselling programmes/services with the aim of optimising teaching-learning processes and the academic performance of secondary-school pupils.
- Set up protocols for derivation to external services through mechanisms for the intra- and inter-professional coordination of the different educational psychology, social, and healthcare services.
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
- Work in and with unidisciplinary or multidisciplinary teams and participate actively as a member of the community.
Content
When specifying the contents, it is necessary to consider the following descriptors:
- Educational centres and the school-social system: relations and complementarity.
- The role of public administrations (local, regional and state) in the psycho-pedagogical task. Regulatory and operational framework.
- Four-dimensional model of psycho-pedagogical support services. Typology and development of the different services.
- Public programs of psycho-pedagogical support.
- Offices, programs and private initiatives for psycho-pedagogical support.
- Networks and collaborative work between institutions.
Methodology
The development of the subject will focus the intervention on the needs and possibilities of the training user. It is understood that the student is active and autonomous during the learning process and that he/she has the support of the teacher. In this sense, the teaching staff will support the students at all times, providing them with the necessary information and resources so that learning can be generated (master classes, selection of readings, bibliographic orientations, etc.) and will accompany them in their autonomous learning, proposing activities as diversified as possible (individual, group, reflection, Internet search, analysis of practical cases, etc.).
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Presencial large group (lecture and workshops application) | 60 | 2.4 | 2, 5, 6, 7, 11 |
| Type: Supervised | |||
| Work in cooperative groups | 20 | 0.8 | 1, 6, 8, 11, 12 |
| group analysis of documents | 35 | 1.4 | 1, 6, 8, 11, 12 |
| specialized tutoring monitoring | 10 | 0.4 | 1, 6, 8, 11, 12 |
| Type: Autonomous | |||
| Individual analysis of documents | 40 | 1.6 | 5, 7, 12 |
| Consultation and reading the recommended bibliography | 40 | 1.6 | 5, 7, 12 |
| Organization documentation | 25 | 1 | 5, 7, 12 |
| Test Preparation | 20 | 0.8 | 5, 7, 12 |
Assessment
a) What will be evaluated?
The degree of assimilation of the contents studied (section 7 of this guide) and of the learning outcomes (section 6 of this guide).
b) When will we evaluate?
We consider that there are three key moments in the evaluation of the subject: initial evaluation, continuous evaluation and final evaluation.
-
The initial evaluation should allow knowing the entry-level of the students in terms of knowledge about the subject and experiences they have in group work, autonomous work, etc., in order to be able to adapt the program to their characteristics.
- Continuous evaluation will allow us to verify the level of achievement of learning in order to attend to the diversity and particularity of the students while making decisions about the pace of development of the program.
- The final evaluation should allow us to verify the level of learning achieved, taking into account the objectives and skills of the program, without disregarding the adaptations that may have been introduced.
c) How will we evaluate?
The evaluation instruments are specified as follows:
- Attendance (10%), linked, when necessary, to the delivery of practices in the classroom.
- Theoretical-practical tests (40%): an individual theoretical-practical test (26/04/23) related to the contents and professional skills studied. The test will be done during the last class session.
- Module work (45%): a) a presentation (in a group), on the objectives, composition and operation of a privately owned Psychopedagogical Service (20%). b) portfolio (individual) (31/05/23) understood as a synthesis that integrates the notes, the reflections, the contributions of the readings, and the documents and practices worked on in the classroom (25%). The deadline for the delivery of the portfolio and the self-assessment will be approximately one week after classes have finished.
- Self-assessment (5%)
- The results of the evaluation of each of the pieces of evidence will have to be published on the virtual campus within a maximum period of one month from its completion, and a review date will have to be offered within 10 days of its publication.In the event that the module is suspended, that it is not passed, the recovery activities (of the exam or of the suspended works) would be carried out on June 21, 2023.
The results of the evaluation of each of the pieces of evidence will have to be published on the virtual campus within a maximum period of one month from its completion, and a review date will have to be offered within 10 days of its publication.
In accordance with UAB regulations, plagiarism or copying of any piece of work or written test will be penalized with a 0 as the grade of the evidence and the possibility of recovering it will be lost, whether the work is individual or group (in this last case, all the members of the group will have a 0 as grade).
Attendance at face-to-face sessions is mandatory, the student must attend a minimum of 80%. Otherwise, it will be recorded as "NOT PRESENTED" (NP).
Particular cases, doubts, suggestions, etc., will have to be raised with the professor of the corresponding module.
Students must be able to express themselves fluently and correctly and show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.
The proposed teaching methodology and evaluation may undergo some modification depending on the restrictions on attendance imposed by the health authorities.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Academic works: group presentation and portfolio | 45% | 0 | 0 | 4, 2, 6, 8, 12, 10 |
| Attendance | 10% | 0 | 0 | 2, 6, 7, 11, 9 |
| Self-evaluation | 5% | 0 | 0 | 4 |
| Theoretical and practical test | 40% | 0 | 0 | 1, 2, 5, 6, 7, 8, 11, 12, 10, 13, 3, 14 |
Bibliography
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Links to websites:
- AGÈNCIA PÈR LA QUALITAT DEL SISTEMA UNIVERSITARI DE CATALUNYA, que té referències a l’avaluació de les institucions (http://www.aqu.cat/universitats/index.html) i dels professorat (http://www.aqu.cat/professorat/index.html)
- AGENCIA NACIONAL DE EVALUACIÓN DE LA CALIDAD Y ACREDITACIÓN: http://www.aneca.es/
- Confederación de Organizaciones de Psicopedagogía y Orientación: http://www.copoe.org/
- Serveis Educatius Andalusia: http://www.juntadeandalucia.es/educacion/agaeve/web/agaeve/servicios-educativos-evaluacion
- Serveis Educatius Generalitat de Catalunya: http://www20.gencat.cat/portal/site/ensenyament/
- Serveis Educatius de Extremadura: http://recursos.educarex.es/pdf/guiaservicios/guiaservicios_201112.pdf
Software
No software is required.