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Study psychology by distance learning with a practical and flexible approach that will allow you to combine your training with your personal and professional life. Access an innovative curriculum, with content applied to all contexts of intervention, and obtain mentions that will boost your development: Mention in Health (access to the PIR or Qualifying Master's Degree) and Mention in Work or Educational Psychology. Study at Spain's No. 1 University in terms of employability (U-Ranking 2023, BBVA Foundation). Last places.
UAX’s Online Bachelor’s Degree in Psychology is designed to train the psychologists of the future. From day one, you’ll have access to an innovative and practical curriculum that integrates the latest scientific advances with a focus on real-world application. Prepare to work in the most in-demand settings – clinical, educational and occupational – with a programme that combines academic rigour with a humanistic perspective.
Earn the Specialisation in Health directly, which qualifies you to progress to the online Master’s in General Health Psychology or the PIR, and enhance your profile with the Specialisation in Occupational and Organisational Psychology and/or the Specialisation in Educational Psychology. Develop your skills through real-life case studies, collaborative projects and simulations, whilst gaining certifications in key competencies such as ethical leadership, analytical thinking and storytelling. All with the flexibility of online learning and support from practising professionals.
Furthermore, once you have completed your Bachelor’s Degree in Psychology, you can specialise – if you wish – in the area that best suits your professional development, thanks to postgraduate programmes such as the Master’s in Neuropsychology and Education or in Educational Psychology , amongst many other options and career paths.
You will acquire a solid foundation for working in the main fields of psychology.
Acquires the theoretical and practical basis necessary to pass the Resident Intern Psychologist exam.
Develops competencies for assessment and intervention in clinical and health care settings.
Learn how to optimise talent and well-being in organisational environments.
Designs interventions to enhance development and learning in educational contexts.
Master evaluation and research techniques using real cases and projects.
Get certified in ethical leadership, analytical thinking and effective communication.
This micro-credential equips you to use tools such as ChatGPT, Copilot, Gemini and Claude to analyse information, create content and optimise professional tasks, whilst integrating innovative solutions in an ethical and responsible manner within real-world contexts.
Develop your professional potential through leadership and interpersonal skills in healthcare settings. This micro-credential provides you with the keys to managing teams, communicating effectively and solving problems in real-world settings, by applying personal leadership techniques and practical productivity tools in the healthcare sector.
Train with an innovative curriculum, developed 100% online, and designed by a multidisciplinary faculty of active professionals who work in all areas of the profession. You will have the constant support of a personal tutor and a team of pedagogical and technical advisors, who will ensure that the training adapts to you, and not the other way around.
Degree in Psychology
First Year
FIRST FOUR-MONTH PERIOD
| Code | Subjects | Character* | ECTS | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| S0131100 | Basic statistics | FB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Basic statisticsCódigo: S0131100 Imprimir Course 1: First-term module. Foundation course. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, in both normal and psychopathological contexts RCE18 Is familiar with the concepts, applications, formulae and use of various data analysis techniques for estimating parameters and the metric properties of instruments used to measure psychological variables RCE19 Is able to apply statistical analysis techniques to gather information on the functioning of individuals, groups or organisations RCE21 Is able to formulate and test hypotheses regarding the demands and needs of the target audience and concerning research RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychology, the various research designs, procedures for formulating and testing hypotheses, and the interpretation of results RCG1 Will learn to work in interdisciplinary teams. RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own work and knows how to develop systems to ensure the quality of their own services Course content description - Basic concepts and organisation of data - Measures of central tendency and position - Univariate exploratory data analysis - Joint analysis of two variables - Introduction to probability - Discrete and continuous probability distributions - Introduction to statistical inference - Introduction to sample design - Data analysis for one and two populations - One-way analysis of variance - Regression models Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and techniques on a specific topic Lectures (35 hours): asynchronous presentation of course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be marked as failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Antonio Pardo Merino and Rafael San Martín Castellanos Data Analysis in Psychology II Pirámide. 2006. ISBN: 8436812522 2. Juan Botella Ausina, Manuel Suero Suñe and Carmen Ximénez Gómez Data Analysis in Psychology I Pirámide. 2009. ISBN: 978-84-368-26 Supplementary: 3.- Amón Hortelano, Jesús Statistics for Psychologists I Pirámide. 2000. ISBN: 9788436800821 4. Amón Hortelano, Jesús Statistics for Psychologists II Pirámide. 2000. ISBN: 9788436801538 5. Guevós, E.; García, M.B.; González, A. Applied Mathematics García-Moroto Editores. 2008. ISBN: 9788493629991 Links Practical series on basic statistics – This link provides access to a series of practical sessions on basic statistics using the JASP, SPSS and R software programmes. |
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| S0131101 | History of Psychology | FB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
History of PsychologyCódigo: S0131101 Imprimir Course 1: First-term module. Foundation course. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, in both normal and psychopathological contexts RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychology, the various research designs, procedures for formulating and testing hypotheses, and methods for interpreting results RCE8 Recognises and evaluates the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations Description of the content • Philosophy as the origin of psychology. • Definition of psychology. • A historical overview of the theoretical paradigms of psychology. • Main schools of thought in psychology. • Psychoanalysis. • Gestalt. • Behaviourism. • Cognitive psychology. • Areas of study and research in psychology. • Fields of application in psychology. • Psychology as an experimental science. • Ethics in psychological research. • Ethics in professional practice. Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and competencies on a specific topic Lectures (35 hours): asynchronous presentation of course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria REGULAR examination session: 60% Final exam: multiple-choice, with four answer options; incorrect answers deduct 1/3 from the marks awarded for correct answers 40% Continuous assessment: The following will be taken into account: - Active participation in forums, contributing your views, knowledge and experiences: 10% of the final mark. - Individual and/or group activities: 30% of the final mark. Extraordinary sitting: Same criteria as for the Ordinary sitting IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Carlos Santamaría History of Psychology Ariel. 2001. ISBN: 8434427699 2. Juan Manuel Burgos History of Psychology Albatros. 2014. ISBN: 8490610436 Supplementary: 3.- Thomas Hardy Leahey History of Psychology: Major Trends in Psychological Thought Prentice Hall Iberia. 2004. ISBN: 8420542245 |
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| S0131102 | Modern language | FB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Modern languageCódigo: S0131102 Imprimir Course 1: First-term module. Foundation course. 6 credits. Profesores
Learning outcomes RCE24 Understands the fundamentals of human communication and develops communication and interpersonal skills RCE26 Is able to observe, assess and deal with different family or relational systems RCE36 Is able to communicate orally and in writing in the foreign language, in accordance with the level of proficiency studied RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of a person requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in line with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations RCG7 Presents a topic and organises ideas effectively to ensure effective communication (collection, analysis and synthesis of information, negotiation, conflict management, communication of news and recommendations, etc.) with both laypeople and experts from other fields Description of the content Functional content: Listening to and commenting on matters of personal interest. Describing events. Describing feelings. Writing personal letters. Expressing oneself orally whilst travelling. Talking about family, hobbies, travel and current events. Describing experiences, dreams and plans. Expressing an opinion. Telling a story or recounting a narrative (from a book or film). Writing simple texts related to the learner’s interests Grammar content. Vocabulary content. In each of the six units we have prepared for you, you’ll find sections dedicated to expanding and enriching your vocabulary with ‘Useful terms’, practising your reading skills through enjoyable reading passages, and writing texts related to the topics of each teaching unit. We have also prepared interesting listening comprehension exercises to help you understand English better. Not to mention grammar and its essential role in the structure of reading and writing texts. Each unit is also accompanied by an example with an answer key, a learning activity, a self-assessment test and a section called ‘Keep Learning’, designed to develop different skills and broaden your learning. Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online sessions presenting course content, which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria In the course’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission deadlines, assessment criteria and marking schemes for each one. Regular and Supplementary Assessment Periods: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Addendum Essential Reading: 1. Timothy Gilliland, Jenny Dooley Psychology: Express Publishing ISBN: 9781471566431 Timetable Click on this link to view the detailed timetable in Excel
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| S0131103 | Psychology of learning | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Psychology of learningCódigo: S0131103 Imprimir Course 1: First-semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCG1 You will learn to work in interdisciplinary teams. RCG2 You will be able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE3 You will apply your knowledge of psychological processes and the basic principles of psychology RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes Course content description · Historical background, models and definitions. General learning processes. · Non-associative learning: habituation and sensitisation. · Classical conditioning. · Instrumental or operant conditioning · Basic concepts: Positive and negative reinforcement · Aversive behaviour control. Escape and avoidance. Punishment. Learned helplessness. · Social learning. · Biological bases of learning: learning and neural plasticity. · Applications of the Psychology of Learning. · Cognitive learning SYLLABUS: TOPIC 1: Definition and schools of thought in the psychology of learning. TOPIC 2: Non-associative learning TOPIC 3: Classical Conditioning TOPIC 4: Operant/Instrumental Conditioning TOPIC 5: Social learning and cognitive theories TOPIC 6: Applications in clinical and educational psychology Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous presentation of course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary assessment periods: - 40% of the mark: continuous assessment activities. - 60%: Final course examination. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Basic: 1. FROUFE, MANUEL PSYCHOLOGY OF LEARNING PARANINFO. 2011. ISBN: 9788497328494 |
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| S0131104 | The Psychology of Memory | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The Psychology of MemoryCódigo: S0131104 Imprimir Course 1: First-semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support Description of the content 1. Memory: definition and concept. 2. Neuropsychology of memory. 3. Structures and processes of memory. 4. Memory and other basic psychological processes. 5. Effects of recall, forgetting and other types of memory. 6. The psychopathology of memory. Teaching activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course examination. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. ALAN BADDELEY, MICHAEL W. EYSENCK THESIS 2nd ed. ALIANZA EDITORIAL. 2020. ISBN: 9788491817833 2. IGNACIO MORGADO LEARNING, REMEMBERING AND FORGETTING: BRAIN-BASED STRATEGIES TO IMPROVE EDUCATION ARIEL. 2014. ISBN: 9788434417410 3. MARTIN COHEN MIND GAMES: 31 DAYS TO REDISCOVER YOUR MIND ALIANZA EDITORIAL. 2012. ISBN: 9788420671802 4. Soledad Ballesteros Jiménez The Psychology of Human Memory Universitas, S.A. 2017. ISBN: 8479914750 Supplementary: 5.- HILDE OSTBY, YLVA OSTBY The Book of Memory ARIEL. 2019. ISBN: 9788434429895 |
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| TOTAL: | 30 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SECOND FOUR-MONTH PERIOD
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| S0131105 | Developmental psychology | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Developmental psychologyCódigo: S0131105 Imprimir Course 1. Second-term module. Compulsory. 6 credits. Profesores
Learning outcomes RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE4 Identifies and understands the main principles, processes and stages of psychological development throughout the life cycle, covering both normal and abnormal aspects, as well as the relationship between these developmental processes and education RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychology, the various research designs, procedures for formulating and testing hypotheses, and interpreting results RCE6 Identifies individual, group and intergroup psychological differences, problems and needs RCG1 Will learn to work in interdisciplinary teams. RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own work and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations Course content description • Introduction to Developmental Psychology • Theories of development and scientific methodology • Prenatal stage • Infancy and early years • Early childhood • Middle childhood • Adolescence • Early and middle adulthood • Late adulthood Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be marked as failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Addendum Bibliography Core: 1.- KATHLEEN STASSEN BERGER DEVELOPMENTAL PSYCHOLOGY: CHILDHOOD AND ADOLESCENCE, 9th EDITION: PANAMERICANA ISBN: 9788498357806 2.- Various Authors ADULT DEVELOPMENT AND AGEING: ALIANZA EDITORIAL ISBN: 9788491817024 3. Various Authors BIOLOGICAL AND COGNITIVE DEVELOPMENT THROUGHOUT THE LIFE CYCLE: PIRAMIDE ISBN: 9788436838442 Supplementary: 4. ALEJANDRO RODRIGO HOW TO PREVENT CONFLICTS WITH TEENAGERS. KEYS TO A HAPPY COEXISTENCE: PLATFORM ISBN: 9788418285615 5.- JANE NELSEN POSITIVE DISCIPLINE FOR TEENAGERS: MEDICI ISBN: 9788497991735 6. JAUME FUNES LOVE ME WHEN I DESERVE IT LEAST... BECAUSE THAT’S WHEN I NEED IT MOST: PAIDOS IBERICA ISBN: 9788449335273 7. RAMÓN BAYES LIVING: A GUIDE TO AN ACTIVE RETIREMENT: PAIDOS IBERICA ISBN: 9788449322211 Timeline Click on this link to view the detailed timetable in Excel
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| S0131106 | Professional Communication and Documentation | FB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Professional Communication and DocumentationCódigo: S0131106 Imprimir Course 1. Second-term module. Foundation course. 6 credits. Profesores
