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14 February 2017
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Teaching is concentrated in the faculties and schools, and the departments deal with research, which is also conducted by institutes and chairs, at the same time responsible for knowledge promotion.
The contents of the module will be ordered through the following thematic blocks: 1.Biology and psychology: the theory of evolution as the backbone of biopsychology.Evolutionary psychologies: sociobiology, ethology, evolutionary psychology.2.Genetics and behaviour: from Mendel to molecular genetics.Structure and function of genes.Protein synthesis and gene regulation.Quantitative genetics.3.Neurobiology: neurons, nerve impulses, potentials, synapses, neurotransmitters.Structures of the nervous system.4.Behavioural physiology: neurosciences, psychophysiology, physiological psychology.Systems: nervous, endocrine, immune.Physiological bases of different activities.
The contents of the module will be ordered through the following thematic blocks: 1.What is the Psychology.The object of study of the Psychology.Utility and function of the psychological knowledge.2.History of the Psychology: the Psychology in the Philosophy.The scientific Psychology.The psychological hospital.Theoretical paradigms and prospects of psychology.3.Epistemology of Psychology:.epistemological referents of Psychology.Characteristics of psychological knowledge and how it is formed.4.Psychological research methodology.Qualitative and quantitative research.Stages of the research process.Studies of observation and survey.Experiments and quasi-experiments.Classification of the methods and techniques of qualitative research.5.Bibliographical research.Bibliographical databases.The APA document citation format and presenting research reports.
The content of this subject will be arranged into the following thematic blocks.• Introduction to descriptive statistics.o Organising and representing data.o Ranking measures.o Central trend measures.o Distribution measures.o Typical scores and derivative scales.o Descriptive statistics with two variables.•Foundations of probability theory.o Random variables.o Models of probability distribution.o Statistics sample distributions.• Quantitative research design.o Designs with independent samples.o Designs with related samples.• Data analysis with the SPSS statistics package.o Construction of a data matrix.o Descriptive analysis of data.
Academic autonomy (1 credit): - Initial reception (3 hrs).- The university learning process (6 hrs).- Identification, problem-solving and decision-making (6 hrs) - Academic planning and organisation (6 hrs).– PAS-P (administrative and service staff) and tutorials (4 hrs).Communication and interpersonal relations (1 credit): - Interpersonal communication skills (15 hrs).- Oral and written communication (10 hrs).Socio-professional development (1 credit): - Knowledge of professional work.Observation and reflection on professional practice (15 hrs).- Personal care and professional development (5 hrs).– PAS-P (administrative and service staff) and tutorials (5 hrs).
Academic autonomy (1 credit): - Analysing the results of the first semester, managing emotions and frustration, looking for help (4 hrs).- Collaborative work in teams and networks (8 hrs).- Training the psychologist (2 hrs).– PAS-P (administrative and service staff) and tutorials (4 hrs).Communication and interpersonal relations (1 credit): - Interpersonal communication skills (8 hrs).- Oral and written communication (8 hrs).- Negotiation (9 hrs).Socio-professional development (1 credit): - Knowledge of professional work.Observation and reflection on professional practice (15 hrs).- Personal care and professional development (6 hrs).– PAS-P (administrative and service staff) and tutorials (4 hrs).
Equality in professional relationships: culture, gender and sexuality (3 credits) -The construction of "difference" in psychological science and intervention in different contexts (25 hr).– Elements of the gender perspective, cultural studies and Queer theory for an egalitarian and non discriminatory psychology (25 hr).-Processes and resources of psychology for equality in research and intervention (25 hr).
The contents of the module will be ordered through the following thematic blocks: 1.Neurobiological bases of perception, attention and memory: sensory organs, sensory perception.Structures and neuromodulators involved in memory.Ageing and disorders.Structures involved in attention.2.Perception: sensation and perception from a classical and modern psychophysical perspective.Social perception.The influence of social context on contemporary perception.Attention: determinants and functions.3.Psychology of memory and representation.Structural approach (sensory memories, long-term and working).Process approach: the hypothesis of depth of mental processing.Representational approach: networks, distributed representation, outlines, mental images and propositions.
