Participar activament en el treball d´equip, respectant les decisions col.lectives. · Saber analitzar les demandes i les necessitats de persones, grups o organitzacions en diferents contextos utilitzant els marcs teòrics de la psicologia · Establir les prioritats, les metes i els objectius de la intervenció · Identificar les característiques dels individus, grups o organitzacions i els contextos rellevants per als serveis que se sol·licita · Valorar, contrastar i prendre decisions sobre l'elecció dels mètodes i dels instruments de mesura adequats en cada situació o context d'avaluació · Aplicar els mètodes o les estratègies recollits en el pla d'intervenció, d'acord amb els objectius establerts, en els contextos rellevants per al servei demanat.
1. Introduction to Theory of Mind. 1.1. What is ToM? 1.2. Development of ToM. 1.3. Relationship between ToM and social behaviour. 2. Relationship between ToM, language & executive functions. 3. ToM and Psychopathology. 3.1. Language and communication disorders. 3.2. Affective disorders. 3.3. Behavioural disorders; 3.4. Personality disorders; 3.5. Psychopathic disorders; 3.6. Other types of disorders. 4. Evaluation and Intervention. 4.1. Evaluation of ToM skills. 4.2. Intervention to improve mentalistic abilities.
Tipus d’activitat Hores amb professor Hores sense professor Total Altres 10,00 10,00 20,00 Exposició dels estudiants 3,00 10,00 13,00 Prova d'avaluació 2,00 10,00 12,00 Treball en equip 10,00 20,00 30,00 Total 25,00 50,00 75
Antonietti, Alessandro (cop. 2006 ). Theory of mind and language in developmental contexts . New York: Springer. Catàleg Astington, Janet W. (2005 ). Why language matters for theory of mind . New York: Oxford University Press. Catàleg Baron-Cohen, Simon (cop. 1995 ). Mindblindness : an essay on autism and theory of mind . Cambridge (Mass.) [etc.]: MIT Press. Catàleg Doherty, Martin J (2009 ). Theory of mind : how children understand others' thoughtsand feelings . New York: Psychology Press. Catàleg Hala, Suzanne, 1954- (1997 ). The Development of social cognition . New York: Psychology Press. Catàleg Homer, Bruce D. (cop. 2005 ). The Development of social cognition and communication . Mahwah, N.J.: Lawrence Erlbaum Associates. Catàleg Mitchell, Peter (1996 ). Acquiring a conception of mind : a review of psychological presearch and theory . Eribaum: Psychology Press. Catàleg Moore, Chris Frye, Douglas (1991 ). Children's theories of mind : mental states and social understanding . Hillsdale [etc.]: Lawrence Erlbaum. Catàleg Papaleontiou-Louca, Eleonora (cop. 2008 ). Metacognition and theory of mind . Newcastle: Cambridge Scholars Pub.. Catàleg Perner, Josef (1994 ). Comprender la mente representacional . Barcelona [etc.]: Paidós. Catàleg Repacholi, Betty Slaughter, Virginia (2003 ). Individual differences in theory of mind : implications for typical and atypical development . New York: Psychology Press. Catàleg Saarni, Carolyn (cop. 1999 ). The development of emotional competence . New York: Guilford Press. Catàleg Saxe, Rebecca (2007 ). Theory of mind . Hove [etc.]: Psychology Press. Catàleg Schneider, Wolfgang, 1950- (2005 ). Young children's cognitive development : interrelationships among executive functioning, working memory, verbal ability, and theory of mind . Mahwah, N.J.: L. Erlbaum Associates. Catàleg
Activitats d'avaluació: Descripció de l'activitat Avaluació de l'activitat % Continuous evaluation tasks. Students will have to complete different tasks based on readings and videos. They will be done inside & outside the class, and will consist on text and video commentaries, case analyses, questions, exercises... Different criteria will be established for each of the tasks. 25 Oral expositon of a scientific article. Students will have to explain a scientific article about the relationship between ToM and a specific disorder.Evaluation criteria will be given to students before the oral presentation. 25 Group Work: Evaluation of ToM skills. In groups, students will have to choose a task used to evaluate a Theory of Mind skill, administer to a person or a group of people and evaluate its results within the theoretical framework. Criteria will be established at the moment of explaining the activity. 25 Final Exam. This activity will be done individually. Specific evaluation criteria will be explained before the exam. 25
The marks of the students in each of the 4 evaluative activities will be added in a final score. In order to pass students need to get a mark of at least 50 % of the maximum final score. Criteris específics de la nota «No Presentat»:Students who are evalutated in only one or two evaluation activities will be considered as "no presentat".