Learning outcomes RCE10 Understand how to conduct effective research and use the main health sciences databases RCE24 Understands the fundamentals of human communication and develops communication and interpersonal skills RCE25 Knows how to plan an interview for subsequent analysis and the preparation of a report RCG1 Will learn to work in interdisciplinary teams. RCG2 Be able to carry out a holistic assessment (from biological, psychological and social perspectives) of a person requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in line with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations RCG6 Understands the characteristics of spoken and written expression RCG7 Presents a topic and organises ideas appropriately to ensure effective communication (gathering, analysing and synthesising information, negotiation, conflict management, communicating news and instructions, etc.) with laypeople and with experts from other fields Course description Professional Communication: Fundamentals of human communication. Communication and Health. Oral communication (fundamentals of oral communication; general oral communication techniques; presentation and interview techniques; verbal courtesy and negotiation; communication in groups). Written Communication Teaching resources for developing programmes in educational or clinical settings Documentation: Information literacy. The information chain. Sources of information. Search strategies. Effective information retrieval. Indexing and summarising. Use of information and citation styles. Documentation in Health Sciences. Information in healthcare systems. Topics 1. Developing communication skills (verbal, written, non-verbal) 2. Communicate (gathering, analysing and synthesising information, negotiation, conflict management, communicating news and prescriptions, etc.) with laypeople and with experts from other fields. 3. Understand the fundamentals of human communication. 4. Distinguish the characteristics specific to spoken and written expression. Define a topic and organise ideas appropriately. 5. Conduct research effectively. 6. Use the main databases in the Health Sciences. 7. To write a text correctly and compose a speech following a logical order. 8. Understand, draft and complete administrative and professional documents. 9. Be familiar with healthcare protocol and the stages of the clinical interview 10. Understand communication skills in the healthcare setting Therefore, the content covered in the module aims to provide an insight into professional practice, improve interpersonal skills and foster personal maturity. The aim is for students to learn to communicate professionally, to conduct interviews and work effectively in a team, to manage their time; to use information to make decisions; to handle and draft records; to use healthcare terminology; and to know how to select and disseminate information. It also aims to equip students with the necessary skills to resolve their information-related problems: it helps them to assess the validity and relevance of academic and scientific information; familiarises them with the main sources of healthcare information and digital databases on evidence-based practice; and prepares them to make decisions based on such evidence and to manage personal documentation and health records. Activities will be carried out to enable: 1. Drafting and/or improving CVs 2. Job interviews 3. Content creation (expressing feelings) 4. Clinical interview role-play Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular assessment period: - 40% of your mark will be based on your continuous assessment. Full details of the activities to be completed, along with submission dates, assessment criteria and marking schemes for each, can be found in the course’s virtual classroom. - The final exam for the module will account for 60% of the final mark. It will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. Extraordinary Examination Session: Same criteria as for the ordinary examination session. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Basic: 1. ACINAS ACINAS, Mª Patricia Communication skills and care strategies in the healthcare sector Alcalá Association. 2004. ISBN: 8496224694 2.- Bados, Arturo Public speaking Piramide. 1991. ISBN: 8436805860 3. Borrell i Carrió, F How to Work as a Team: and Build Strong Relationships with Managers and Colleagues Gestión. 2000. ISBN: 8480889705 4. Girbau Massana Psychology of Communication Ariel. 2002. ISBN: 9788434408951 5. Gómez de Enterría and Sánchez, Josefa Oral Communication in the Workplace Arco Libros. 2006. ISBN: 9788476357095 6. Javier Horcajo Communication and Psychology Sanz y Torres, S.L. 2021. ISBN: 978-84-18316- 7. Luis Cibanal Juan Communication Techniques and Counselling in Health Sciences 2nd ed. ELSEVIER. 2010. ISBN: 9788480866644 8. – Poyatos, Fernando Non-verbal Communication Istmo. 1994. ISBN: 9788470902819 9. Velilla, Ricardo The Power of Effective Presentations: A Practical Guide Management. 2002. ISBN: 8480887885 |
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| S0131107 | Biological foundations of behaviour | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Biological foundations of behaviourCódigo: S0131107 Imprimir Course 1. Second-term module. Compulsory. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, both in the context of normality and psychopathology RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychology, the various research designs, procedures for formulating and testing hypotheses, and interpreting results RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE8 Recognises and evaluates the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services Course content description Introduction to psychobiology Behavioural genetics Human Evolution Behavioural ecology Mechanisms of the nervous system Anatomy of the Nervous System Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and techniques on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities (10% forums/class participation and 30% activities). Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60% Final course exam (multiple-choice). This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above. Furthermore, the mark obtained in both components (continuous assessment and exam) must be 5 out of 10. If the exam or the average of the continuous assessment tasks is not passed, the course will be failed and that mark will be the one published. - The academic originality of the work submitted by students is assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Brusco, L. & Germani, S. Manual of Neuropsychology. Akadia. 2021. ISBN: 9875504466 2. Colmenares, F. Fundamentals of Psychobiology. Sintesis Publishers. 2015. ISBN: 8490771952 Supplementary: 3.- Boyd, R. & Silk, J.B. How Humans Evolved Ariel Ciencia. 2001. ISBN: 8434480328 4.- Del Abril Alonso, A. & colleagues. Fundamentals of Psychobiology. Sanz y Torres Publishers. 2016. ISBN: 9788496808454 |
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| S0131108 | Psychology of Perception and Attention | FB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Psychology of Perception and AttentionCódigo: S0131108 Imprimir Course 1. Second-term module. Foundation course. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, both in the context of normality and psychopathology RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support Course content description • Basic concepts of sensation and perception. Definition of perception • Sensory stimuli for hearing and vision. • Neurophysiological basis of perception and the senses • A historical introduction to the study of attention • Definition of attention • Types of attention • Models and theories of attention • Neurophysiological bases of attention • Psychopathology of attention Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Addendum Bibliography Essential: 1.- GARCÍA SEVILLA, J Psychology of Attention: A Synthesis ISBN: 9788477385127 2.- GOLDSTEIN, E.B. Sensation and Perception: A Debate ISBN: 9706864865 3. MONSERRAT, J Visual Perception: New Psychology Library, University Press ISBN: 9788470305351 4. MUNAR, E.; ROSSELLÓ, J. and SÁNCHEZ-CABACO, A Attention and Perception: Alianza ISBN: 9788420686929 Timetable Click on this link to view the detailed timetable in Excel
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| S0131110 | Psychology of Motivation and Emotion | FB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Psychology of Motivation and EmotionCódigo: S0131110 Imprimir Course 1. Second-term module. Foundation course. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, in both the normal and psychopathological contexts RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing between their functions, characteristics and limitations RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support Course content description The following topics will be covered: 1. THE CONCEPT OF EMOTION 2. BASIC OR PRIMARY EMOTIONS 3. COMPLEX OR SECONDARY EMOTIONS 4. AREAS OF APPLICATION IN THE STUDY OF EMOTION 5. THE MOTIVATIONAL PROCESS 6. PRIMARY AND SECONDARY MOTIVES 7. INTRINSIC AND EXTRINSIC MOTIVATION 8. AREAS OF APPLICATION IN THE STUDY OF MOTIVATION Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be marked as failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Garrido Psychology of Emotion synthesis. 2000. ISBN: 9788477388050 2. Garrido Psychology of Motivation Sintesis. 2008. ISBN: 9788477384038 3. Palmero Psychology of Motivation and Emotion McGraw Hill. 2002. ISBN: 84-481-3644-6 Supplementary: 4.- Damasio, A Descartes’ Error Booket. 2006. ISBN: 8423361454 5.- Oliver, A EMOTIVATION | THE ROLE OF EMOTIONS IN TIME MANAGEMENT, SALES AND INVESTMENT Kolima Books. 2023. ISBN: 8419495921 6. Valle Arias, A Motivation and School Learning: Learning to Manage Motivation and Emotions CCS. 2015. ISBN: 8490232466 |
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| TOTAL: | 30 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Second Year
FIRST FOUR-MONTH PERIOD
| Code | Subjects | Character* | ECTS | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| S0231100 | Ethology | FB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
EthologyCódigo: S0231100 Imprimir Year 2, Course 2. First term. Foundation module. 6 credits. Profesores
Learning outcomes RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychology, the various research designs, procedures for formulating and testing hypotheses, and interpreting results RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards Course content description Theoretical foundations of ethology The scientific method in ethology Sexual and reproductive behaviour Parental behaviour Feeding and anti-predatory behaviour Social behaviour Ethology of cognition and communication Ethology applied to psychology Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online sessions presenting course content, which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities and participation in forums and/or class discussions (10%). - 60% Final course exam (multiple-choice). This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above, and that both the exam and continuous assessment components are passed with a mark of 5 out of 10. Otherwise, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Carranza, J. Adaptive Ethology: Behaviour as a Product of Natural Selection. University of Córdoba: University of Extremadura, Publications Service. 2016. ISBN: 978-84-9927-2 2. Colmenares, E. Ethology, Comparative Psychology and Animal Behaviour. Synthesis. 1996. ISBN: 84-7738-319-7 Supplementary: 3.- Eibl-Eibefeldt, I. An Introduction to the Comparative Study of Behaviour. Omega. 1979. ISBN: 9788428203791 4. Staddon, J. Adaptive Behaviour and Learning. Cambridge University Press. 1983. ISBN: 978-1-107-082 |
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| S0231101 | Thought and language | FB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Thought and languageCódigo: S0231101 Imprimir Year 2, Course 2. First term. Foundation module. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, both in the context of normality and psychopathology RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing between their functions, characteristics and limitations RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG6 Understands the specific characteristics of spoken and written expression Course content description - Introduction to the psychology of thought. - The concept of reasoning and categorisation. - Types of reasoning: deductive, inductive, syllogistic, conditional, probabilistic and analogical. - Problem-solving models. - Cognitive biases. - Introduction to the psychology of language. - Approaches and theories of language. Functions. Models. - Stages of language acquisition and development. - Perception of language and speech. Comprehension of words, sentences and discourse. - Language production. The speech act. - Main language-related disorders. These topics are broken down as follows: Topic 1. Introduction to the psychology of thought. Topic 2. Deductive reasoning: syllogistic reasoning and conditional reasoning. Topic 3. Inductive reasoning: categorical induction and probabilistic reasoning. Topic 4. Problem-solving. Topic 5. Problem-solving strategies. Topic 6. The relationship between thought and language. Topic 7. Introduction to the psychology of language. Topic 8. Linguistic comprehension: perception of language, comprehension of words, sentences and discourse. Topic 9. Linguistic production: speech and language production. Topic 10. Language acquisition and development. Topic 11. Major language disorders. Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the final mark: continuous assessment activities. - 60% of the final mark: course examination. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five points or higher and that the exam is passed. If the exam is not passed, the module will be failed and the exam mark will be published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be evaluated before the submission is deemed invalid. In the event of a repeat offence by the student, the application of additional disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Carretero, M., Asensio, M. Psychology of Thought Alianza. 2014. ISBN: 978-84-206-88 2. Carroll, D.W. Psychology of Language, 4th edition 4th ed. Paraninfo. 2008. ISBN: 978-84-9732-3 Supplementary: 3.- Cuetos, F., González, J., De Vega, M. Psychology of Language, 4th edition. Médica Panamericana. 2018. ISBN: 978-84-911041 4. González-Labra, M.J. Psychology of Thought Sanz y Torres. 2019. ISBN: 978-84-164666 Others: 5.- Ballesteros Jiménez, Soledad General Psychology: A Cognitive Approach for the 21st Century Universitas. 2000. ISBN: 84-7991-098-4 |
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| S0231103 | Educational psychology | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Educational psychologyCódigo: S0231103 Imprimir Year 2 Course. First semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, in both normal and psychopathological contexts RCE13 Knows how to analyse the context in which individual behaviours, group processes and organisational processes take place RCE14 Knows how to select and administer instruments, products and services, and to identify the relevant individuals and groups RCE16 Is familiar with various methods of assessment and psychodiagnosis across the different fields of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes, as well as to obtain relevant data for the evaluation of interventions and the analysis and interpretation of results RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE4 Identifies and understands the main principles, processes and stages of psychological development throughout the life cycle, covering both normal and abnormal aspects, as well as the relationship between these developmental processes and education RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and is able to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations RVODS Is able to develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals Course description The content of the Educational Psychology module ranges from its origins, definition and conceptual foundations to the various areas of application, intervention and the role of the educational psychologist. Topic 1. Definition and scope of Educational Psychology Topic 2. Historical evolution. Historical development of Educational Psychology Topic 3. Main theoretical models of teaching and learning processes Topic 4. Areas of application of Educational Psychology Topic 5. Profile of the Educational Psychologist Topic 6. Psychoeducational intervention Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria REGULAR examination session: 60% Final exam. 40% Continuous assessment Extraordinary sitting: Same criteria as for the ordinary assessment IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Further Reading Supplementary: 1. Cándido J. Inglés Saura, Cecilia Ruiz-Esteban, María S. Torregrosa Handbook for Educational Psychologists: Theory and Practice Pirámide. 2019. ISBN: 978-843684125 |
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| S0231106 | Psychophysiology | FB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
PsychophysiologyCódigo: S0231106 Imprimir Year 2, Course 2. First term. Foundation module. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, in both normal and psychopathological contexts RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing between their functions, characteristics and limitations RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE4 Identifies and understands the main principles, processes and stages of psychological development throughout the life cycle, covering both normal and abnormal aspects, as well as the relationship between these developmental processes and education RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychology, the various research designs, procedures for formulating and testing hypotheses, and interpreting results RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and is able to develop systems to ensure the quality of their own services Description of the content Central Nervous System Neuroendocrine System Organisation of the Brain Psychophysiology of the senses and the musculoskeletal system Psychophysiology of pain Psychophysiology of Addictions Psychophysiology of Stress and Anxiety Psychophysiology of sleep disorders Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and techniques on a specific topic Lectures (35 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria REGULAR examination session: 60% Final exam. 40% Continuous assessment Extraordinary sitting: Same criteria as for the ordinary assessment IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. John T. Cacioppo, Louis G. Tassinary, Gary G. Berntson "The Oxford Handbook of Psychophysiology" Oxford University Press. 2007. ISBN: 978-019517805 2. John T. Cacioppo, Louis G. Tassinary, Gary G. Berntson "Psychophysiology: Human Behaviour and Physiological Response" Cambridge University Press. 2016. ISBN: 978-110741512 Supplementary: 3.- André Kiss "Fundamentals of Psychophysiology" De Gruyter. 2021. ISBN: 978-052165137 4. Robert M. Stern, William J. Ray, Karen S. Quigley "Psychophysiology: An Introduction to Human Behaviour and Physiological Response" Cambridge University Press. 2000. ISBN: 978-039334062 5. V.S. Ramachandran "The Telling Brain: A Neuroscientist’s Search for What Makes Us Human" WW Norton & Company. 2011. ISBN: 978-039334062 |
