Study programme competencies |
Code
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Study programme competences / results
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A2 |
Coñecer e integrar os fundamentos psicolóxicos da Logopedia: o desenvolvemento da linguaxe, o desenvolvemento psicolóxico, a Neuropsicoloxía da linguaxe, os procesos básicos e a Psicolingüística. |
A8 |
Coñecer os fundamentos do proceso de avaliación e diagnóstico. |
A11 |
Redactar un informe de avaliación logopédica. |
A26 |
Adquirir un coñecemento práctico para a avaliación logopédica. |
A30 |
Coñecer a actuación profesional e os contornos onde se desenvolve a práctica. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
Learning aims |
Learning outcomes |
Study programme competences / results |
- Adquiring abilities in understanding the psychology of non verbal communication, with special focus in the study of the role of the environment, the movement, the tactile behaviour, facial expression, visual and paralinguistic behaviour.
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A2
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- Knowledge and understanding of psychosocial processes and effects involved into the communication. Emotions, social perception, attitudes, etc. Differences regarding the type of communication. |
A2 A30
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- Knowledge of the interpersonal communication features, as well as the comunication an social relations theories, and the study of their components, properties, and effects of the interpersonal and intergroup relations.
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A2
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C6
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- Knowledge of the variables and dimensions allowing the understanding of social interaction, as well as the role that environment plays in the explanation of communicative behaviour.
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A2
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C6
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- Knowledge of conceptual and functional aspects of human communication.
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A2
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- Analysis of the more relevant variables of persuasive communication, with special focus in the organizations and mass media. |
A8 A11 A26 A30
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Contents |
Topic |
Sub-topic |
1. Communication: an introduction
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- Nature of communication process. Transactional, affective and personal nature.
- Instrumental and consummatory functions of communication.
- Definition of the communication process. Features. Research strategies.
- Multifunctionality of communication.
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2. Interpersonal communication and social interaction
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- Interpersonal communication.
- Styles of communication: assertive, aggressive and passive
- Social relations:Components, properties, and effects of relations.
- Relation between groups.
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3. Non verbal communication
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- Non verbal communication.
- Environment, territoriality and personal space.
- Physical appearance, body movement, and body position.
- Tactile behaviour and face epressions.
- Visual behavior and paralinguistic behavior.
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4. Persuasion and mass communication |
- Persuasion and communication.
- Variables in persuasive communication.
- Contexts of persuasion. Interpersonal persuasion.
- Persuasion in organizations.
- Persuasion in mass media. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Document analysis |
A2 A11 C6 |
3 |
14 |
17 |
Directed discussion |
A30 C6 |
5 |
10 |
15 |
Workbook |
A30 |
1 |
5 |
6 |
Supervised projects |
A26 A2 C6 |
2 |
12 |
14 |
Oral presentation |
A2 A26 C6 |
6 |
36 |
42 |
Mixed objective/subjective test |
A8 C6 |
1 |
0 |
1 |
Guest lecture / keynote speech |
A8 A30 |
8 |
8 |
16 |
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Personalized attention |
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1.5 |
0 |
1.5 |
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(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Document analysis |
ANALYSIS OF DOCUMENT SOURCES
- Analysis of documents as a basis for the production of the programme.
- Bibliography, films.
- Internet, films with practical cases, interviews, and lectures. |
Directed discussion |
CHAIRED DISCUSSION
- Discussion in group of relevant aspects of the contents of the programme with regard to the four main sections.
- Work groups an discussion on partial aspects.
- Discussion in group.
- Conclusions.
- Analysis and discussion of results from relevant research.
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Workbook |
READINGS
- Preparation of readings for developing and understanding the contents of the programme.
- Selection and preparation of readings for discusson and group work.
- Selection and preparation of readings for the final examination.
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Supervised projects |
Supervised learning process aimed at helping students to work independently in a range of contexts (academic and professional). Focused primarily on learning ‘how to do things’ and on encouraging students to become responsible for their own learning. |
Oral presentation |
Core component of teaching-learning process involving coordinated oral interaction between student and teacher, including proposition, explanation and dynamic exposition of facts, topics, tasks, ideas and principles. |
Mixed objective/subjective test |
Mixed test consisting of essay-type and objective test questions. Essay section consists of open (extended answer) questions; objective test may contain multiple-choice, ordering and sequencing, short answer, binary, completion and/or multiple-matching questions. |
Guest lecture / keynote speech |
MASTER SESSION
- Master sessions with presentations of the contents of the programme will be carried out. They will allow to understand and to structure mentally the scheme of theoretical and practical development of the subject.
- Other master sessions will be carried out by invited outstanding lecturers. |
Personalized attention |
Methodologies
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Document analysis |
Workbook |
Supervised projects |
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Description |
- With the aim of analyzing how the student is involved into the reading process, as well as how he/she processes the knowledges and methodology for making synthesis and discussion of relevant aspects, readings and synthesis will be discussed in individual tuthory sessions, with personalized attention.
- With the aim of verify the degree of understanding an the progrress of the students with the contents, personalized attention will be paid also to the readings used for producing commented work, abstracts or thematic/author reviews. |
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Assessment |
Methodologies
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Competencies / Results |
Description
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Qualification
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Oral presentation |
A2 A26 C6 |
Se requerirá la presentación oral del trabajo tutelado |
10 |
Guest lecture / keynote speech |
A8 A30 |
MASTER SESSION.- Attendance and participation of students in the master sessions will be evaluated, as well as their participation in coloquiums and discussions with adequate questions within the subject of the session. |
10 |
Document analysis |
A2 A11 C6 |
- Análisis de la documentación que sirve de base para la elaboración del programa.
