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 (ToM). 1.1. What is ToM? 1.2. Development of ToM from infancy to late adulthood. 1.3. ToM and social behaviour. 2. Relations between ToM, language & executive functions. 3. ToM and mental disorders. 3.1. Autism. 3.2. Affective disorders. 3.3. Behavioural disorders. 3.4. Personality disorders. 3.5. Psychothic disorders. 3.6. Other types of disorders. 4. Evaluation and Intervention. 4.1. Evaluation of ToM skills. 4.2. Educational interventions aimed at improving ToM skills.
Tipus d’activitat Hores amb professor Hores sense professor Hores virtuals amb professor Total Anàlisi / estudi de casos 12,00 20,00 0 32,00 Lectura / comentari de textos 9,00 22,00 0 31,00 Prova d'avaluació 1,50 10,50 0 12,00 Total 22,50 52,50 0 75
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London: Routledge. Catàleg Doherty, Martin J (2009 ). Theory of mind : how children understand others' thoughtsand feelings . New York: Psychology Press. Catàleg Cornago, Anabel (DL 2012 ). Manual de teoría de la mente para niños con autismo : ejercicios, materiales y estrategias : las personas percibimos, sentimos, pensamos o creemos distinto . Valencia: Psylicom. Catàleg Crespo Allende, Nina María García Escala, Georgina Ramos Morales, Carlos (2011 ). Habilidades subyacentes al desarrollo del lenguaje en la escuela : conciencia metapragmática, teoría de la mente yrazonamiento analógico verbal . Saarbrücken: Académica Española. Catàleg Devine & Lecce (Editors) (2021). Theory of Mind in Middle Childhood and Adolescence Integrating Multiple Perspectives. London: Routledge. 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 Hughes, C. (2011). Social understanding and social lives. Psychology Press. Kloo, Daniela (cop. 2008 ). Theory of mind and executive functions : developmental processes in the preschool period . Saarbrücken: VDM. Catàleg Leudar, I. & Costall, A. (2009). Against Theory of Mind. PALGRAVE MACMILLAN. Catàleg Legerstee, Maria Theresia (2005 ). Infants' sense of people : precursors to a theory of mind. Cambridge: Cambridge University Press. Catàleg Lopez-Soto, T., Garcia-Lopez, A., & Salguero-Lamillar, F. J. (Eds.) (2023). Theory of Mind Under Scrutiny. Springer. Lynn Cohen Brennan (2011). Teaching Perspective-Taking Skills to Children With Autism Spectrum Disorders. PRO-ED. Malle, Bertram F. (2001 ). Intentions and intentionality : foundations of social cognition . Cambridge [Mass.] [etc.]: MIT Press. Catàleg Miller, Scott A (2012 ). Theory of mind : beyond the preschool years . New York: Psychology Press. Catàleg Mitchell, Peter (1996 ). 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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 Serrano Ortiz, Jèssica (DL 2013 ). Desarrollo de la teoría de la mente, lenguaje y funciones ejecutivas en niños de 4 a 12 años. [Girona]: Universitat de Girona. Recuperat 07-07-2014, a http://www.tdx.cat/handle/10803/123549 Catàleg Sharp, C., Fonagy, P., & Goodyer, I. (2008). Social cognition and developmental psychopathology. Oxford University Press. Slaughter, V., & De Rosnay, M. (Eds.). (2017). Theory of mind development in context. Routledge. 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Activitats d'avaluació: Descripció de l'activitat Avaluació de l'activitat % Recuperable Group Work In groups, students will be asked to evaluate ToM skills and carry out an intervention in an individual or group of people. Scoring criteria will be established at the moment of explaining the activity. 35 No Final Exam This activity will be done individually. Specific evaluation criteria will be explained before the exam. 35 No Flipped classroom and participation. Students will be ask to work at home (read texts, watch videos, do exercises...) and then in class we will do activities related to this work. Home and classroom exercices, as well as classroom participation, will be evaluated. 30 No
The final score will be calculated through the weighted average of the grades of the 3 activities. In order to pass the subject, students need to get a minimum mark of 5 in this final score. There is no minimum mark in any of the three evaluation activities. Copying, plagiarism or the use of fraudulent procedures in any of the exercises required in the assessment will result in failure of the subject. The use of artificial intelligence (AI) tools will be defined in each of the evaluation activities. Non-permitted uses of AI will be considered as fraud. In those cases in which the professor has doubts about the authorship of an evaluation activity, the professor may ask the student a face-to-face interview to guarantee that the student is the author of the activity. Criteris específics de la nota «No Presentat»: Students not attending the exam or not submitting the group work will be considered as "no presentat". Avaluació única: Students choosing the option "Avaluació única" will take an exam at the end of the semester. Sudents failing this exam will have to retake it. The maximum final mark for the retake exam will be 5. Requisits mínims per aprovar: To pass the subjects, students will need to have a minimum mark of 5. Also, they will need to have attended the exam and have submitted the group work.
English will be the main language used in the subject. To contact the teacher: francesc.sidera@udg.edu Office: Faculty of Education and Psychology, 333 (third floor)