The aforementioned criteria apply to students attending 80%-100% lectures.

If you fail in June, you have to repeat what you have failed. The criteria and the dimensions being evaluated are the same during the academic year.

Semi-present students: you must attend three lectures that will be indicated in the timetable of this subject. Compulsory attendance to these three lectures will be 10% of the final mark. Also, you should participate in a role playing (performing a professional and a family member). This will mean a 25% of the final mark. You must make the exam (45% of the final mark). You should also present the summary of the books and articles (from a list) that you have done. This is 20% of the final mark. This will be the criteria to evaluate semi-present students during the whole academic year.

Students who are exused to attend should make the exam (60% of the final mark), role-playing (20% of the final mark) and a summary of the books and articles readed from a list (20%). You may request personal assisstance from the teacher. Your marks will depend on these criteria during the whole academic year.

All students:

In case of plagiarism, the student will get a fail mark ("0") either in the first evaluation or the second evaluation. In case plagiarism happens in the second evaluation, the mark of the first evaluation would be changed to "0".

Learning outcomes	Study programme competences
Ser capaz de identificar las variables más relevantes en el entorno familiar de la persona con discapacidad. Capacidad para la implementación de diferentes técnicas y estrategias de mejora de la relación familiar de las personas con discapacidad. Conocimiento del papel de los cuidados profesionales y familiares en la atención de las personas en situación de dependencia. Dominio de los instrumentos y pautas de intervención en la familia de las personas con discapacidad.	AR22	BR1 BR7 BR8 BR9 BR10	CR1 CR2 CR6 CR7
CEIP7. Ser capaz de integrar coñecementos avanzados no campo das relacións de familia ante situacións de discapacidade e dependencia.	AR1 AR22
CG4 Ser capaz de intervir na problemática derivada da discapacidade e da dependencia		BR9
CEIP8. Capacidade para deseñar e executar proxectos de investigación no ámbito da intervención psicolóxica nas relacións de familia ante situacións de discapacidade e dependencia.	AR1 AR23
CB7. Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en ámbitos novos ou pouco coñecidos dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo		BR2

Topic	Sub-topic
1. Family: structural diversity and family proccesses	1.1. Concepto de familia 1.2. Tipos de familias 1.3. Implicaciones de la diversidad familiar en la intervención
2.Theories of the family and family intervention	2.1.La teoría evolutiva 2.2.La teoría sistémica 2.3 El modelo ecológico
3. Biopsychosocial approach to illness and disability in relation to family	3.1. El marco biopsicosocial 3.2. Tipología biopsicosocial de la enfermedad
4. Time phases	4.1. Fase de crisis 4.2. Fase crónica 4.3. Transiciones
5. Family dynamics	5.1 Experiencias multigeneracionales 5.2. Los sistemas de creencias familiares
6. Families as health service users and carers	6.1. El modelo de colaboración centrado en la familia 6.2 Acceso a los servicios
7. Lost: family answers	7.1. Pérdida anticipatoria 7.2. Fase terminal 7.3. Intervención en la pérdida
8. Family intervention	8.1. El proceso de intervención 8.2. Introducción a la práctica de la intervención sistémica
9. From therapy to psychoeducational interventions	9.1. Grupos multifamiliares 9.2. Terapia familiar psicoeducativa 9.3. Atención a los hermanos de niños especiales

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Multiple-choice questions	A1 A22 B2 B10 C2 C6	2	40	42
Simulation	B7 B8 B9 C1	10	4	14
Directed discussion	B1 C6	2	2	4
Workbook	A1 A22	0	49	49
Student portfolio	A1 A23 C7	4	20	24
Guest lecture / keynote speech	A1 A22 B1 B10	11	0	11
Introductory activities	B1 B8	1	1	2

Personalized attention		4	0	4

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Multiple-choice questions	O exame é tipo test con 30 preguntas 3 tres alternativas de resposta na que so unha é a resposta correcta. Restan errores, de modo que, cada dous errores quitan un acerto.
Simulation	O alumnado fará distintas escenificacións de casos propostos por eles/elas e outros propostos pola docente. Se avaliará o seu desempeño como profesionais e como clientes. Ademáis, contarán con exemplos de simulacións na plataforma Moodle. En Moodle, igualmente, se inclúe la rúbrica de avaliación do desempeño como profesionais y como membros de unha familia.
Directed discussion	Realizarán as lecturas correspondentes á asignatura e que se indican no calendario que se proporciona ó comezar o cuadrimestre. Na clase, se debatirán ideas e conceptos relacionados coas lecturas e se proporcionarán oportunidades de interacción virtual.
Workbook	Se proporciona a referencia de libros e artículos ou documentos e se indica qué día da semana deberán leelos e se exporán e debatirán na uala. Para a elaboración do portafolio e para a realización do exame, también deberán realizar lecturas.
Student portfolio	O portafolios contén o traballo grupal centrado na intervención familiar.
Guest lecture / keynote speech	As sesións maxistrales abordarán os contenidos da materia para os que antes o alumnado deberá ter lido o indicado na programación da asignatura.
Introductory activities	As actividades iniciais se dedican a introducir a asignatura e a explorar as áreas que desexe trabajar o alumnado en xogos de roles, así como as súas áreas de interés dentro da asignatura, as súas expectativas e os seus coñecementos previos.