- Bibliografía, documentales.
- Internet, vídeos con casos prácticos, entrevistas, y conferencias |
10 |
Mixed objective/subjective test |
A8 C6 |
Proba que integra preguntas tipo de probas de ensaio e preguntas tipo de probas obxectivas.
En canto a preguntas de ensaio, recolle preguntas abertas de desenvolvemento. Ademais, en canto preguntas obxectivas, pode combinar preguntas de resposta múltiple, de ordenación, de resposta breve, de discriminación, de completar e/ou de asociación. |
60 |
Supervised projects |
A26 A2 C6 |
- Los trabajos se realizarán sobre las temáticas propuestas en clase. Podrán ser individual o en grupo |
10 |
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Assessment comments |
A)it will be necessary to approve the part
of the theoretical examination to be able to pass the subject (3 on 6), then,
this part will add the activities made
in the interactive part. All the students have to deliver all the activities, before
the date of the exam in order to be evaluated. The mark of the interactive part
of June will be saved for the exam of July.
In second and successive registrations will not compute the qualifications of
the interactive part of the previous courses. In case you don´t do the test
exam, the qualification will be “No Presented”. B) Students who can not assist regularly to class and it can be justified with a document; the student will have the
possibility to present exclusively to
the mixed proof final, in the dates fixed by the Board of Centre. The
assessment in this case of the final proof will be 10 points. The student will
have to get in touch with the professor
of the subject C) The qualification of MH will be given
automatically to the student that obtain 10 in the qualification of the subject.
Depending on the number of MH that the Faculty gives; if there are more
students with this qualification, they have to do a specific proof, that consists
in a new examination of similar characteristics to the one of the mixed proof
made before. It happens the same to students that get an
upper qualification to 9.0 after requesting it to the professor and making the proof
described before.
D) For the students with a partial dedication and dispenses academician of exemption of
assistance: the student has to communicate it to the
responsible professor of the subject at the beginning of the course. The student only will have the possibility to do the mixed proof final written, in the dates fixed by the Board of Faculty. The assessment in this case of the final proof will be
of 10 points. E) Opportunity advanced of
evaluation: The student that is included in
the rules of academic management of the UDC will
have the option to pass the subject doing an exam that is expalined before. The
assessment in this case of the final proof will be of 10 points
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Sources of information |
Basic
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Vikan, A. (2017). A fast road to the study of emotions. EE.UU: Springer
Ekman, P. (2010). Cómo detectar mentiras. Paidós Ibérica
López Pérez, R., Gordillo León, F. y Grau Olivares, M. (2019). Comportamiento no verbal: más allá de la comunicación y el lenguaje. Madrid: Ediciones Pirámide
Ballenato Prieto, G. (2013). Comunicación eficaz. Madrid: Pirámide
Cameron, M. (2012). El lenguaje secreto del cuerpo. Barcelona: Obelisco
Bogel, C. (2019). El secreto de la Psicología de la comunicación: verbal y no verbal. Venezuela: Babelcube
Fernández-Abascal, E. (2016). Emociones positivas. Madrid: Ediciones Pirámide
Anolli, L. (2012). Iniciación a la Psicología de la Comunicación. Barcelona: Universidad de Barcelona
Wiemann, M. (2011). La comunicación en las relaciones interpersonales. Madrid: Aresta.
Davis, Flora (2011). La comunicación no verbal. Alianza editorial
Mehrabian, A. (2017). Non verbal communication . New York:Routledge
Díaz Méndez, D. (2017). Psicología de la Comunicación. Madrid: Centro de Estudios Financieros
Pease B., Pease A. (2014). The definitive book of body language. Nueva York: Bantam Books
Lench, H. (2018). The function of emotions. EE.UU: Springer
Beattie, G. Ellis, A. (2014). The Psychology of language and communication. New York: Taylor and Francis Group
Turchet,, P. (2014). The secrets of body language: an illustrated guide to knowing what peopel are really thinking and feeling. Londres: Constable & Robinson Ltd.
Hook, D., Franks, B., Bauer, M. (2016). The Social Psychology of Communication. Londres: Palgrave Macmillan
Littlejohn, S.W. & Foss, K.A. (2011). Theories of Human Communication.. Long Grove, IL: Waveland Press Inc. |
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Complementary
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Recommendations |
Subjects that it is recommended to have taken before |
Basic Psychological Processes/652G04002 | Psychology of Language Development/652G04007 |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
Therapeutic Communication Skills/652G04043 | Sociolinguistics/652G04044 |
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Other comments |
It is recommended that the students carry out the subject updated, so much regarding the expositive classes as to the interactive ones. The attendance to the classrooms, the realization of all the activities planned in these and the participation in academic and non-academic acts, organized by the teacher who teaches the subject as well as by the Faculty of Educational Sciences, without prejudice to attendance at events organized by other institutions. For contributing to a responsible environment, from this matter, it is intended to contribute, by not using more than the essential role, in the case of examinations and some important works, everything else will be done by telematic means, so it is going to ensure that the students acquire skills for healthy lifestyles, and healthy habits and routines. The subject will be taught at a gender angle, so that the student is sensitized with equality. |
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