The module content will be arranged into the following thematic blocks:1.The psychology of development: the role of individual, social and cultural factors about the ontogenetic process from a life cycle perspective.Study of individual differences.The plasticity of human development.Multi-dimensionality and multi-directionality of change.Continuity and discontinuity of development.2.Theoretical orientations of the psychology of development.Approach to the main theoretical orientations.Piaget’s theory.The ecological perspective of development.Vigotsky’s theory of culture shaping cognitive development.Learning and development.Action as a unit of developmental analysis.Cultural psychology.Comparison and appraisal of different theoretical orientations.3.Child psychology.Brain development, plasticity and behaviour.Development of basic processes: psychomotor functions, attention, perception, cognition and language.The development of affective emotions and bonds.Contexts of child development: family, school, peers.Culture and childhood.Social policies and their impact on childhood.Social representations of childhood and its social problems 4.Adolescence.Continuity and discontinuity with childhood.Puberty and its psychological impact.Adolescent thought.The construction of identity.Reorganising social life in adolescence: in the family, in educational contexts, with peers and friends.The couple and sexual intercourses.Work life.Social representations of adolescence and youth and its social problems.5.Maturity: studying adulthood.The family and social and cultural environments as a context of adult development.Professional careers: functions and if
The content of this subject will be arranged into the following thematic blocks.• Inferential statistics.o Estimating parameters.o Comparing and contrasting hypotheseso Comparisons and contrasts through independent and related samples.o Parametric and non-parametric comparisons and contrasts.• Inferential statistics with SPSS.• Application of statistical techniques for analysing results of research in the field of Psychology.
Academic autonomy (1 credit): - Personal initiative and self-motivation (10 hrs).- University participation (10 hrs).– PAS-P (administrative and service staff) and tutorials (5 hrs). Communication and interpersonal relations (1 credit): - Interpersonal communication skills (6 hrs).- Negotiation (9 hrs) - Managing people and teams (10 hrs).Socio-professional development (1 credit): - Knowledge of professional work.Observation and reflection on professional practice (15 hrs).- Personal care and professional development (7 hrs).– PAS-P (administrative and service staff) and tutorials (3 hrs).
The contents of the module will be ordered through the following thematic blocks: 1.Psychology of learning: Genetics, evolution and learning.Familiarisation and sensitisation.Basic associative processes: classical, instrumental conditioning and its interactions.Causal learning.Categorisation.Learning and comparative social cognition.Biological and neuropsychological processes related to learning.Learning and behavioural changes.Principles of learning and psychological intervention.Current trends in research into learning.2.Psychology of motivation: Nature of motivational function.Needs and motivations.Biological, cognitive and social perspective of the primary motivations, of relationship, control and autonomy.Individual differences and motivation.Goal-orientated behaviour: intention, action and agency.Social aspirations, values and personal objectives.Regulating goal-orientated action.Disorders in motivational function.Motivational intervention: design and development of programmes for motivating individuals, groups and communities in psychological practice.3.Psychology of emotion: Nature and function of emotions
The contents of the module will be ordered through the following thematic blocks: 1.Basic principles of cognition, language and communication.The psychological perspective in the study of language and cognition.2.Psychology of communication.Verbal and non verbal communication.From communication to self-regulation.From semantics to pragmatics.Chomsky and innatism.Evolution of communication within a species.Social communication.New communication technologies.Persuasive communication.3.Psychology of language.Perception of speech and understanding of language.Production of language.Pragmatics and speech.Language acquisition.Bilingualism.4.Psychology of thought.Inferential and inductive reasoning.Decision-making.Problem-solving: creativity, expert knowledge and intelligence.Relations between language and thought.5.Neuropsychology of cognition and language: neurobiological bases and changes due to cerebral affectation (agnosia, amnesia and aphasia).6.Social categorisation.Differentiation categorisation processes.Stereotyping and inter-category relations.Social representations.
