Study programme competencies |
Code
|
Study programme competences / results
|
A1 |
Coñecer os campos da educación social e recoñecer novos ámbitos emerxentes. |
A5 |
Identificar e analizar os factores contextuais que afectan os procesos de intervención socioeducativa. |
A6 |
Seleccionar diferentes métodos e técnicas para a planificación e avaliación de programas e servizos. |
A8 |
Detectar factores de vulnerabilidade, de exclusión e de discriminación social que dificulten a inclusión social, escolar e laboral de persoas e colectivos. |
A9 |
Deseñar e desenvolver proxectos, programas e servizos nos diferentes campos de intervención profesional promovendo a participación e o desenvolvemento comunitario. |
A17 |
Formar axentes de intervención socioeducativa e comunitaria. |
A18 |
Dirixir e coordinar planos e proxectos socioeducativos. |
B1 |
Elaborar, analizar, sintetizar, valorar e transmitir criticamente a información. |
B2 |
Redactar e presentar informes técnicos, memorias, regulamentos ou calquera outro documento básico que contribúa a regular a acción socioeducativa. |
B3 |
Xerar a cultura profesional colaborativa, fomentando o traballo en rede e integrándose en grupos interdisciplinares con iniciativa e responsabilidade. |
B4 |
Deseñar e impulsar espazos socioeducativos en contextos de diversidade atendendo á igualdade de xénero, á equidade e respecto aos dereitos humanos, favorecendo o empoderamento das persoas e colectivos ubicados en situacións de desvantaxe social. |
B6 |
Adquirir e dominar habilidades comunicativas que permitan transmitir información, ideas e propostas a diversas audiencias. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Acquiring knowledge in Social Psychology applied to social, community and human problems
|
A1 A5 A6 A8 A9 A17 A18
|
B1 B3 B4 B6
|
C4 C6 C8
|
To evaluate programs, projects, services and policies oriented towards personal, profesional and institutional development
|
A9
|
B1 B2
|
C8
|
Organising and supporting aid programs to people or collectives socially excluded or at risk of exclusion |
A5 A6 A8 A18
|
B2
|
C8
|
Coñecer e comprender os supostos básicos da Psicoloxía Social
|
A1 A5
|
|
C8
|
Distinguir a forma de concibir a realidade e a metodoloxía da Psicoloxía Social |
A5
|
B1 B2
|
C6
|
Diagnosing the diferent dimensions, areas and contexts of psycho-pedagogical intervention |
A5 A6
|
B1
|
C6
|
Desingning and implementing research projects applied to different educational intervention fields and contexts
|
A9
|
B1 B2
|
C8
|
Desenvolver estratexias de busca e material de avaliación psicosocial |
|
B1 B3
|
|
Analysis and synthesis skills |
A5 A8
|
B1
|
C4
|
Planning actions, programs and intervention services for the betterment of individuals, groups and organizations |
A9 A18
|
B1 B2 B6
|
C6 C8
|
Adquirir a capacidade creativa e criterios prácticos que permitan aplicar principios de intervención para solucionar problemas concretos, incorporando os coñecementos teóricos e os criterios éticos da disciplina |
A6 A9 A18
|
B1 B4
|
|
Information sources searching and analysis skills
|
|
B1 B3
|
C8
|
Skills for dealing with new situations |
A18
|
|
C4 C6 C8
|
Problem solving skills
|
A5 A18
|
B1
|
C6
|
Ability to apply theoretical knowledge to practise |
A6 A9
|
B4
|
C4
|
Diagnosing the diferent dimensions, areas and contexts of psycho-pedagogical intervention |
A5 A8
|
B1
|
C6
|
Planning and organizing skills |
|
B1 B2
|
C6
|
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
A1 A6
|
|
C4 C6 C8
|
Being sensitive to social and community problems from a Social Psychology perspective
|
A8
|
|
C6 C8
|
Desingning and implementing research projects applied to different educational intervention fields and contexts
|
A1 A9 A17 A18
|
B4
|
|
Being able to exercise an open, cultured, critical, commited, democratic and solidary citizenship in orde to analyze realty, diagnose problems, formulate and implement solutions based on knowledge and aimed at the common good
|
|
|
C4
|
Contents |
Topic |
Sub-topic |
I. INTRODUCTION |