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| S0231110 | Child and Adolescent Psychopathology | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Child and Adolescent PsychopathologyCódigo: S0231110 Imprimir Year 2 Course. First semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCG1 You will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing various psychological processes, both in the context of normality and psychopathology RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCE14 Is able to select and administer instruments, products and services, and to identify the relevant individuals and groups RCE16 Is familiar with various methods of assessment and psychodiagnosis across the different fields of psychology; is able to describe and measure variables and cognitive, emotional, psychobiological and behavioural processes, as well as to obtain relevant data for the evaluation of interventions and the analysis and interpretation of results Course content 1. GENERAL ASPECTS OF CHILD AND ADOLESCENT DIAGNOSIS 2. NEURODEVELOPMENTAL DISORDERS - Intellectual Disability - Communication Disorders - ASD - ADHD - Learning Disorders - Motor Disorders 3. BEHAVIOURAL DISORDERS 4. IMPAIRMENTS IN BASIC NEEDS (I): Bowel and Bladder Control and Sleep 5. DISTURBANCES IN BASIC NEEDS (II): Feeding 6. EMOTIONAL PROBLEMS: Mood disorders, anxiety disorders and trauma Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competencies on a specific topic Lectures (35 hours): asynchronous online sessions presenting course content, which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course examination. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Remedios González Barrón PSYCHOPATHOLOGY OF CHILDREN AND ADOLESCENTS Pirámide. 2000. ISBN: 9788436812749 Supplementary: 2.- Francisco Xavier Méndez Carrillo THE CHILD WHO DOESN’T SMILE: STRATEGIES FOR OVERCOMING SADNESS AND CHILDHOOD DEPRESSION Pirámide. 2011. ISBN: 9788436825688 |
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| TOTAL: | 30 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SECOND FOUR-MONTH PERIOD
| Code | Subjects | Character* | ECTS | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| S0231104 | Psychometrics | FB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
PsychometricsCódigo: S0231104 Imprimir Year 2, Course 2. Second term. Foundation module. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, both in the context of normality and psychopathology RCE16 Is familiar with various methods of assessment and psychodiagnosis across the different fields of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes; and is able to obtain data relevant to the evaluation of interventions and the analysis and interpretation of results RCE18 Is familiar with the concepts, applications, formulas and use of various data analysis techniques for estimating parameters and the metric properties of instruments used to measure psychological variables RCE19 Is able to apply statistical analysis techniques to gather information on the functioning of individuals, groups or organisations RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE20 Is able to understand and distinguish the suitability of instruments for measuring psychological variables based on their metric properties RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychology, the various research designs, procedures for formulating and testing hypotheses, and interpreting results RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and is able to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations Course content description Introduction to Psychometrics. Construction of a Psychological Test. Classical Test Theory. Reliability Item Response Theory. Validity and the Use of Tests Training Activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be marked as failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Abad, F. J., Olea Díaz, J., Ponsoda Gil, V., & García García, C. Measurement in the social and health sciences. Summary. 2011. ISBN: 9788497567275 2. Martínez-Arias, M. del R., Hernández-Lloreda, M. V., & Hernández-Lloreda. Psychometrics Alianza Editorial. 2006. ISBN: 978-84-206-64 Supplementary: 3.- Muñiz-Fernández, J. Classical Test Theory Pirámide. 2017. ISBN: 9788436812626 4.- Pardo, A. & San Martín, R. Data Analysis in Psychology II Pirámide. 2008. ISBN: 978-84-368-12 |
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| S0231105 | Rotational Work Placements I | OB | 3 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Rotational Work Placements ICódigo: S0231105 Imprimir Year 2 Course. Second term module. Compulsory. 3 credits. Profesores
Learning outcomes RCCEC3 Applies quality management and universal accessibility procedures in educational, healthcare and social settings RCE26 Is able to observe, assess and deal with different family or relational systems RCE28 Knows how to analyse the needs and requirements of service users in different contexts RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE31 Understands and is able to comply with the ethical obligations of psychology RCE4 Identifies and understands the main principles, processes and stages of psychological development throughout the life cycle, covering both normal and abnormal aspects, as well as the relationship between these developmental processes and education RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE8 Recognises and values the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands RCEEC1 Is able to carry out the duties and responsibilities involved in working in clinical care, educational and social integration settings RCEEC2 Observes the different roles of the psychologist in various settings, and understands the diversity of fields of intervention in psychology RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations RCG6 Understands the characteristics of spoken and written expression RCG7 Presents a topic and organises ideas appropriately to ensure effective communication (gathering, analysing and synthesising information, negotiation, conflict management, communicating news and instructions, etc.) with both laypeople and experts from other fields Description of the content Understands the characteristics of an educational institution Understands and recognises the individual differences among pupils Identify and respond to classroom dynamics Observe and participate collaboratively in an assessment carried out by a psychologist in an educational institution. Observe and participate collaboratively in a psychologist’s diagnostic assessment and intervention within an educational institution. Observe and identify each pupil’s level of maturity in learning. Understand the individual difficulties faced by children in all their diversity. Understand the challenges faced by a psychologist working in a school. Training activities 1. Placement at an external training centre (40 hours) The process for assigning students to a placement centre will be as follows: - The placement co-ordination team provides a list of placement centres with available places (updated annually as new centres are added) - The student chooses a placement centre and applies to the Coordination Office for a place. If they prefer to find a centre independently, once they have found one willing to supervise them, they must provide the Coordination Office with the contact details of the centre’s manager to establish a collaboration agreement - Once students have applied for an internship place, if demand exceeds the number of vacancies, places will be allocated on the basis of academic record and other factors demonstrating the students’ commitment and responsibility. 2. Seminars 3. Individual and group tutorials 4. Independent work: Internship report Detailed information on the Rotational Work Placement I process, as well as a description of the roles of all those involved, can be found in the Work Placement Guide available on the course’s campus page. Assessment system and criteria FOLLOW-UP TUTORIALS INTERNSHIPS AT THE CENTRE (40 hours) INTERNSHIP REPORT Punctual attendance and completion of 40 hours of on-site work The final mark for the work placement will be: o Tutor assessment: 70% o Assessment of the work placement report: 30% To pass the module, students must achieve a pass mark in the various assessments required in each of the following sections: 1. Internship report 2. Assessment by the placement centre tutor and the academic tutor Bibliography Essential: 1. David Ausubel Educational Psychology Trillas SA de CV. 2012. ISBN: 978-968241334 2. Jeanne Ellis Ormrod Educational Psychology: Developing Learners Pearson. 2016. ISBN: 978-013402726 Supplementary: 3.- MM Farías, CG Ofelia, DM Ofelia Educational Psychology Iztacala Faculty of Higher Education. 2023. ISBN: 978-607-30-58 |
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| S0231107 | Basic psychological assessment | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Basic psychological assessmentCódigo: S0231107 Imprimir Year 2 Course. Second term module. Compulsory. 6 credits. Profesores
Learning outcomes RCE12 Is able to describe and measure interaction processes, group dynamics, and group, intergroup, organisational and inter-organisational structures, as well as the principles governing their functioning RCE13 Knows how to analyse the context in which individual behaviours, group processes and organisational processes take place RCE14 Is able to select and manage tools, products and services, and to identify relevant individuals and groups RCE16 Is familiar with various methods of assessment and psychodiagnosis across different fields of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes, as well as to obtain relevant data for the evaluation of interventions and the analysis and interpretation of results RCE23 Is able to define objectives and draw up a basic intervention plan based on the purpose of the intervention (prevention, treatment, rehabilitation, integration, support) in different contexts RCE25 Is able to plan an interview with a view to its subsequent analysis and the preparation of a report RCE28 Knows how to analyse the needs and requirements of the service users in different contexts RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychology, the various research designs, procedures for formulating and testing hypotheses, and the interpretation of results RCE6 Identifies individual, group and intergroup psychological differences, problems and needs RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE8 Recognises and evaluates the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and is able to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations Description of the content • Assessment in different contexts • Assessment in the clinical context • The clinical interview • Functional analysis • Psychological assessment and diagnosis • Assessment in an educational context • Psycho-educational assessment: Instruments, types of reports, advice for teachers. • Assessment in a professional context (individual, group and organisational) • Assessment of specific groups (children, older people, people with disabilities, immigrants) • Observation techniques: systematic observation and objective techniques. • Self-report techniques: self-records, questionnaires and scales. Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online sessions presenting course content, which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and marking schemes for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be marked as failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Fernández-Ballesteros, R. Psychological Assessment: Concepts, Methods and Case Studies Pirámide. 2019. ISBN: 978-84-368-28 2. Galve, J. L. Psycho-educational Assessment of Learning Difficulties. Volumes 1 and 2 CEPE. 2014. ISBN: 978-84-7869-5 3. Marín, C. A Practical Guide to Clinical Psychological Assessment. Skills Development. Pirámide. 2020. ISBN: 978-84-368-43 4. Moreno, C. and Ramírez, I. M. Psychological Assessment: Process, Techniques and Applications in Various Areas and Contexts Sanz y Torres. 2019. ISBN: 978-84-17765- 5. Pablo Santamaría Fernández, Aída de Vicente Colomina A Practical Guide to the Effective Use of Psychological Tests Pirámide. 2025. ISBN: 978-84-368-50 Supplementary: 6. Caballo, V. A Handbook for the Clinical Assessment of Psychological Disorders. Pirámide. 2016. ISBN: 978-84-368-20 7.- Del Barrio, V. Psychological Assessment CEF. 2016. ISBN: 978-84-454-31 8. Paz, S. and Peña, B. Fundamentals of Psychological Assessment Salesian Polytechnic University. 2021. ISBN: 978-9978-10-5 |
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| S0231108 | Personality psychology | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personality psychologyCódigo: S0231108 Imprimir Year 2 Course. Second term module. Compulsory. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, both in the context of normality and psychopathology RCE16 Is familiar with various methods of assessment and psychodiagnosis across the different fields of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes; and is able to obtain data relevant to the evaluation of interventions and the analysis and interpretation of results RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing between their functions, characteristics and limitations RCE25 Is able to plan an interview with a view to its subsequent analysis and the preparation of a report RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE6 Identifies individual, group and intergroup psychological differences, problems and needs RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support Course content The following topics will be covered: - Theoretical and methodological foundations in Personality Psychology - Models in the study of personality - Introduction to personality disorders - Genetic and cultural influences on personality - Cognitive processes of personality - Emotional processes and personality - Behaviour and personality - Social aspects of personality - Self-regulatory behaviours - Personal identity - Personality stability Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and techniques on a specific topic Lectures (35 hours): asynchronous online sessions presenting course content, which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Details of the activities to be completed, along with submission dates, assessment criteria and marking schemes for each, can be found in the course’s virtual classroom. - 60% of the mark: final course examination. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is 5 or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Moreno-Jiménez, B. Personality Psychology. Processes Thompson Paraninfo. 2007. ISBN: 9788497323505 Supplementary: 2.- Belloch, A., Fernández-Álvarez, H. Treatise on Personality Disorders Síntesis. 2011. ISBN: 978-84-9958-5 3.- Bermúdez, J., Pérez-García, A. M., Ruiz Caballero, J. A., Sanjuán, P. and Rueda, B. Personality Psychology UNED Press. 2011. ISBN: 978-84-362-62 4. Cloninger, S. C. Theories of Personality Pearson Education. 2003. ISBN: 9702602289 |
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| S0231109 | Differential psychology | OB | 3 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Differential psychologyCódigo: S0231109 Imprimir Year 2 Course. Second term module. Compulsory. 3 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, both in the context of normality and psychopathology RCE16 Is familiar with various methods of assessment and psychodiagnosis across the different fields of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes; and is able to obtain data relevant to the evaluation of interventions and the analysis and interpretation of results RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE25 Is able to plan an interview with a view to its subsequent analysis and the preparation of a report RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE6 Identifies individual, group and intergroup psychological differences, problems and needs RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support Description of the content - Human differences and individuality: fundamentals, historical development of the differential approach - Possible causes and effects of individual variables in relation to sociodemographic variables - The nature versus nurture debate - Research methods and techniques for studying individual differences - Systems of human diversity: personal, environmental and cultural systems - Measurement of different abilities Training activities Synchronous online lectures (4 hours) Synchronous seminars (4 hours): problem-based learning, case studies. Lectures (15 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (48 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and marking schemes for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Basic: 1. Colom Marañón, R. Handbook of Differential Psychology: Methods, Models and Applications. Pirámide. 2018. ISBN: 978-84-368-39 2. Matud, M. P. Differential Psychology Biblioteca Nueva. 2004. ISBN: 84-9742-272-4 |
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| S0231111 | Social psychology and marginalisation | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Social psychology and marginalisationCódigo: S0231111 Imprimir Year 2 Course. Second term module. Compulsory. 6 credits. Profesores
Learning outcomes RCE12 Is able to describe and measure interaction processes, group dynamics, and group, intergroup, organisational and inter-organisational structures, as well as the principles governing their functioning RCE13 Knows how to analyse the context in which individual behaviours, group processes and organisational processes take place RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE6 Identifies individual, group and intergroup psychological differences, problems and needs RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE8 Recognises and appreciates the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RVODS Is able to develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals Description of the content Scientific and terminological approach to social psychology The relationship between social psychology and other areas of psychology, and with other human sciences Theoretical development and research into human values Personality, self-concept, social self and identity Social thought and reasoning. Symbolic interactionism Social masks Social perception Impression formation Attribution theories Attitudes Cultural influence on people Theories of social influence Communication and society Dimensions of social behaviour Prosocial behaviours Antisocial behaviour Marginalisation and social exclusion Vulnerability Risk factors for social exclusion Community social psychology Teaching modules: 1. Introduction to Social Psychology 2. Thought and social interaction 3. Social perception 4. Social influence 5. Social behaviour 6. Marginalisation and social exclusion Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and competencies on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Myers, D.G Social Psychology McGraw-Hill, 13th edition. 2019. ISBN: 9786071510044 2. Watzlawick, P.; Bavelas, J.; Jackson, D. Theory of Human Communication: Interactions, Pathologies and Paradoxes Herder Publishing. 2011. ISBN: 9788425427244 Supplementary: 3.- American Psychiatric Association DSM-5: Diagnostic and Statistical Manual of Mental Disorders biblioteca.uazuay.edu.ec. 2014. ISBN: 9788491103721 4.- Iñesta, E. The Scientific Study of Individual Behaviour: An Introduction to Psychological Theory El Manual Moderno. 2018. ISBN: 9786074486902 5. Littlemore, J. The communicative effectiveness of different types of communication strategy System Editorial, 31(3). 2003. ISBN: 0346 251X |