The module content is arranged into the following thematic blocks: 1.The study of the personality from the point of view of the individual: a. Definition and concept of personality.Theoretical models and historic and conceptual development of the psychology of personality.Research methodology in the psychology of personality.b. Main models and theories in psychology of the personality: internalistes models, processuals, factorial models, biological theories of the personality, cognitive models, interstockholder models.c. Personality and psychopathology.Personality and well-being.The personality from a positive psychology perspective.2.The influence of the social situations on the human behaviour: a. Authoritarian personality, conformism, obedience and submission.b. Power, social influence, ideology and values.c. Interpersonal relations and bonds (strong and feeble).Interpersonal communication.d. Styles of leadership.Stereotypes and prejudices.Group behaviour and social movements.e. The importance of the physical context: pile, environment, privacy and vital space.3.The individual and social identity as a confluence of individual and social factors, and their
EVALUATION TOPIC• Conceptual and methodological bases of psychological evaluation.concept of evaluation, origin and historical journey, conceptual dichotomies, levels of inference and models of psychological evaluation.• Psychological evaluation as a process: phases of the descriptive and predictive evaluation process, phases of the intervention and appraisal evaluation process, the psychological report, scientific and ethical guarantees of psychological evaluation.• Information-gathering techniques: interview and genogram.Observation, self-observation, objective techniques, subjective techniques and projective techniques.• Evaluating programmes.• Evaluating the impact of social interventions PSYCHOMETRICS SUBJECT AREA• Studying the various psychometric properties: internal consistency studies, reliability studies and validity studies.• Introduction to multi-variate techniques: Analysis in main components and factorial analysis.• Process of construction of psychological measurement instruments.
The contents of the module will be ordered through the following thematic blocks: 1.Educational psychology.Educational psychology in the context of psychology.Contexts of development, educational stages and educational practice.2.Educational practices.Constructivism and systemic and ecological approaches as elements of a reference framework for the analysis of educational practices.Analysis of educational practices.3.Educational practices in schools.The characteristics of educational practices in schools.The contribution of educational psychology and instruction in the study and improvement of educational practices in schools.4.Educational psychology and educational practices of families.The family as a context of development and human learning.Family diversity and basic concept of family.. 5 Community programs and practices.The objectives of the intervention and the definition of an enrichment and prevention model.Techniques and strategies for psycho-educational intervention
The contents of the module will be ordered through the following thematic blocks: 1.Concept and history of the psychopathology of childhood and adolescence.2.Models in Psychopathology of childhood and adolescence3.Classification of child Psychopathology.4.Diagnosis in child clinical Psychology.5.General causes of mental disorders in childhood and adolescence.6.Main disorders that begin in childhood and adolescence 7.Intervention models and techniques in clinical psychology of childhood and adolescence.8.Psychological intervention in mental retardation and developmental disorders.9.Psychological intervention in disturbed behaviour disorders.10.Psychological intervention in emotional disorders.11.Psychological intervention in basic body function disorders.
The contents will be organised into the following thematic blocks: . Theoretical foundations of Clinical Psychology. Theoretical and methodological foundations in general and adult psychopathology: Concept and history of psychopathology, Models in Psychopathology, Classification and diagnosis, Psychopathology of basic psychological processes II: alterations in consciousness and identity, alterations in memory, alterations in thought, alterations in perception, alterations in impulse control).. Main disorders of adulthood. Evaluation and diagnosis in adult clinical psychology. Treatment techniques and programs. Intervention in Clinical Psychology
The contents of the module are based around two subjects with the following contents: 1.Psychology of groups: a. Structure of the group.b. Group communication networks.c. Intergroup relationships and category differentiation processes.d. Task-oriented groups: work teams in organisations.2.Psychology of the organisations: a. Types of organisations.b. Interaction between the individual and the organization.c. Power, leadership and decision making in the organization.d. Change in organisational culture.e. Psychological assessment in organisationsf. Psychosocial intervention at work and in organizations.2.Psychology of organisations
Students will undertake an educational tour in which they will visit leading centres from different fields of the profession of psychology.The aim of these visits is to make students familiar with the working environment, the functions, specific activities of a psychologist and the types of service users they attend to.