1 The concept of Community
2 Historical evolution of Community Psychology
3 Current definitions for Community Psychology
4 Differences with other fields
5 The Ecological Model
6 The Social Action Model
7 Methodological strategy in Community Psychology
8 Intervention risks in Community Psychology
9 Needs evaluation
10 Social problem definition
|
II- SOCIAL NETWORKS AND SOCIAL SUPPORT
|
1 Social networks historically
2 Community ans association
3 Social structures
4 Mechanic and Organic Societies
5 Social Network definition
6 Social networks characteristics
7 Social support
8 Direct effect theory
9 Buffer effect theory
10 Social support effects on health |
III - EMPOWERMENT |
1 Empowerment definition
2 Empowerment levels
3 Empowering environments characteristics
4 Examining empowerment in organizarions
5 Empowerment research |
IV - SOCIALIZATION PROBLEMS IN CHILDREN AND ADOLESCENTES |
1 Socialization sources
2 Risk factors
3 Social exclusion
4 Children abuse
4.1 Aggressor chracteristics
4.2 Generla intervention principles
5 School violence
5.1 Victim and aggressor profile
5.2 Other participants
5.3 School violence consequences
5.4 School violence prevention
6 Agression towards parents
6.1 Demography of aggression towards parents
6.2 Child aggressor profiles
6.3 Facilitating and predictor variables
6.4 Intervention guidelines and strategies
7 Juvenile delinquency
7.1 Etiology
7.2 Intervention techniques and response protocols
8 Psychopatic adolescents
8.1 Defining factors
8.2 Psychopathy evaluation
8.3 Treatment
9. Parental educational styles
10 Media Violence |
V - DOMESTIC VIOLENCE |
1 Domestic violence and harassment
2 Estatistical data
3 Domestic violence prediction
4 The cycle of Domestic violence
5 Aggressor treatment
|
VI - SEX CRIMES |
1 Types of aggressors
2 Causes for sexual abuse
3 Juvenile sexual offenders
4 paedophilic aggressors
5 Recidivism predictors
6 Aggresor treatment
7 Secual offender treatment in Spain
8 Relationship between sexual offences and pronography |
VII - ADDICTIVE BEHAVIORS |
1 Definition
2 Susbtance addiction
3 Other addictions
4 Risk factors
5 Psychological variables related to addiction
6 Community intervention with addicts
7 Treatment and relapse prevention
8 Adicctiona and mental disorders
|
VIII - MENTAL ILLNESS |
1. Mental illness within the Community
2 Community intervention on mental disorders
3 Predisposing factors
4 Mental illness and social support
5 Protection factors for mental illness |
X - SOCIAL MOVEMENTS |
1 Social movements and society
2 Social organization
3 Empowerment and socail movements
4 New social movements
5 Types of social action
6 Social movement examples |
IX - MARGINALISATION, SOCIAL EXCLUSION AND DELINQUENCY |
1 Social exclusion in current society
2 New forms of social exclusion
3 Poverty in Western Society
4 Social isolation
5 Economic Factors
6 Types of delinquency
7 Community intervention on Delinquency |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Supervised projects |
A1 A5 A6 A8 A9 A17 A18 B1 B2 B3 B4 B6 C4 C6 C8 |
4 |
48 |
52 |
Oral presentation |
B1 B6 |
8 |
16 |
24 |
Simulation |
A5 A17 B3 B6 C4 |
8 |
0 |
8 |
Short answer questions |
A1 |
1 |
41 |
42 |
Guest lecture / keynote speech |
A1 A5 |
21 |
0 |
21 |
|
Personalized attention |
|
3 |
0 |
3 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Supervised projects |
O 20% da avaliación da materia farase a través dun traballo tutelado que consta de dous partes.
A primeira versará sobre o estudo sobre un problema social desde o punto de vista da psicoloxía comunitaria (valorarase que sexa local).
A segunda consistirá no desenvolvemento hipotético dun plan de intervención comunitaria.
Este formato pode substituírse por un traballo en grupo que consiste na participación nunha investigación, con recollida, análise, e redacción dun informe sobre os datos.
|
Oral presentation |
Ademais do informe por escrito, os traballos tutelados deberanse expoñer en clase de forma oral, podéndose utilizar os apoios técnicos dispoñibles.