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| TOTAL: | 30 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Third Year
FIRST FOUR-MONTH PERIOD
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| S0331101 | Rotational Work Placements II | OB | 3 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Rotational Work Placements IICódigo: S0331101 Imprimir Course 3. First-term module. Compulsory. 3 credits. Profesores
Learning outcomes RCCEC3 Applies quality management and universal accessibility procedures in educational, healthcare and social settings RCE26 Is able to observe, assess and deal with different family or relational systems RCE28 Knows how to analyse the needs and requirements of service users in different contexts RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE31 Understands and is able to comply with the ethical obligations of psychology RCE4 Identifies and understands the main principles, processes and stages of psychological development throughout the life cycle, covering both normal and abnormal aspects, as well as the relationship between these developmental processes and education RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE8 Recognises and values the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands RCEEC1 Is able to carry out the duties and responsibilities involved in working in clinical care, educational and social integration settings RCEEC2 Observes the different roles of the psychologist in various settings, and understands the diversity of fields of intervention in psychology RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations RCG6 Understands the characteristics of spoken and written expression RCG7 Presents a topic and organises ideas appropriately to ensure effective communication (gathering, analysing and synthesising information, negotiation, conflict management, communicating news and instructions, etc.) with laypeople and with experts from other fields Description of the course content Students undertaking their first placement in the psychosocial field: • The dynamics of a social psychology centre • The role of a psychologist in the field of psychosocial intervention • Models for working with clients • Diagnosis, assessment and intervention by the psychologist • Diversity in the field of social psychology, and the professional’s role • Different areas of intervention in workplace settings for social psychologists Training activities 1. Placement at an external training centre (40 hours) The process for assigning students to placement centres will be as follows: - The placement co-ordination team provides a list of placement centres with available places (updated annually as new centres are added) - The student chooses a placement centre and applies to the Coordination Office for a place. If they prefer to find a centre independently, once they have found one willing to supervise them, they must provide the Coordination Office with the contact details of the centre’s manager to establish a collaboration agreement - Once students have applied for an internship place, if demand exceeds the number of vacancies, places will be allocated on the basis of academic record and other factors demonstrating the students’ commitment and responsibility. 2. Seminars 3. Individual and group tutorials 4. Independent work: Internship report Detailed information on the Rotational Placements III process, as well as a description of the roles of all those involved, can be found in the Placements Guide available on the course’s campus page. Assessment system and criteria FOLLOW-UP TUTORIALS INTERNSHIPS AT THE CENTRE (40 hours) INTERNSHIP REPORT Regular attendance and completion of 40 hours of on-site work The final mark for the work placement will be: o Tutor assessment: 70% o Assessment of the work placement report: 30% To pass the module, students must achieve a pass mark in the various assessments required in each of the following sections: 1. Internship report 2. Assessment by the placement centre tutor and the academic tutor Bibliography Essential: 1. Elliot Aronson The Social Animal Alianza Editorial. 2000. ISBN: 978-842068990 2. Miguel Moya Morales and Rosa Rodríguez-Bailón Fundamentals of Social Psychology Ediciones Pirámide. 2011. ISBN: 978-843682726 3. Philip Zimbardo The Lucifer Effect: Why We Do Evil Paidós. 2008. ISBN: 978-844932179 4. Robert B. Cialdini Influence: The Psychology of Persuasion HarperCollins Español. 2022. ISBN: 978-006293765 5. Stanley Milgram Obedience to Authority: The Milgram Experiment Desclée De Brouwer. 2016. ISBN: 978-843302851 |
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| S0331102 | Group psychology | OB | 3 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Group psychologyCódigo: S0331102 Imprimir Course 3. First-term module. Compulsory. 3 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, both in the context of normality and psychopathology RCE12 Is able to describe and measure interaction processes, group dynamics, and group, intergroup, organisational and inter-organisational structures, as well as the principles governing their functioning RCE13 Knows how to analyse the context in which individual behaviours, group processes and organisational processes take place RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE6 Identifies individual, group and intergroup psychological differences, problems and needs RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE8 Recognises and appreciates the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands RCG1 Will learn to work in interdisciplinary teams. RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations Description of the content • The origins, development and types of groups. • Group behaviour. Explanation of collective processes. Social identity • Group interaction. • Group decision-making processes. • Methods and techniques for the study of groups. • Leadership. Teamwork. Coordination and cooperation. • Conflicts and conflict resolution. • Application of group psychology in organisations. • Application of group psychology in education. • Application of group psychology in healthcare. Training activities Synchronous online lectures (4 hours) Synchronous seminars (4 hours): problem-based learning, case studies. Lectures (15 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (48 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Supplementary: 1. Francisco Gil Rodríguez Group Psychology Pirámide. 2025. ISBN: 978-843685092 |
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| S0331103 | Adult Psychopathology | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Adult PsychopathologyCódigo: S0331103 Imprimir Course 3. First-semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, in both normal and psychopathological contexts RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE4 Identifies and understands the main principles, processes and stages of psychological development throughout the life cycle, covering both normal and abnormal aspects, as well as the relationship between these developmental processes and education RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychological science, the various research designs, procedures for formulating and testing hypotheses, and the interpretation of results RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and is able to develop systems to ensure the quality of their own services Description of the content UNIT 1. MOOD DISORDERS. UNIT 2. ANXIETY-RELATED DISORDERS. UNIT 3. PERSONALITY, SOMATOMORPHIC AND DISASSOCIATIVE DISORDERS. UNIT 4. SEXUAL DISORDERS. UNIT 5. ADDICTIVE BEHAVIOUR AND IMPULSE CONTROL DISORDERS. UNIT 6. PSYCHOTIC DISORDERS Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be marked as failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Belloch, A., Sandín, B. and Ramos, F. Manual of Psychopathology, Volumes I and II McGraw-Hill/Interamericana de España. 2024. ISBN: 8448641221 Supplementary: 2.- American Psychiatric Association DSM-5-TR Diagnostic and Statistical Manual of Mental Disorders: Text Revision Médica Panamericana. 2023. ISBN: 8411060721 |
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| S0331104 | Assessment techniques and tests | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Assessment techniques and testsCódigo: S0331104 Imprimir Course 3. First-semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCE14 Is able to select and manage tools, products and services, and identify relevant individuals and groups RCE16 Is familiar with various methods of assessment and psychodiagnosis across different areas of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes, as well as to obtain relevant data for the evaluation of interventions and the analysis and interpretation of results RCE23 Is able to define objectives and draw up a basic intervention plan based on the purpose of the intervention (prevention, treatment, rehabilitation, integration, support) in different contexts RCE25 Is able to plan an interview with a view to its subsequent analysis and the preparation of a report RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychology, the various research designs, procedures for formulating and testing hypotheses, and the interpretation of results RCE6 Identifies individual, group and intergroup psychological differences, problems and needs RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 They demonstrate an interest in the quality of their own practice and know how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations Course description This module is compulsory and comprises 6 ECTS credits. It will be delivered online throughout the first semester of the third year of the Bachelor’s Degree in Psychology. In this module, we will explore recent advances and developments in the field of psychological assessment, knowledge of which is essential for practising the profession. Specifically, the topics to be covered during this module are as follows: Unit 1: The psychological report and ethical safeguards Unit 2: Projective techniques Unit 3: Psychometric techniques Unit 4: Neuropsychological assessment Unit 5: Clinical Assessment I: Screening Tests and Anxiety Disorders Unit 6: Clinical Assessment II: OCD, depressive disorders, bipolar disorders, adjustment disorders, PTSD and dissociative disorders Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competencies on a specific topic Lectures (35 hours): asynchronous online sessions presenting course content, which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and Supplementary Examination Sessions: - 40% of the mark: continuous assessment activities. In the course’s virtual classroom, you can view details of the activities you are required to complete, as well as the submission dates, assessment criteria and marking schemes for each one. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that your mark, calculated as the sum of all components, is five or above and that you pass the exam. If you fail the exam, you will fail the module and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Fernández Ballesteros, R. Psychological Assessment: Concepts, Methods and Case Studies. Pirámide. 2019. ISBN: 978-84-368-25 2. Marín, C. A Practical Guide to Clinical Psychological Assessment. Skills Development. Pirámide. 2020. ISBN: 978-84-368-43 3. Moreno, C. and Ramírez, I. Psychological Assessment: Process, Techniques and Applications in Different Areas and Contexts. Sanz Torres. 2019. ISBN: 978-84-17765- 4. Pablo Santamaría Fernández, Aída de Vicente Colomina A Practical Guide to the Effective Use of Psychological Tests Pirámide. 2025. ISBN: 978-84-368-50 Supplementary: 5.- Caballo, V. Manual for the Clinical Assessment of Psychological Disorders. Pirámide. 2016. ISBN: 978-84-368-20 |
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| S0331108 | Psychogeriatrics | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
PsychogeriatricsCódigo: S0331108 Imprimir Course 3. First-semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCE14 Is able to select and manage tools, products and services, and identify stakeholders RCE23 Is able to define objectives and draw up a basic intervention plan in accordance with the purpose of the intervention (prevention, treatment, rehabilitation, integration, support) in different contexts RCE4 Identifies and understands the main principles, processes and stages of psychological development throughout the life cycle, covering both normal and abnormal aspects, as well as the relationship between these developmental processes and education RCE6 Identifies individual, group and intergroup psychological differences, problems and needs RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of a person requiring psychological support Description of the content - Normal and pathological ageing - Geriatric syndromes - Dementias - Geriatric assessment - Intervention in cases of abuse - Person-centred care - Bereavement and end-of-life care Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and competencies on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Luis Agüera Ortiz Essential Guide to Psychogeriatrics Médica Panamericana. 2021. ISBN: 8491106219 Supplementary: 2.- Álvaro Rodríguez Mora Manual of Psychogerontology Aula Magna McGraw Hill Key Project. 2023. ISBN: 8419544825 |
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| S0331111 | Work and Organisational Psychology | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Work and Organisational PsychologyCódigo: S0331111 Imprimir Course 3. First-semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, in both normal and psychopathological contexts RCE13 Knows how to analyse the context in which individual behaviours, group processes and organisational processes take place RCE33 Understands how organisations function in order to propose strategies to improve the working environment and optimise human resources within a business context RCE6 Identifies individual, group and intergroup psychological differences, problems and needs RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE8 Recognises and values the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes RCG1 Will learn to work in interdisciplinary teams. RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and is able to develop systems to ensure the quality of their own services RCG5 Is able to assess their own performance and recognise their own competencies and limitations RVODS Is able to develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals Description of the content TEACHING UNIT 1. History of occupational and organisational psychology MODULE 1: HISTORICAL BACKGROUND MODULE 2: HISTORY OF WORK PSYCHOLOGY TEACHING UNIT 2. Types of organisations and the HR field MODULE 1: TYPES OF ORGANISATIONS, ORGANISATIONAL CULTURE AND STRUCTURES MODULE 2: HUMAN RESOURCES DEPARTMENT TEACHING UNIT 3. HR RECRUITMENT AND DEVELOPMENT. PROFESSIONAL SKILLS MODULE 1: PLANNING AND ORGANISATION MODULE 2: RECRUITMENT FUNCTION MODULE 3: TRAINING SECTION TEACHING UNIT 4. Career guidance and occupational health MODULE 1: CAREER GUIDANCE MODULE 2: OCCUPATIONAL HEALTH TEACHING UNIT 5. Understanding the workplace: keys to wellbeing and productivity MODULE 1: WORKPLACE ENVIRONMENT MODULE 2: WORK MOTIVATION MODULE 3: CONFLICT MODULE 4: LEADERSHIP TEACHING UNIT 6. Change in organisations, processes and work groups MODULE 1: CHANGE MANAGEMENT MODULE 2: THE PURPOSE AND METHOD OF INDUSTRIAL AND ORGANISATIONAL PSYCHOLOGY MODULE 3: WORK GROUPS Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competencies on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and marking schemes for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be marked as failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Alcover, C. Mª, Martínez, D., Rodríguez, F. and Domínguez, R. Introduction to Occupational Psychology McGraw-Hill. 2004. ISBN: 978-84-486-07 |
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| TOTAL: | 30 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SECOND FOUR-MONTH PERIOD
| Code | Subjects | Character* | ECTS | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| S0331105 | Family therapy | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Family therapyCódigo: S0331105 Imprimir Course 3. Second-term module. Compulsory. 6 credits. Profesores
Learning outcomes RC27 Is able to analyse the legal concepts most relevant to the role of the psychological expert and the function of the expert report within the legal context RCE16 Is familiar with various methods of assessment and psychodiagnosis across different fields of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes, as well as to obtain data relevant to the evaluation of interventions and the analysis and interpretation of results RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations RCE23 Is able to define the objectives and draw up a basic intervention plan based on the purpose of the intervention (prevention, treatment, rehabilitation, integration, support) in different contexts RCE25 Is able to plan an interview with a view to its subsequent analysis and the preparation of a report RCE26 Is able to observe, assess and work with different family or relational systems RCE28 Knows how to analyse the needs and demands of service users in different contexts RCE8 Recognises and assesses the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands RCG1 Will learn to work in interdisciplinary teams. RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations Description of the content • The concept of the family. History of the concept • Theoretical and technical foundations of family therapy • The family system: interview, genogram • Assessment and models of family therapy: Systemic, therapies from the Mental Research Institute (MRI), the Milan model, solution-focused, strategic, etc. • Areas of application for family therapy • Family mediation • Therapist skills in working with families • Ethical and legal issues in family therapy Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and techniques on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Reading list Other: 1. ALICIA MORENO HANDBOOK OF SYSTEMIC THERAPY DESCLEE DE BROUWER. 2014. ISBN: 978-84-330-27 |