Conceptual bases in the processes of loss.Theory of the complaint.The emotions.Trauma.Grief.The grief as a complex process.Symptoms.Tasks.Dynamisms.Strategies of facing up.Prevention of the difficulties in the process in mourning.Education for the life and the death.Palliative care.Giving bad news.Seeing the body.Ceremony of personalised farewell.Evaluation of the process in mourning.Main risk factors.Intervention in processes in mourning.Advice.Individual therapy.Group therapy.Complicated grief.Typology.Unauthorised grief.Therapeutic strategies.Children and grief.Understanding the concept of death.How to deliver bad news.The COR model to help children with grief.Main psychological interventions.Caring for the professional.Preventing burnout.
Introduction to the phenomenological paradigm.- Planning qualitative research: theory and practice.- Main qualitative research methods: ethnography, ethnomethodology, founded theory, case studies, biographical method and research-action.- Main data collection techniques: in-depth interviews, participant observation, discussion groups, creative techniques, projective techniques, Delphi technique and qualitative questionnaires.- Data analysis and interpretation: using the textual data analysis program.MAXQDA.- Writing and presenting the research report - Ethical aspects to consider in qualitative research
1.Basic concepts of Bowlby’s theory (attachment theory).Ethology, emotion and control systems.Separation and grief from the perspective of attachment.Mother-child interaction and emotional patterns: the studies of Mary Ainsworth.The contributions of Mary Main: the observation of disorganised attachment.2.Emotion and intervention in children and families at risk: children in foster care or children's homes.Emotion and the adoption processes.Case study.3.Emotion and psychopathology.4.Principles of psychodynamic evolutionary psychology.The theory of emotion and psychoanalysis.5.Advances in the theory of emotion and the psychoanalytic perspective: Introduction to the neuroscience of emotion.Intersubjectivity and emotion.The neurobiology of emotional regulation.The importance of emotion in early development from the neuroscience perspective.6.The emergence of neuro-psychoanalysis.Understanding the mind-brain relationship.Cognition-emotion interaction.7.Clinical applications of the theory of emotion and the neuroscience of emotion.Study of clinical cases.8.Principles of psychotherapeutic intervention using the theory of emotion and neuro-psychoanalysis.
1.Childhood and the evolution of its social problems in a historical perspective.The concept of social risk.2.Basic strands of the legal, political and administrative framework, on child care and in particular children in at risk social situations.3.Risk and protection factors and indicators.Vulnerability and resilience.4.Introduction to child abuse.5.Introduction to the juvenile justice system.6.Intervention in the area of children at risk: a. Paradigms.b. Organisation, typology and functions of services.7.The rights of children under administrative procedures.
1.First impressions.Inferences and biases.Stereotypes and prejudices in interpersonal relationships.Rules and roles in interpersonal relationships.2.Altruism.Social networks and social support.Donating.Cooperation.Help negation.3.Interpersonal attraction.Friendship.Neighbours, colleagues and acquaintances.Couple relationships.Long term relationships.4.First relationships and parent-child relationships.Sibling relationships.Other kinship relationships.Educational relations and socialisation processes.f 5.Aggression and violence in interpersonal relationships.6.Effects of interpersonal relationships.Interpersonal relationships and daily life.Interpersonal conflict and negotiation.
The contents of the module will be arranged into the following thematic blocks: SUBJECT 1 - INTRODUCTION TO THE NOTION OF CONFLICT.SUBJECT 2- PSYCHOSOCIAL CONTRIBUTIONS IN THE ANALYSIS AND MANAGEMENT OF CONFLICT.SUBJECT 3- NATURE AND ESSENTIAL ASPECTS OF NEGOTIATION.SUBJECT 4- DISTRIBUTIVE NEGOTIATION AND INTEGRATIVE NEGOTIATION.SUBJECT 5- THE PROFESSIONAL IN CONFLICT RESOLUTION.THE INSTITUTIONS RESPONSIBLE FOR CONFLICT MANAGEMENT/MEDIATION.SUBJECT 6- CASE STUDY ON MEDIATION AND CONFLICT RESOLUTION
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