Esta exposición supoñerá o 20% da nota da materia.
|
Simulation |
Prácticas durante as sesións interactivas sobre os procedementos propios da disciplina. Utilizando os contidos expostos nas sesións maxistrais, os alumnos elaborarán propostas sobre os casos expostos polo profesor. |
Short answer questions |
No caso de que o alumno requira exame, o exame constará de catro supostos ou experimentos de Psicoloxía Comunitaria, e entre 3 e 4 preguntas para cada un deles. As preguntas estarán relacionadas, entre outros aspectos, con identificar os procesos psicosociais que reflicten estes supostos, indicar as implicacións destes procesos, indicar outros procesos relacionados ou propoñer exemplos prácticos. Deberanse elixir e desenvolver dous dos devanditos supostos.
|
Guest lecture / keynote speech |
Existirán clases presenciais que teñen un triplo obxectivo: por unha banda, o de sensibilizar e concienciar sobre os problemas sociais e acerca da importancia de posuír unha visión psicosocial comunitaria aplicada dos mesmos, por outro o de mostrar experiencias que se non se visionan é imposible que o alumno chegue a valorar a súa significación e importancia dentro da materia, e por último ofrecer resumos de contidos importantes dos temas que integran o programa. Comprenderán a exposición de exemplos e vivencias mediante medios audiovisuais e actividades de sensibilización e concienciación.
|
Personalized attention |
Methodologies
|
Supervised projects |
|
Description |
Students are expected to come to orientation hours to complete their course essays and projects. The lecturer will provide guidance on
- Selecting appropriate topics and bibliographic orientation
- Developing the essay structure
Essays will be individual and projects can be done individually or by groups of no more than 4 atudents
|
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Oral presentation |
B1 B6 |
Projects will be presented in the classroom
|
20 |
Guest lecture / keynote speech |
A1 A5 |
Lectures of the content of the course |
5 |
Short answer questions |
A1 |
The student will not need to do the exam if he passes the other evaluations. In that case, 100% of the evaluation will be done through the other metodologies, which will increase their weight on the evaluation accordingly.
The exam will be comprised of 4 texts on Community Psychology, with 3-4 questions each. The student will select 2 texts and answer the questions. |
50 |
Simulation |
A5 A17 B3 B6 C4 |
Activities during interactive sessions based in Community Psychology procedures. Using the content given at the lectures, students will be asked to comeup with proposals for scenarios given by the lecturer
|
5 |
Supervised projects |
A1 A5 A6 A8 A9 A17 A18 B1 B2 B3 B4 B6 C4 C6 C8 |
El 20% de la evaluación de la asignatura se hará a través de un trabajo tutelado que consta de dos partes.
La primera versará sobre el estudio sobre un problema social desde el punto de vista de la psicología comunitaria (se valorará que sea local).
La segunda consistirá en el desarrollo hipotético de un plan de intervención comunitaria.
Este formato puede sustituirse por un trabajo en grupo que consiste en la participación en una investigación, con recogida, análisis, y redacción de un informe sobre los datos.
|
20 |
|
Assessment comments |
|
Sources of information |
Basic
|
JAVALOY, F. (2001). Comportamiento Colectivo y Movimientos Sociales. Madrid: McGraw Hill
MAYA JARIEGO, I., GARCÍA RAMÍREZM m. SANTOLAYA SORIANO, F.J. (2007). Estrategias de intervención psicosocial : casos prácticos. Madrid: Pirámide
MUSITU, G. et al (1994). Intervención Comunitaria. Valencia : Set i Set Edic
MUSITU, G. ; BERJANO, E. ; GRACIA, E. & BUENO, J.R. (1993). Intervención Psicosocial. Programas y Experiencias. Madrid : Editorial Popular
MUSITU, G, (2004). Introducción a la Psicología Comunitaria. Barcelona: UOC
SANCHEZ VIDAL, A. (2007). Manual de Psicología Comunitaria: un enfoque integrado. Madrid: Pirámide
COSTA, M. & LÓPEZ, E. (1991). Manual para el Educador Social. Madrid: Ministerio de Asuntos Sociales
SANCHEZ, A. (1996). Psicología Comunitaria. Barcelona: Ediciones de la Universidad de Barcelona
FERNANDEZ SEDANO, I., MORALES, J.F., MOLERO, F. (2011). Psicología de la intervención comunitaria . Bilbao: Descleé de Brouwer
CLEMENTE, M. (1996). Psicología Social Aplicada. Madrid: Pirámide |
|
Complementary
|
|
|
Recommendations |
Subjects that it is recommended to have taken before |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
|
|