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| S0331106 | Research methodology in psychology | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Research methodology in psychologyCódigo: S0331106 Imprimir Course 3. Second-term module. Compulsory. 6 credits. Profesores
Learning outcomes RCE14 Is able to select and manage tools, products and services, and identify relevant individuals and groups RCE16 Is familiar with various methods of assessment and psychodiagnosis across different areas of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes; and is able to obtain data relevant to the evaluation of interventions and the analysis and interpretation of results RCE18 Is familiar with the concepts, applications, formulas and use of various data analysis techniques for estimating parameters and the metric properties of instruments used to measure psychological variables RCE19 Is able to apply statistical analysis techniques to gather information on the functioning of individuals, groups or organisations RCE21 Is able to formulate and test hypotheses regarding the demands and needs of the target audience and regarding the research RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support Course content description Introduction to the scientific method. Research methods and designs Research design: stages, choice of research topic, literature review, formulation of hypotheses Planning an experiment Selection of the population and data collection An approach to measurement in psychology: validity and data representation Survey methodology Observational methodology Qualitative methodology Key strategies for quantitative analysis Writing a scientific report: process, functions and types Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous presentation of course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (face-to-face exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Methods, Designs and Techniques in Psychological Research. / UNED, 2009. ISBN: 9788436244960 2.- Moreno Rodríguez, Rafael Methodological Foundations in Psychology and Related Sciences. Ediciones Pirámide, 2014. ISBN: 9788436814323 Supplementary: 3.- Greenhalgh, Trisha How to Read a Scientific Article: 5th ed.: Elsevier. 2016. ISBN: 9788490229736 |
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| S0331107 | Rotational Work Placements III | OB | 3 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Rotational Work Placements IIICódigo: S0331107 Imprimir Course 3. Second-term module. Compulsory. 3 credits. Profesores
Learning outcomes RCCEC3 Applies quality management and universal accessibility procedures in educational, healthcare and social settings RCE26 Is able to observe, assess and deal with different family or relational systems RCE28 Knows how to analyse the needs and requirements of service users in different contexts RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE31 Understands and is able to comply with the ethical obligations of psychology RCE4 Identifies and understands the main principles, processes and stages of psychological development throughout the life cycle, covering both normal and abnormal aspects, as well as the relationship between these developmental processes and education RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCE8 Recognises and values the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands RCEEC1 Is able to carry out the duties and responsibilities involved in working in clinical care, educational and social integration settings RCEEC2 Observes the different roles of the psychologist in various settings, and understands the diversity of fields of intervention in psychology RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations RCG6 Understands the characteristics of spoken and written expression RCG7 Presents a topic and organises ideas appropriately to ensure effective communication (gathering, analysing and synthesising information, negotiation, conflict management, communicating news and instructions, etc.) with laypeople and with experts from other fields Description of the content Students undertaking their first clinical placement: • The dynamics of a clinical psychology centre • The role of a psychologist in the clinical setting • The practice • Therapy and models of working with patients • Diagnosis, assessment and intervention by the psychologist • Diversity in the field of psychopathologies, and the clinical professional’s intervention • Different areas of intervention in the clinical psychologist’s workplace Training activities 1. Placement at an external training centre (40 hours) The process for assigning students to a placement centre will be as follows: - The placement co-ordination team provides a list of placement centres with available places (updated annually as new centres are added) - The student chooses a placement centre and applies to the Coordination Office for a place. If they prefer to find a centre independently, once they have found one willing to supervise them, they must provide the Coordination Office with the contact details of the centre’s manager to establish a collaboration agreement - Once students have applied for an internship place, if demand exceeds the number of vacancies, places will be allocated on the basis of academic record and other factors demonstrating the students’ commitment and responsibility. 2. Seminars 3. Individual and group tutorials 4. Independent work: Internship report Detailed information on the Rotational Placements III process, as well as a description of the roles of all those involved, can be found in the Placements Guide available on the course’s campus page. Assessment system and criteria FOLLOW-UP TUTORIALS INTERNSHIPS AT THE CENTRE (40 hours) INTERNSHIP REPORT Punctual attendance and completion of 40 hours of on-site work The final mark for the work placement will be: o Tutor assessment: 70% o Assessment of the work placement report: 30% To pass the module, students must achieve a pass mark in the various assessments required in each of the following sections: 1. Internship Report 2. Assessment by the placement centre tutor and the academic tutor Bibliography Core: 1. Amparo Belloch, Rafael Penadés, José López-Santiago Manual of Treatments in Clinical Psychology. McGraw-Hill. 2024. ISBN: 978-844864107 2. Antonio Luis Maldonado Cervera Handbook of Applied Clinical Psychology in Adults: Volume No. 3 Self-published. 2022. ISBN: 979-884117601 3. Guillermo Lahera The Words of the Beautiful Beast. Debate. 2024. ISBN: 978-841800693 4. Pablo Benjamín Ramírez Ayala Introduction to Clinical Psychology: Recommended reading for professionals and psychology students Self-published. 2024. ISBN: 979-832537411 |
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| S0331110 | Fundamentals of Psychological Intervention | OB | 3 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Fundamentals of Psychological InterventionCódigo: S0331110 Imprimir Course 3. Second-term module. Compulsory. 3 credits. Profesores
Learning outcomes RCE14 Is able to select and manage tools, products and services, and identify relevant individuals and groups RCE16 Is familiar with various methods of assessment and psychodiagnosis across different areas of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes; and is able to obtain data relevant to the evaluation of interventions and the analysis and interpretation of results RCE18 Is familiar with the concepts, applications, formulas and use of various data analysis techniques for estimating parameters and the metric properties of instruments used to measure psychological variables RCE19 Is able to apply statistical analysis techniques to gather information on the functioning of individuals, groups or organisations RCE21 Is able to formulate and test hypotheses regarding the demands and needs of the target audience and regarding the research RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support Course content description • The origins and maintenance of human behavioural problems in relation to developmental and learning processes. • Relevant variables in intervention and areas of application. • Models and techniques for psychological intervention and treatment. • Functional analysis of behavioural problems and the clinical report. • The development of behaviour modification intervention and theoretical models. • Techniques derived from classical and operant conditioning, observational learning and instruction-based learning (cognitive techniques). • Therapeutic management of the main psychological disorders. • Group treatment of clinical problems. Training activities Synchronous online lectures (4 hours) Synchronous seminars (4 hours): problem-based learning, case studies. Lectures (15 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (48 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and marking schemes for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be marked as failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Francisco Javier Labrador Encinas (editor) Behaviour Modification Techniques Pirámide. 2008. ISBN: 978-84-368-22 2. Isabel Caro Gabalda Theoretical and Practical Manual of Cognitive Psychotherapies DESCLÉE DE BROUWER, S.A. 2007. ISBN: 978-84-330-21 |
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| TOTAL: | 18 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
ELECTIVE COURSES
| Code | Subjects | Character* | ECTS |
|---|---|---|---|
| N/A | Elective | OP | 12 |
| TOTAL: | 12 | ||
Year 4
FIRST FOUR-MONTH PERIOD
| Code | Subjects | Character* | ECTS | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| S0431100 | Therapist’s skills and professional ethics | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Therapist’s skills and professional ethicsCódigo: S0431100 Imprimir Course 4. First-semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCE23 Is able to define objectives and draw up a basic intervention plan based on the purpose of the intervention (prevention, treatment, rehabilitation, integration, support) in different contexts RCE24 Understands the fundamentals of human communication and develops communication and interpersonal skills RCE25 Is able to plan an interview with a view to its subsequent analysis and the preparation of a report RCE26 Is able to observe, assess and work with different family or relational systems RCE28 Understands how to analyse the needs and demands of service users in different contexts RCE6 Identifies individual, group and intergroup psychological differences, problems and needs RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions RCG1 Will learn to work in interdisciplinary teams. RCG2 Is able to carry out a holistic assessment (from a biological, psychological and social perspective) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations RCG6 Understands the characteristics of spoken and written expression RCG7 Presents a topic and organises ideas appropriately to ensure effective communication (gathering, analysing and synthesising information, negotiation, conflict management, communicating news and instructions, etc.) with both laypeople and experts from other fields RVODS Is able to develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-disciplinary perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals Description of the content Unit 1 EFFECTIVENESS, EFFICIENCY AND COMMON FACTORS IN PSYCHOTHERAPY Efficacy and Effectiveness in Psychotherapy Common Factors in Psychotherapy Metamodels in Psychotherapy The T-factor in Psychotherapy Unit 2. Professional Competences: Epistemological and Instrumental The epistemological model Hypotheses The strategy The technique Self-reflexivity Instrumental skills Unit 3 Interpersonal skills The therapeutic relationship Interpersonal skills Combination of instrumental and relational skills Unit 4 PERSONAL SKILLS Personal characteristics Personal skills The psychotherapist’s motivations From personal identity to therapeutic identity Unit 5. THE DETERIORATION OF THE PSYCHOTHERAPIST Risk factors in the psychotherapist’s decline Protective factors Psycho-emotional problems in the professional Prevention and intervention in the psychotherapist’s deterioration. Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and techniques on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Addendum 1.- Boixareu, M. B. Advances in Psychotherapy with Adults, Couples and Families: From a Systemic Emotional Perspective: Sentir Editorial ISBN: 9788426738783 2.- Boixareu, M. B. (2020) Manual of Systemic Emotional Psychotherapy: Sentir Editorial. ISBN: 9788426726988 3. Fruggeri, L., Balestra, F., & Venturelli, E. Psychotherapeutic Competences: Sentir Editorial. ISBN: 978842673609 Timetable Click on this link to view the detailed timetable in Excel
Bibliography Basic: 1. Boixareu, M. B. Advances in Psychotherapy with Adults, Couples and Families: From a Systemic Emotional Perspective Sentir. 2024. ISBN: 9788426738783 2. Boixareu, M. B. A Handbook of Systemic Emotional Psychotherapy Sentir. 2019. ISBN: 9788426726988 |
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| S0431101 | Neuropsychology | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
NeuropsychologyCódigo: S0431101 Imprimir Course 4. First-semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCE16 Is familiar with various methods of assessment and psychodiagnosis across different fields of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes; and is able to obtain relevant data for the evaluation of interventions and the analysis and interpretation of results RCE23 Is able to define the objectives and draw up a basic intervention plan based on the purpose of the intervention (prevention, treatment, rehabilitation, integration, support) in different contexts RCE3 Applies knowledge of psychological processes and the basic principles of psychology RCE4 Identifies and understands the main principles, processes and stages of psychological development throughout the life cycle, covering both normal and abnormal aspects, as well as the relationship between these developmental processes and education RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services Description of the content • Purpose and fundamental concepts in neuropsychology • Neuropsychological assessment techniques • Brain pathology. Aetiologies • Hemispheric specialisation • Memory and amnesia • Language and aphasias • Perception and agnosia • Locomotor system and apraxia • Frontal lobe dysfunctions • Ageing, dementia and other neurodegenerative processes • Neuropsychological rehabilitation and intervention Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competencies on a specific topic Lectures (35 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria The module will be marked out of 10, and the mark will be calculated according to the following percentages: A. REGULAR EXAM SESSION • Continuous assessment: 40% of the final mark. Various theoretical and practical activities that students must submit for assessment throughout the term will be assessed. • Final exam: 60% of the mark. The exam will consist of a multiple-choice test with four answer options, comprising a series of theoretical or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading list. B. SUPPLEMENTARY EXAMINATION SESSION • Continuous assessment: 40% of the final mark. Should any activities remain outstanding, these must be made up through additional tasks. • Supplementary exam: 60% of the final mark. A multiple-choice exam with four answer options covering the entire syllabus of the module. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students is assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, additional disciplinary measures will be considered, as will the use of AI beyond what constitutes reasonable use. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Oliver Sacks An Anthropologist on Mars Anagrama Publishers. 1997. ISBN: 978-84-339-66 |
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| S0431102 | Psychotherapeutic and psychopharmacological intervention techniques | OB | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Psychotherapeutic and psychopharmacological intervention techniquesCódigo: S0431102 Imprimir Course 4. First-semester module. Compulsory. 6 credits. Profesores
Learning outcomes RCE23 Is able to define the objectives and draw up a basic intervention plan based on the purpose of the intervention (prevention, treatment, rehabilitation, integration, support) in different contexts RCE30 Understands and analyses the neurobiological mechanisms involved in the psychotropic effects of the main psychoactive substances RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations Course content description The module is structured around mental disorders, with each topic comprising three key parts: case conceptualisation based on evidence-based models; a plan of psychotherapeutic intervention techniques applicable to each disorder; and pharmacological treatment, including its function, side effects and treatments of choice. The following topics will be covered: - Intervention techniques and psychopharmacology in mood disorders. 1. Major Depressive Disorder. 2. Bipolar Disorder. - Intervention techniques and psychopharmacology in anxiety disorders. 1. Agoraphobia and panic attacks. 2. Specific phobias. 3. Social phobia. 4. Hypochondria. 5. Generalised anxiety. - Intervention techniques and psychopharmacology for OCD. - Intervention techniques and psychopharmacology for PTSD; third-generation therapies. - Intervention techniques and psychopharmacology for dissociative disorders. - Intervention techniques for eating disorders. - Intervention techniques and psychopharmacology for personality disorders and other conditions. Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and competencies on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Addendum Bibliography Essential: 1. Aaron T. Beck, John Rush, Brian Shaw and Gary Emery Cognitive Therapy for Depression: DESCLEÉ DE BROUWER, S.A. ISSN: 978-843300626 2. Mari Fe Bravo Ortiz and Francisco Javier López Cánovas Handbook of Psychopharmacology for Mental Health Professionals: Sintesis ISSN: 978-849171217 Timetable Click on this link to view the detailed timetable in Excel