Methodologies	Competencies	Description	Qualification
Multiple-choice questions	A1 A22 B2 B10 C2 C6	The exam has 30 questions with three options and just one right answer. Two mistakes substract one right answer.	30
Directed discussion	B1 C6	Students will have to attend the lectures and actively involve in the classroom. They will also have to answer the questions and activities that will be offered.	10
Student portfolio	A1 A23 C7	This document includes group activities related to a family intervention program.	30
Simulation	B7 B8 B9 C1	Role-playing will mean that students will have to perform as professionals and as family members in either individual family interventions or multiplefamily interventions.	30

Assessment comments
The aforementioned criteria apply to students attending 80%-100% lectures. If you fail in June, you have to repeat what you have failed. The criteria and the dimensions being evaluated are the same during the academic year. Semi-present students: you must attend three lectures that will be indicated in the timetable of this subject. Compulsory attendance to these three lectures will be 10% of the final mark. Also, you should participate in a role playing (performing a professional and a family member). This will mean a 25% of the final mark. You must make the exam (45% of the final mark). You should also present the summary of the books and articles (from a list) that you have done. This is 20% of the final mark. This will be the criteria to evaluate semi-present students during the whole academic year. Students who are exused to attend should make the exam (60% of the final mark), role-playing (20% of the final mark) and a summary of the books and articles readed from a list (20%). You may request personal assisstance from the teacher. Your marks will depend on these criteria during the whole academic year. All students: In case of plagiarism, the student will get a fail mark ("0") either in the first evaluation or the second evaluation. In case plagiarism happens in the second evaluation, the mark of the first evaluation would be changed to "0".

Basic	Watzlawick, P., Weakland, J.H., Fisch, R (2012). Cambio: formación y solución de problemas humanos. . Herder Harnett y Tierny (2012). Convention of hope. British Journal of Learning Disabilities, 37, 257-264. Villavicencio, C.E. & López Larrosa, (2020). Ecuadorian mothers of preschool children with and without intellectual disabilities: Individual and family dimensions. . Research in developmental disabilities, 105 Lundeby, H. y Tossebro, J (2008). Exploring the Experiences of “Not Being Listened To” from the Perspective of Parents with Disabled Children. Scandinavian Journal of learning disabilities Rolland, J.S (2000). Familia, enfermedad y discapacidad. Barcelona: Gedisa López Larrosa, S. y Escudero, V (2003). Familia, evaluación e intervención. Madrid: CCS Varela, N. Escudero, V. y López Larrosa, S. (2015). Familias y enfermedad física. Manual de intervención familiar y multifamiliar. Madrid: Grupo 5 Rivett, M., & Buchmuller, J. (2017). Family Therapy Skills and Techniques in Action. Abingdon, Oxon, UK: Routldege. Equipo EIF (2008). Manual de instrumentos de evaluación familiar. Madird: CCS White, M. y Epston, D. (2010, 5º edición). Medios narrativos para fines terapéuticos. Barcelona: Paidós Venero, M. y Rodríguez-Arias, J.L. (2006). Terapia familiar breve.. CCS

Complementary	Stewart, L.M., Sellmaier, C., Brannan, A.M. & Brennan, E.M. (2023). Employed Parents of Children with Typical and Exceptional Care Responsibilities: Family Demands and Workplace Supports. Journal of Child and Family Studies (2023) 32:1048–1064 https://doi.org/10.1007/s10826-022-02363-5 López Larrosa, Silvia (2021). Familia y necesidades educativas de los hijos: intervención y reflexiones.. En B. D. Silva, L. S. Almeida, A. Barca, M. Peralbo, & R. Alves (Eds.), Atas do XVI Congresso In Green, S.E., Darling, R.B., y Wilbers, L. (2013). Has the parent experience changed over time? A meta-analysis of qualitative studies of parents of children with disabilities from 1960 to 2012. . Research in Social Science and Disability, 7, 97-168.

Other comments
In order to adhere to the strategic Green Campus Plan of the Faculty, students' written documents in this subject will be uploaded in Moodle so, they will not be printed.