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| TOTAL: | 18 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SECOND FOUR-MONTH PERIOD
| Code | Subjects | Character* | ECTS | ||
|---|---|---|---|---|---|
| S0431103 | Practicum | OB | 24 | ||
PracticumCódigo: S0431103 Imprimir Course 4. Second-term module. Compulsory. 24 credits. Profesores
Learning outcomes RCCEC3 Applies quality management and universal accessibility procedures in educational, healthcare and social settings Skills or competences RCE15 Is able to plan and implement the evaluation of programmes and interventions Competencies RCE16 Is familiar with various methods of assessment and psychodiagnosis across different fields of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes, as well as to obtain relevant data for the evaluation of interventions and the analysis and interpretation of results Competencies RCE23 Is able to define the objectives and draw up a basic intervention plan based on the purpose of the intervention (prevention, treatment, rehabilitation, integration, support) in different contexts Competencies RCE24 Understands the fundamentals of human communication and develops communication and interpersonal skills Knowledge or content RCE25 Knows how to plan an interview for subsequent analysis and the preparation of a report Knowledge or content RCE26 Is able to observe, assess and work with different family or relational systems Competencies RCE28 Understands how to analyse the needs and demands of service users in different contexts Knowledge or content RCE31 Is familiar with and able to comply with the ethical obligations of the psychology profession Knowledge or content RCE32 Is able to apply basic intervention strategies and methods with service users: psychological counselling, guidance, negotiation, mediation Competencies RCE6 Identifies individual, group and intergroup psychological differences, problems and needs Competencies RCE7 Is able to interpret human beings in their biological, anthropological, historical, social and cultural dimensions Knowledge or content RCE8 Recognises and appreciates the various current fields of application of psychology and any new developments that may arise in response to emerging social and professional demands Competencies RCEEC1 Is able to carry out the duties and responsibilities involved in working in clinical care, educational and social integration centres Skills or competences RCEEC2 Observes the different roles of the psychologist in various settings, and understands the diversity of fields of intervention in psychology Skills or competences RCG1 Will learn to work in interdisciplinary teams. Knowledge or content RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of individuals requiring psychological support Skills or competences RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards Competences RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services Competencies RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations Competencies RCG6 Understands the characteristics of spoken and written expression Knowledge or content RCG7 Presents a topic and organises ideas appropriately for effective communication (gathering, analysing and synthesising information, negotiation, conflict management, communicating news and instructions, etc.) with laypeople and with experts from other fields Competencies RVODS Is able to develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals Course content description - Orientation interview: the orientation interview will take place before students commence their formal work placements at vocational centres. During this interview, the in-house tutor will personally advise students on the various career options, as well as on the interests, aptitudes, requirements, etc., of both the students and the career pathways on offer. They will explain the Practicum assessment system and the steps to be followed in preparing the Practicum report to be presented and submitted by the students. - Seminars: practical classes will take place at the start of the formal Practicum period. In these sessions, the in-house tutor will provide guidance on: the career pathways included within the Practicum programme and the general objectives in each field; they will train students and practise with them the basic skills required to perform their duties in the various professional fields. - Individual and group follow-up interviews: follow-up interviews will be held during the placement period and once students have started work at their respective placement centres. During these sessions, the in-house tutor will review with the students their performance at the work placements, as well as the preparation of their presentations (both oral and written) on their placement experiences. - Continuous assessment tasks: we believe that the Practicum should serve as a stepping stone to our students’ future work in a variety of organisations, where teamwork and the ability to present ideas are essential. For this reason, the Psychology Practicum includes active participation in group work sessions, where each student on placement will share their experiences, incidents and observations with the rest of their peers, always under the supervision of the in-house tutor. It is hoped that these group work sessions will enable students to clarify their ideas, dispel myths about the world of work, support one another in the face of potential difficulties and, ultimately, foster the sense of professional community that will be so vital in their immediate future. We will hold group sessions throughout the academic year. - Internship Report Training Activities 1. Placement at the placement centre (420 hours) The process for assigning students to a placement centre will be as follows: - The work placement co-ordination team provides a list of work placement centres with available places (updated annually as new centres are added) - The student chooses a placement centre and applies to the Coordination Office for a place. If the student prefers to find a centre independently, once they have found one that agrees to supervise them, they must provide the Coordination Office with the contact details of the centre’s manager so that a collaboration agreement can be drawn up - Once students have applied for an internship place, if demand exceeds the number of vacancies, places will be allocated on the basis of academic record and other factors demonstrating the students’ commitment and responsibility. 2. Seminars 3. Individual and group tutorials 4. Independent study Detailed information on the practical placement process, as well as a description of the roles of all those involved, can be found in the Practical Placement Guide available on the course’s campus page. Assessment system and criteria To pass this module, students must: 1. Practicum report (40%) 2. Practical placement tutor’s assessment (50%) 3. Theoretical and practical exercises set by the academic tutor (10%) To pass the module, students must achieve a pass mark in the various assessments required in each of the following sections: 1. Practical placement report: in addition to the content, the academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. 2. Assessment by the placement centre tutor Bibliography Core: 1. Jean David Polo Vargas, Juan David Madrid Contrera, Leidy Alejandra Gómez Franco, Andrés Muñoz Álvis, Anthony Constant Millán de Lange Organisational and Work Psychology: Contemporary Perspectives Editorial Universidad del Norte. 2022. ISBN: 978-958-789-3 2. MM Farías, CG Ofelia, DM Ofelia Educational Psychology Iztacala Faculty of Higher Education. 2023. ISBN: 978-607-30-58 |
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| S0431104 | Final-Year Project | OB | 6 | ||
Final-Year ProjectCódigo: S0431104 Imprimir Course 4. Second-term module. Compulsory. 6 credits. Profesores
Learning outcomes RCE1 Describes, recognises and correctly interprets the scientific concepts and basic laws governing the various psychological processes, both in the context of normality and psychopathology Competencies RCE11 Is able to identify, analyse and address potential barriers to learning and participation among pupils with specific educational support needs within the school Competencies RCE16 Is familiar with various methods of assessment and psychodiagnosis across different areas of psychology; is able to describe and measure cognitive, emotional, psychobiological and behavioural variables and processes, as well as to obtain relevant data for the evaluation of interventions and the analysis and interpretation of results Competencies RCE18 Is familiar with the concepts, applications, formulas and use of various data analysis techniques for estimating parameters and the metric properties of instruments used to measure psychological variables Knowledge or content RCE19 Is able to apply statistical analysis techniques to gather information on the functioning of individuals, groups or organisations Skills or competences RCE2 Identifies the various theoretical models that explain psychological processes, distinguishing their functions, characteristics and limitations Knowledge or content RCE20 Is able to understand and distinguish the suitability of instruments for measuring psychological variables based on their metric properties Competences RCE21 Is able to formulate and test hypotheses regarding the demands and needs of the target audience and regarding the research Competences RCE25 Knows how to plan an interview for subsequent analysis and the preparation of a report Knowledge or content RCE3 Applies knowledge of psychological processes and the basic principles of psychology Skills or competences RCE5 Identifies, distinguishes between and applies, in a manner relevant to the field of psychology, the various research designs, procedures for formulating and testing hypotheses, and the interpretation of results Competencies RCE9 Is able to describe and measure variables (personality, intelligence and other aptitudes, attitudes, etc.) and cognitive, emotional, psychobiological and behavioural processes Knowledge or content RCETG1 Is able to collect, analyse and synthesise information obtained from various bibliographical references and use it to carry out a research project related to psychology Competencies RCG1 Will learn to work in interdisciplinary teams. Knowledge or content RCG2 Is able to carry out a holistic assessment (from biological, psychological and social perspectives) of a person requiring psychological support Skills or competences RCG3 Develops and keeps their own competences, skills and knowledge up to date, in accordance with professional standards Competencies RCG4 Demonstrates an interest in the quality of their own practice and knows how to develop systems to ensure the quality of their own services Competencies RCG5 Is able to evaluate their own performance and recognise their own competencies and limitations Competencies RCG6 Understands the characteristics of spoken and written expression Knowledge or content RCG7 Presents a topic and organises ideas appropriately for effective communication (gathering, analysing and synthesising information, negotiation, conflict management, communicating news and instructions, etc.) with laypeople and experts from other fields Competencies RVODS Is able to develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-curricular perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals Course content description 1. Techniques for drafting scientific documentation. 2. Techniques for preparing technical presentations and for presenting scientific documentation. 3. Problem formulation and hypotheses. 4. Critical methodology and textual hermeneutics. 5. Use of direct and indirect sources. Use of supplementary sources. 6. Methods of citing bibliographical sources. 7. The value and usefulness of documentary sources in the research process. Training activities Lecture: Explanation of theoretical foundations, using IT tools. Seminars: Guidance on the assignment and completion of the coursework Individual and group tutorials: Guidance and clarification of queries regarding the assignment. Independent work: Preparation and completion of the assignment. Exam: Submission of the written assignment in electronic format. Presentation and public defence before the relevant examination board. Assessment system and criteria 1. Written assignment (80 per cent): the academic originality of the work submitted by students is assessed. Should any similarity to AI-generated text or previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, additional disciplinary measures will be considered. 2. Individual defence of the Final Year Project (20 per cent): To present and defend before a university examination board an outstanding Final Year Project, consisting of an exercise in integrating the course content covered and the skills acquired. This defence requires students to have passed all the modules comprising the curriculum. Every student will be assigned a final-year project supervisor so that they can carry out their research under the guidance of a lecturer specialising in their area of interest. To this end, each lecturer offers their area of expertise and availability to supervise final-year projects. Students must then choose their supervisor, listing in order of preference the final-year project supervisors with whom they wish to work. Tutors are assigned taking into account each student’s academic record. In this way, the process seeks to balance students’ preferences with the availability of tutors, ensuring that each Final Year Project is carried out appropriately, with the support of the relevant supervisor. Detailed information on the Final Year Project process, as well as a description of the roles of all those involved, can be found in the Guide available on the course’s campus page. Submission of the Final Year Project will require students to have passed all the modules that make up the curriculum. IMPORTANT: The Final Year Project (TFG) must be an unpublished document, for which the student bears full responsibility as the sole author. The use of artificial intelligence (AI)-based tools in its preparation is restricted to auxiliary functions such as grammar checking, generating outlines or searching for general information. Any use of AI must be properly cited, specifying the tool used, its specific function and when it was applied. The use of AI to draft substantial content, carry out critical analysis or interpret results compromises the originality and authorship of the work. Checks for plagiarism and/or the use of AI will be carried out using the tool provided on the virtual campus and will be assessed by the tutor to verify the integrity of the work submitted. Bibliography Essential: 1.- León, O.G., Montero, I. Research Design: An Introduction to the Logic of Research in Psychology and Education McGraw Hill. 1999. ISBN: 84-481-1088-9 2.- Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D. et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews BMJ. 2021. ISBN: 29 March;372:n7 Supplementary: 3.- Perestelo-Pérez, L. Standards on how to develop and report systematic reviews in psychology and health International Journal of Clinical and Health Psychology. 2013. ISBN: ISSN 1697-2600 |
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| TOTAL: | 30 | ||||
ELECTIVE COURSES
| Code | Subjects | Character* | ECTS |
|---|---|---|---|
| N/A | Elective | OP | 12 |
| TOTAL: | 12 | ||
List of Elective Modules
FIRST FOUR-MONTH PERIOD
| Code | Subjects | Character* | ECTS | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| S0431130 | Diversity and inclusive education | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Diversity and inclusive educationCódigo: S0431130 Imprimir Course 4. First semester module. Elective. 6 credits. Profesores
Learning outcomes 1. Recognises the psychological, social and linguistic foundations of diversity 2. Is familiar with the progress made in inclusive education 3. Has a good command of the specific vocabulary relating to diversity and inclusive education 4. Develops specific curriculum materials for pupils with special educational needs 5. Develops joint action plans in collaboration with other professionals 6. Designs joint action plans with families 7. Demonstrates positive attitudes towards diversity and inclusive education and conveys these to members of the wider community 8. Values administrative and social initiatives in support of inclusive education Course description The course content covers: 1. Introduction to diversity and inclusive education 2. Inclusive education and collaborative organisational models. Organisational responses to pupil diversity. Inclusive classrooms, social and learning communities. 3. Addressing special educational needs. Assessment. 4. Personal, family and social adaptation. Adaptation processes and obstacles. 5. Inclusion of ethnic minorities, migrants and marginalised groups. 6. Multicultural and intercultural models. Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and competencies on a specific topic Lectures (35 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Elena Martín and Teresa Mauri (eds.) Educational Guidance: Addressing Diversity and Inclusive Education GRAÓ. 2011. ISBN: 978-84-9980-0 2. Marta Sandoval Mena, Cecilia Simón Rueda and Gerardo Echeita Sarrionandia Inclusive Education and Addressing Diversity through Educational Guidance Síntesis. 2019. ISBN: 978-84-9171-4 Supplementary: 3.- Andrés Negro Moncayo Guidance in educational institutions. Organisation and operation from a practical perspective GRAÓ. 2006. ISBN: 978-84-7827-4 |
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| S0431132 | Conflict resolution in schools | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Conflict resolution in schoolsCódigo: S0431132 Imprimir Course 4. First semester module. Elective. 6 credits. Profesores
Learning outcomes 1. Understands what a school’s coexistence plan involves 2. Identify the different types of conflicts that arise in a school setting 3. Understand the factors that underlie and extend beyond a conflict 4. Understands what preventive and corrective measures can be taken to prevent or resolve conflicts in schools 5. Knows how to use mediation as a conflict resolution strategy Course content description • School life • Conflict. A breakdown in harmonious coexistence. Types of conflict. Factors and consequences. • Conflicts between pupils: Bullying (physical, verbal, social exclusion and sexual or gender-based violence). • Conflicts between pupils and teachers: Disruptive behaviour. • Conflicts between parents and teachers. • Conflicts between teachers. • Prevention and detection of conflicts. • Conflict management. Models. Mediation. • The role of the guidance counsellor. • School life plan. Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Avilés Martínez, José María Living Together Without Bullying Narcea. 2019. ISBN: 978-84-277-25 2. Juan Carlos Torrego The Coexistence Plan: Foundations and Resources for its Design and Implementation. Alianza Editorial. 2010. ISBN: 978-84-206-68 |
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| S0431133 | Sex and couples therapy | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Sex and couples therapyCódigo: S0431133 Imprimir Course 4. First semester module. Elective. 6 credits. Profesores
Learning outcomes 1. Understands the characteristics of human sexuality. 2. Identify disorders related to sexuality. 3. Is able to develop intervention strategies in sex therapy. 4. Understands, both cognitively and in terms of attitude, the various types of relationship conflict and is sensitive to their consequences, recognising and respecting the diversity and multicultural nature of those they work with. 5. Plans and carries out some basic interventions in various situations of relationship conflict. 6. Put their interpersonal skills into practice in order to effectively use some basic interventions for addressing relationship conflicts. Course content 1. Theoretical foundations of couple relationships 2. Assessment techniques in couples therapy 3. Intervention techniques in couples therapy 4. Theoretical foundations of human sexuality and the anatomy and physiology of human sexuality 5. Sexual dysfunctions 6. Assessment and Intervention for Sexual Dysfunctions Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and techniques on a specific topic Lectures (35 hours): asynchronous presentation of course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Barraca, J. Integral Couples Therapy Síntesis. 2016. ISBN: 9788490773222 2. Labrador, F. Psychological Intervention in Couples Therapy: Assessment and Treatment Pirámide. 2015. ISBN: 9788436833607 3. Rathus, S. A.; Nevid, J. S.; Fichner-Rathus, L. Human Sexuality (6th ed.) Pearson Education. 2005. ISBN: 9788420545240 Supplementary: 4.- Castelo-Branco, C and Molero, F. Handbook of Clinical Sexology Panamericana Medical Publishing. 2019. ISBN: 9788491103233 |
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| S0431134 | Human resources leadership and management | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Human resources leadership and managementCódigo: S0431134 Imprimir Course 4. First semester module. Elective. 6 credits. Profesores
Learning outcomes 1. Understands the basic theories and concepts relating to staff recruitment, selection, assessment and training. 2. Provide advice and guidance to senior management on policies and practices relating to the strategic management of human resources. 3. Demonstrates an interest in issues relating to the strategic management of organisations and, in particular, human resources management. 4. Shows an interest in people of different genders, ages, cultures, etc., and is willing to recognise and respect these differences. 5. Is able to analyse situations from an intervention perspective and anticipate potential problems. 6. Is familiar with the characteristics of the main staff assessment tools (interviews, questionnaires, etc.) 7. Is familiar with the systems for evaluating intervention strategies and identifies the most appropriate courses of action and any potential constraints. 8. Applies assessment tools and interprets their results. 9. Drafts reports whilst taking into account the legal regulations governing actions relating to human resources management (data protection law, equality legislation, etc.) in both public and private organisations Course content Topic 1. Human Resources Management and Planning. Topic 2: Attracting and Selecting Talent Topic 3. Professional Development and Competency-Based Management Topic 4. Appraisal and Remuneration Topic 5. Talent Retention and Employee Experience Management Topic 6. Trends in HR Management Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and competencies on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Addendum Armstrong, M. (2021). Armstrong’s handbook of human resource management practice (16th ed.). Kogan Page. Becker, B., & Huselid, M. (1998). High performance work systems and firm performance: A synthesis of research and managerial implications. Research in Personnel and Human Resources Management, 16, 53–101. Bhattacherjee, A. (2001). Understanding information systems continuance: An expectation-confirmation model. MIS Quarterly, 25(3), 351–370. https://doi.org/10.2307/3250921 Boxall, P., Purcell, J., & Wright, P. (Eds.). (2022). The Oxford handbook of human resource management. Oxford University Press. Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499 Dessler, G. (2021). Human resource management. Pearson. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organisations: Software of the mind. McGraw-Hill. Lawler, E. E. (2017). Reinventing talent management: Principles and practices for the new world of work. Berrett-Koehler. Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organisational psychology (pp. 1297–1349). Rand McNally. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397 McClelland, D. C. (1987). Human motivation. Cambridge University Press. Milkovich, G. T., Newman, J. M., & Gerhart, B. (2022). Compensation [Compensation]. McGraw-Hill Education. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two-sample confirmatory factor analytic approach [The measurement of engagement and burnout: A two-sample confirmatory factor analytic approach]. Journal of Happiness Studies, 3(1), 71–92. https://doi.org/10.1023/A:1015630930326 Schneider, B., González-Romá, V., Ostroff, C., & West, M. A. (2017). Organisational climate and culture: Reflections on the history of the constructs in the Journal of Applied Psychology. Journal of Applied Psychology, 102(3), 468–482. https://doi.org/10.1037/apl0000090 Ulrich, D., Brockbank, W., Johnson, D., Sandholtz, K., & Younger, J. (2019). HR competencies: Mastery at the intersection of people and business. Society for Human Resource Management. Vroom, V. H. (1964). Work and motivation. Wiley. Williams, L. J., Bono, J. E., Judge, T. A., & Colquitt, J. A. (2024). The role of discrete emotions in job satisfaction: A meta-analysis. Journal of Applied Psychology, 109(2), 215–239. https://doi.org/10.1037/apl0001160 Wright, P. M., & Ulrich, M. D. (2017). A road well-travelled: The past, present, and future journey of strategic human resource management. Annual Review of Organizational Psychology and Organizational Behaviour, 4, 45–65. https://doi.org/10.1146/annurev-orgpsych-032516-113052
Timetable Click on this link to view the detailed timetable in Excel
Bibliography Essential: 1. Chiavenato, I. Human Talent Management McGraw-Hill. 2017. ISBN: 978-145626984 2. Dolan, S. L., Valle Cabrera, R., Jackson, S. E., & Schuler, R. S. Human Resource Management: How to Successfully Attract, Retain and Develop Human Capital in Times of Transformation. McGraw-Hill. 2020. ISBN: 978-84-481-56 |
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| S0431135 | Coaching and leadership | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Coaching and leadershipCódigo: S0431135 Imprimir Course 4. First semester module. Elective. 6 credits. Profesores
Learning outcomes 1. Understand the fundamentals of coaching. 2. Apply the general aspects and concepts of coaching to personal development, analysing the objectives, skills and abilities that will enable future professional success. 3. Understand the impact of communication and emotional states on behaviour. 4. Understand the fundamentals of human behaviour within organisations and in the development of leadership skills. Course Content The course content is academically organised into four categories applied to coaching and personal development, taking into account leaders, teams and organisations: 1. Leadership Mindset: Understanding the role of the leader in coaching processes and in people development through the building of trust and credibility, emotional intelligence and management, resilience and a positive attitude. Building a Leadership Agenda (70/20/10 model). 2. Self-Leadership: The importance of self-awareness in coaching processes; how others perceive us (360°, 270°, 180°); communicating effectively; influence; and self-development. 3. Leading individuals and teams: Delegation, situational leadership, giving and receiving feedback, developing talent, recognition, motivating people, conflict management and team development. 4. Supporting individuals and teams through coaching: The historical evolution of coaching; personal and executive coaching processes; and mentoring processes within organisations. Skills of the leader-coach. Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and competencies on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Addendum Recommended reading. Below is a list of the recommended reading for each unit. As the course progresses, this list will be supplemented in line with the learning needs of the student group. Unit 1. Fundamentals + Leadership Mindset: -Heifetz, R. and Linsky, M. *Leadership Without Limits*. Reverte-Management. 2021 -Clear, J. *Atomic Habits: Small Changes, Extraordinary Results*. Diana Editorial. 2019 -Goleman, D., Boyatzis, R., & McKee, A. (2002). *The Resonant Leader Creates More*. Harvard Business Review Press. -Peters, S. *The Chimp Paradox*. Urano. 2018. -M. McCall, R. W. Eichinger and M. Lombardo (2010) “The Career Architect Development Planner”. Lominger Unit 2. Self-Leadership: -A. C. Rivas (2016). Personality Types: Keys to Unlocking the Secret of Your Personality. Createspace Independent Publishing Platform -Scott, Kim. *Radical Candour: Be a Kick-Ass Boss Without Losing Your Humanity*. (2020). -Heath, C. & Heath, D. *Stickiness*. Random House, 2007 -D. Kahneman. *Thinking, Fast and Slow*. (2011) Unit 3. Leading People: -Pink, Daniel. *Drive: The Surprising Truth About What Motivates Us*. Riverhead Books. 2009 -Aguirre Sánchez, M.A. Leading and Motivating Teams. Ediciones Pirámide. 2017 -Sánchez García-Arista, M.L. From the Hostile Brain to the Intelligent Brain. Editorial Reus. 2021 Unit 4. Supporting individuals and teams through coaching: -Ibarra, H. Act Like a Leader, Think Like a Leader. Harvard Business Review Press. 2015. -Wolk, L. *Coaching: The Art of Blowing on Embers*. Gran Aldea Editores. 2007 -Anzorena, O. The Coach Leader: A Model for Leadership and Organisational Coaching. Granica. 2019 -Lencioni, P. The Five Dysfunctions of a Team. Empresa Activa, 2003 Timetable Click on this link to view the detailed timetable in Excel
Bibliography Basic: 1. McCauley, Cynthia and Fick-Cooper, Lynn Direction, Alignment, Commitment: Improving Results through Leadership Centre for Creative Leadership. 2018. ISBN: 1604918659 |
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SECOND FOUR-MONTH PERIOD
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| S0331130 | Psycho-educational Assessment and Intervention for Learning Difficulties | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Psycho-educational Assessment and Intervention for Learning DifficultiesCódigo: S0331130 Imprimir Course 3. Second-term module. Elective. 6 credits. Profesores
Learning outcomes 1. Identify and describe the various learning difficulties 2. Understands what psycho-educational intervention and assessment involve in an educational context 3. Understand the different aspects of psycho-educational assessment 4. Identify and describe the various techniques and tools used in psycho-educational intervention and assessment 5. Conducts an assessment of the pupil/patient using appropriate methods 6. Assess the family, social and school context of the child or adolescent 7. Provide guidance on the necessary intervention 8. Draw up a psycho-educational report Description of the content Teaching Unit 01. Learning difficulties and psycho-educational intervention - Learning difficulties. Implications at school, emotional and social levels - Fundamentals of psycho-educational intervention and assessment Teaching Unit 02. Dimensions and psycho-educational assessment of the pupil - Dimensions of psycho-educational assessment - Assessment of the pupil Teaching Unit 03. Psychopedagogical Assessment, Diagnosis and Guidance - Instruments and techniques for psycho-educational intervention and assessment. Main tests - Diagnosis and guidance Teaching Unit 04. Preparation and Implementation of the Psychopedagogical Report - Structure of the psycho-educational report - Relationship between assessment and intervention. Identified needs Teaching Unit 05. Psychopedagogical Intervention for Learning Difficulties - Concept and characteristics of psycho-educational intervention - Intervention for difficulties with reading, writing and arithmetic Teaching Unit 06. Self-esteem and Support Programmes for Students with Learning Difficulties - Fostering self-esteem in children with learning difficulties - Support measures and the development of an intervention programme Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. ANA MIRANDA CASAS, EDUARDO VIDA-ABARCA GÁMEZ, MANUEL SORIANO FERRER PSYCHO-EDUCATIONAL ASSESSMENT AND INTERVENTION IN LEARNING DIFFICULTIES EDICIONES PIRÁMIDE (GRUPO ANAYA, S.A.). 2011. ISBN: 978-84-368-14 Supplementary: 2. Elena Martín, Isabel Solé and Ramón Almirall Educational Guidance: Models and Intervention Strategies GRAÓ. 2011. ISBN: 978-84-9980-8 3. Jesús Alonso Tapia Psycho-educational assessment and educational guidance. Vol. I: Problems with motivation and learning Síntesis. 2012. ISBN: 978-84-9958-9 4. Jesús Alonso Tapia Psycho-educational assessment and educational guidance. Vol. II: Social integration, assessment of the instructional environment and programme evaluation Síntesis. 2012. ISBN: 978-84-9958-9 |
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| S0331131 | Crisis and emergency response | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Crisis and emergency responseCódigo: S0331131 Imprimir Course 3. Second-term module. Elective. 6 credits. Profesores
Learning outcomes 1. Identifies and understands a crisis or emergency situation 2. Is able to analyse a crisis or emergency situation 3. Is able to manage material and human resources effectively in crisis and disaster situations 4. Understands the principles for selecting the most appropriate intervention techniques and methods for a critical incident 5. Understands the psychopathology associated with crisis and emergency situations 6. Maintains appropriate emotional control as a healthcare professional during crises and emergencies 7. Understands and respects the ethical requirements of the profession Course content description - Definition of Disasters and Emergencies - The National Civil Protection System - The role of international organisations and the Spanish Armed Forces in emergency response - Psychological intervention during the different phases of an emergency - Intervention tools for critical incidents - Delivering bad news - Pathological symptoms associated with emergencies - Demobilisation techniques in emergencies - Intervention in suicide crises - Psychological training programmes for first responders Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and techniques on a specific topic Lectures (35 hours): asynchronous online course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the subject matter covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Karl A. Slaikeu Crisis Intervention: A Handbook for Practice and Research Manual Moderno. 1996. ISBN: 9684267118 |
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| S0331132 | Educational guidance and tutorial support | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Educational guidance and tutorial supportCódigo: S0331132 Imprimir Course 3. Second-term module. Elective. 6 credits. Profesores
Learning outcomes 1. Identify the different functions of guidance 2. Identify and describe the different techniques and tools used in guidance. 3. Analyses the factors involved in the teaching and learning process 4. Understands the various tools used in educational and career guidance 5. Understands the role of the tutor in guidance and the objectives of tutorial support 6. Be able to draw up a tutorial action plan Description of the content - Roles of the guidance counsellor - Guidance in teaching and learning processes - Career guidance for students - Tutoring. Objectives and principles. The tutor’s role. - Types of tutorial support at different stages of education, in both mainstream and non-mainstream education. - Activities and tasks involved in tutorial support: getting to know the pupil, monitoring, coordination, assessment, social interaction, special educational needs. - Tutorial action plan and guidance plan. - Drawing up a tutorial action plan: needs analysis, objectives of the tutorial programme, content and assessment Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of instrumental skills and competences on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and marking schemes for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be marked as failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Addendum Essential Reading: 1. Manuel Álvarez González and Rafael Bisquerra Alzina Educational Guidance: Models, Areas, Strategies and Resources: Wolters Kluwer ISSN: 978-84-9987-1 Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Manuel Álvarez González and Rafael Bisquerra Alzina Educational Guidance: Models, Areas, Strategies and Resources. Wolters Kluwer. 2017. ISBN: 978-84-9987-1 |
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| S0331133 | Legal and forensic psychology | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Legal and forensic psychologyCódigo: S0331133 Imprimir Course 3. Second-term module. Elective. 6 credits. Profesores
Learning outcomes 1. Understands the theoretical foundations of legal and forensic psychology 2. Knows, understands and uses appropriately the psychological, legal, medical and technical terminology necessary for the correct handling of concepts. 3. Understands the scientific techniques and criteria for establishing the credibility and validity of testimony. 4. Is able to intervene in accordance with the basic and technical principles of Legal and Forensic Psychology 5. Is able to design and carry out an expert assessment 6. Be able to work as part of a team with other professionals in the legal field 7. Is familiar with, and able to respond appropriately to, the ethical and legal requirements involved in forensic psychology Course content - INTRODUCTION TO PSYCHOLOGY IN THE FORENSIC FIELD - THE EXPERT REPORT - FORENSIC PSYCHOLOGY IN THE CRIMINAL JUSTICE SYSTEM - FORENSIC PSYCHOLOGY IN THE CIVIL CONTEXT - MINORS IN CONFLICT Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and techniques on a specific topic Lectures (35 hours): asynchronous presentation of course content which students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and marking schemes for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be marked as failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Enrique Esbec Rodríguez and Gregorio Gómez-Jarabo Psychology and the Legal Treatment of Disability Edisofer. 2000. ISBN: 9788489493360 2. Juan Carlos Sierra and Eva María Jiménez Forensic Psychology: A Handbook of Techniques and Applications Biblioteca Nueva. 2013. ISBN: 978-84-9940-9 Supplementary: 3. Enrique Echeburúa Overcoming Trauma Pirámide. 2004. ISBN: 978-84-368-19 4. Marta Ramírez González When Parents Separate Biblioteca Nueva. 2003. ISBN: 9788497421034 5. Virginia Barber Beyond Good and Evil Debate. 2019. ISBN: 9788499929538 |
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| S0331134 | Business psychology and marketing | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Business psychology and marketingCódigo: S0331134 Imprimir Course 3. Second-term module. Elective. 6 credits. Profesores
Objectives - To understand consumer behaviour and economic behaviour as an interdisciplinary field of research and intervention within psychology. - To understand the influence of motivational and emotional processes on decision-making and consumer behaviour. - To analyse the impact of cognitive processes (perception, memory, attention, learning and decision-making) on consumer behaviour. - To identify the impact of attitudes, reference groups and culture on the formation of consumer preferences and habits. - Apply the knowledge acquired to the analysis, formulation and resolution of problems related to consumer and economic behaviour in academic and professional contexts. Assessment criteria - Achievement of the learning objectives will be assessed using the following criteria: - Conceptual mastery of consumer behaviour and economic behaviour as an interdisciplinary field of study. - Ability to explain and relate motivational and emotional processes to consumer behaviour. - Understanding and critical analysis of the cognitive processes involved in purchasing decisions. - Identification and assessment of social and cultural factors (attitudes, reference groups, cultural norms and values) that determine consumer behaviour. - Practical application of theoretical knowledge in case studies, analysis and the development of intervention proposals in consumer contexts. - Scientific reasoning and methodological rigour in the presentation of ideas, argumentation and the submission of work. Learning outcomes 1. Understands consumer behaviour and economic behaviour as an interdisciplinary field of research and intervention. 2. Understands how motivational and emotional processes influence consumer behaviour. 3. Understands how cognitive processes influence consumer behaviour. 4. Understands the impact of attitudes, reference groups and culture on consumer behaviour. 5. Applies this knowledge to analyse, identify and solve problems relating to consumer and economic behaviour, in both academic and professional contexts. Course description - Introduction to the psychology of consumption - Psychology of consumer behaviour - Basic psychological processes and consumer behaviour - Preference learning and consumer behaviour - Individual differences in consumer behaviour - Self-concept and consumer behaviour - Personality and consumer behaviour - The consumer in a social and cultural context - Communication, persuasion and consumer behaviour Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and competencies on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the module, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the module will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Alejandro Mollá Descals, Gloria Berenguer Contrí, Miguel Ángel Gómez Borja, Ismael Quintanilla Pardo Consumer Behaviour UOC. 2006. ISBN: 84-9788324-1 |
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| S0331135 | Organisational consultancy and ergonomics | OP | 6 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Organisational consultancy and ergonomicsCódigo: S0331135 Imprimir Course 3. Second-term module. Elective. 6 credits. Profesores
Learning outcomes 1. Understand the key definitions of organisational consultancy 2. Understand the main theoretical models of psychosocial intervention in organisations 3. Understand the most significant findings from research in this field 4. Understand the key principles for advising and guiding clients from a practical perspective 5. Analyses organisational processes using an approach that considers their different levels (individual, group and organisational) 6. Understand the key principles of designing organisational intervention programmes 7. Understand the main areas and methods relating to ergonomic intervention within the legal framework provided by the current LPRL. 8. Understand the principles of ergonomic intervention and apply them to the prevention of occupational risks within the paradigm of universal design and in relation to human resources management. 9. Possess scientific, technical and practical knowledge aimed at promoting health and job satisfaction, taking into account the needs of specific groups. Course content description Topic 1: Introduction to Organisational Psychology Topic 2: Organisational Structure Topic 3: Psychological Processes Topic 4: Recruitment Topic 5: Wellbeing at Work Topic 6: Ergonomics and Occupational Health and Safety Training activities Synchronous online lectures (8 hours) Synchronous seminars (7 hours): problem-based learning, case studies. Synchronous workshops (7 hours): acquisition of practical skills and competencies on a specific topic Lectures (35 hours): asynchronous online course content that students can view as many times as they need. Study of course content and supplementary materials (90 hours): independent study Online tutorials: guidance and clarification of queries. Assessment (in-person exam) Assessment system and criteria Regular and supplementary examination sessions: - 40% of the mark: continuous assessment activities. Detailed information on the activities to be completed, as well as submission dates, assessment criteria and rubrics for each one, can be found in the course’s virtual classroom. - 60%: Final course exam. This will consist of a series of theoretical and/or theoretical-practical questions on the material covered in class and/or on the compulsory reading. IMPORTANT: - To pass the course, it is ESSENTIAL that the mark, calculated as the sum of all components, is five or above and that the exam is passed. If the exam is not passed, the course will be failed and this mark will be the one published. - The academic originality of the work submitted by students will be assessed. Should any similarity with previously indexed documents be detected, the reason for and percentage of such similarity will be assessed before the submission is deemed invalid. In the event of a repeat offence by the student, further disciplinary measures will be considered. Timetable Click on this link to view the detailed timetable in Excel
Bibliography Core: 1. Alcocer, C. and Gil, F. Introduction to Organisational Psychology. Alianza Editorial. 2003. ISBN: 84-206-3564-2 2. ROBBBINS, S.P. Organisational Behaviour: Concepts, Controversies and Applications. Prentice Hall Hispanoamericana, S.A.. 1998. ISBN: 978-607-442-0 3. SCHEIN, E. Organisational Psychology. Prentice-Hall International. 1982. ISBN: 0-13-731893-6 Supplementary: 4.- FERNÁNDEZ RÍOS, M. & SÁNCHEZ, J.C. Organisational Effectiveness: Theory and Evaluation. Díaz de Santos. 1997. ISBN: 84-7978-312-5 |
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| TOTAL: | 36 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
*Character: BT: Basic Training, Ob: Required, Op: Optional
Our degree is official, verified by the Council of Universities and fully valid in Spain, as well as in the European Higher Education Area.
It is recognised by the Education Systems of Latin America, being recognised and approved by the different Ministries of Education in Latin America:
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The main reason why UAX attracts students like you is the opportunity to balance your personal, professional and academic life. What sets us apart is our barrier-free distance learning approach, centred on you and your desire to learn.
What is our approach like?
What’s more, you’ll have full access to our campus in Madrid to sort out any administrative matters, get answers to your questions and enjoy the facilities it has to offer.
At UAX, you’ll be trained from day one using the real tools employed in clinical practice.
In our online degree you will have the opportunity to put your knowledge into practice in leading institutions in various fields of knowledge, thanks to our agreements with top-level entities:
A diverse and quality network of centres, designed to ensure that your training has a real impact from day one.
| COUNTRY | UNIVERSITY |
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| SPAIN | UNIVERSITAT ROVIRA I VIRGILI |
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| MEXICO | IBEROAMERICAN UNIVERSITY |
| PERU | CONTINENTAL UNIVERSITY |
| PORTUGAL | INSTITUTO SUPERIOR DE CIENCIAS DA SAUDE EGAS MONIZ |
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| TURKEY | ANKARA SCIENCE UNIVERSITY |
More information at International Relations Office
A network of exam centres and spaces to enhance your university experience
Take your in-person exams at our designated centres in Spain and Latin America, so you can choose the location that best suits your needs. Centres are subject to availability and capacity.
Furthermore, as a student at UAX Online, you’ll have access to our Campus Hubs – a network of exclusive physical spaces where you can study, access libraries, work in co-working areas and connect with other students. Because studying online doesn’t mean studying alone.
Campus Hubs available in: Alcobendas, Alcorcón, Valencia San Vicente, Murcia, Barcelona, Málaga, Seville and Arganda.
Access is granted with your UAX student card, subject to availability and the opening hours of each centre.
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In accordance with Royal Decree 822/2021, those who meet any of the following conditions may access the Bachelor's Degree in Psychology online:
National studies
International studies
Access by other routes
The access criteria will only be applied in those cases in which the demand for places exceeds the number of places available on the degree programme.
In the assessment of the access criteria, the student's academic record will have a value of 60% and 40% of the University's general tests which consist of:
Finally, the entrance exams comply with the principles of respect for fundamental rights and equal opportunities between men and women, the principles of equal opportunities and universal accessibility for people with disabilities and the values of a culture of peace and democratic values.
Number of places offered: 80
The UAX has a regulation on the transfer and recognition of credits that complies with the Royal Decree 822/2021.
If you already have another degree, you can access the Online Degree in Psychology with the possibility of validating ECTS. Request your free personalised study according to the recognitions agreed with the Community of Madrid.
We need to know a little bit about you so that we can provide you with a personalised service.
All fields are required
Mentors, counsellors, mediators or therapists, at all ages and in public and private settings where humans operate.
Not sure what you would like to do?
We help you discover which programme fits your profile.
Psychology is one of the most patient-oriented professions. If you wish to study psychology, it is recommended that you enjoy dealing with people and have a helpful and service-oriented attitude.
The requirements to study a degree in psychology online are:
Be a student of baccalaureate, preferably in Health Sciences or Education, with EVAU approved.
Specific language, knowledge and psycho-technical tests.
Ranking: Academic record (70%) and competency tests (30%).
Yes, at UAX you can study the Bachelor's Degree in Psychology online, with a flexible methodology that allows you to progress in your training from anywhere and combine your studies with other responsibilities.
During the degree you will acquire a solid foundation in the main areas of psychology, such as clinical and health psychology, educational psychology, social psychology, work and organisational psychology, psychological assessment and intervention in different contexts.
In the online Bachelor's Degree in Psychology you will study subjects related to basic psychological processes, developmental psychology, psychopathology, psychological assessment, educational psychology, social psychology, work psychology, neuropsychology, psychological intervention and research methodology.
The syllabus is structured so that you acquire a scientific and practical grounding in psychology, with a progression from the fundamentals of the discipline to specialisation subjects, internships and the Final Degree Project.
You can find more information in our article on subjects in the online Bachelor's Degree in Psychology.
The online Bachelor's Degree in Psychology lasts 4 years and has 240 ECTS credits. Throughout the curriculum you will study subjects aimed at understanding human behaviour, psychological processes, assessment, intervention and the main professional fields of psychology.
The training combines theoretical content, practical activities, specialisation subjects, internships and the Bachelor's Degree Final Project.
The world of psychology is very broad and you can investigate the numerous training and professional specialisations that exist:
If you would like to find out more about the area of knowledge of each speciality in psychology, you can read our blog post on the branches of psychology.
Yes, the UAX online Bachelor's Degree in Psychology is an official university degree with 240 ECTS credits. At the end of your studies, you will obtain an official Bachelor's Degree that will allow you to continue your training with postgraduate studies, such as the Master's Degree in General Health Psychology, if you want to focus your career in the health field.
If you are studying for a Bachelor’s degree in Psychology online, you will be able to sit your exams at centres authorised by UAX, both in Spain and abroad, subject to availability for each exam session.
Yes, if you have already studied at university or have previous related training, you can request a personalised credit recognition study for the online Bachelor's Degree in Psychology.
The university will evaluate your academic transcript and the previous training you have provided to determine which subjects or credits can be recognised, in accordance with the current regulations on credit transfer and recognition.
The distance degree in psychology has many professional opportunities in different areas such as educational institutions, companies, consultancies, research centres, community services, etc., for some of them it is necessary to take a qualifying master's degree, as is the case in the health sector and health centres. If you are interested in this field, you can study the master's degree in general health psychology.
Other related qualifications
We offer a wide range of courses, so you’re sure to find a programme that suits you.
Degree in Pharmacy (Blended)
In collaboration with:
Start:
September
Length:
5 years
Master’s Degree in General Health Psychology
Start:
October
Length:
18 months
Master’s Degree in General Health Psychology
Start:
October
Length:
18 months
Master's Degree in Healthcare Management (Online)
In collaboration with:
Start:
October
Length:
9 months
You can consult the academic calendar and timetables at the following link.
The Degree Monitoring and Improvement Committee is made up of the Degree's Head of Studies, External Placement Coordination, Internal Placement Coordination, Educational Innovation Coordination, TFG Coordination, 1st, 2nd, 3rd and 4th year teachers, student representatives (course delegates), alumni, the area's Quality Coordinator and PAS.
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This degree, according to RD 822/2021 (art. 34) must undergo the process of accreditation renewal. During the development of the process, an evaluation team of the Foundation for Knowledge Madrimasd will meet with different stakeholders of the degree. In addition, they provide us with a form so that any interested party can indicate to the Foundation those aspects they consider relevant to the development of this programme.