Public University of Navarre



CastellanoEuskara | Academic year: 2021/2022 | Previous academic years:  2020/2021  |  2019/2020  |  2018/2019  |  2017/2018 
Bachelor's degree in Social Work at the Universidad Pública de Navarra
Course code: 304102 Subject title: PSYCHOLOGICAL BASES: THE INDIVIDUAL AND THE SOCIAL ENVIRONMENT
Credits: 6 Type of subject: Basic Year: 1 Period: 1º S
Department: Ciencias de la Salud
Lecturers:
CASANOVA LAMOUTTE, ELSA MILAGROS (Resp)   [Mentoring ] ALVAREZ DIAZ, BEATRIZ   [Mentoring ]
ZEAS SIGÜENZA, ANANDA MARIA   [Mentoring ]

Partes de este texto:

 

Module/Subject matter

Basic knowledge of social structures and human behaviour/ Psychology

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General proficiencies

2.1. Basic Proficiencies  

 

BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced text books, also includes some aspects which imply knowledge of the latest developments in their field of study.

BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.

2.2. General Proficiencies

 

GP1 - To apply and to analyze knowledge of human behaviour and the social environment.

GP2 - To produce knowledge about social reality, social problems and the discipline of Social Work.

 

GP8 - To have the ability to gather and interpret relevant data to make a diagnosis and a social assessment of individuals, groups, families and communities to make judgments that include a reflection on relevant issues of a social, scientific or ethical nature.

 

 GP13 - To manage and to be responsible, with supervision and support, of their own practice within the organization.

 

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Specific proficiencies

SP3 - To be able to support the development of networks to address needs and to work towards planned results by examining with other people the support networks they can have access and develop.

 

SP9 - To identify and act in solving situations of vulnerability and of risk of social exclusion.

 

SP13 - To intervene with individuals, families, groups, organizations and communities to empower them in making decisions about their needs, circumstances, risks, preferred options and resources.

 

SP16 - To organize work groups in order to analyze and defend the interests of individuals, families, groups, organizations and communities.

 

SP22 - To identify and manage intra and interpersonal conflicts, designing strategies to overcome them.

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Learning outcomes

- To recognize the difficulties involved in describing people and the errors that occur in the interpretation of behavior.

 

-To see the importance of context in determining one's own behavior and that of others.

 

-To be aware of the importance of description through stages of people's intellectual and moral development.

 

-To consider the importance of self-esteem in the development of the person and in the valuation of the groups to which they belong.

 

-To use persuasive techniques in promoting prosocial and ecological behaviors.

 

-To apply the psychological principles that govern the life of the groups to groups to which they belong and in which they participate.

 

-To interpret the life of the group on the basis of the stages that mark its development.

 

-To differentiate the different types of leadership.

 

-To understand prejudice and discrimination as the result of unequal and/or competitive intergroup relationships.

 

-To consider the importance of self-esteem when evaluating the groups to which they belong.

 

-To understand social movements and collective behavior in their origin and their influence on the historical development of societies.

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Methodology

Formation activities 

 

Code Denomination Presence No presence
FA1 Lectures (foundations, exemplifications, proven applications and developments) 35  
FA2 Practical classes or, where appropriate, external practices 15 10
FA3 Preparation of papers and, where appropriate, oral presentation 2 30
FA4 Self-study      50
FA5 Tutorials  5  
FA6 Oral or written exams 3  
    TOTAL HOURS 60 90

 

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Relationship between formative activities and proficiencies/learning outcomes

Formation activities-competences relationship.

 

                                          Proficiencies
Activities Basic General Specific
FA1 BP1 GP1, GP2, GP8, GP13 SP3, SP9, SP13, SP16, SP22
FA2 BP2, BP5 GP1, GP2, GP8, GP13 SP3, SP9, SP13, SP16, SP22
FA3 BP2, BP4, BP5 GP1, GP2, GP8, GP13 SP3, SP9, SP13, SP16, SP22
FA4 BP1, BP5 GP1, GP2, GP8, GP13 SP3, SP9, SP13, SP16, SP22
FA5 BP1, BP5 GP1, GP2, GP8, GP13 SP3, SP9, SP13, SP16, SP22
FA6 BP1, BP2, BP4, BP5 GP1, GP2, GP8, GP13 SP3, SP9, SP13, SP16, SP22

 

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Languages

English

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Evaluation

The evaluation of the Psychological Bases course focuses on students´ ongoing participation in both theoretical and practical activities. Both individual and group activities are evaluated, according to the following percentages:  

Code Description Weight  Recoverable
SE1  Course attendance and active participation. 5% 0%
SE2  Individual portfolio: Theoretical papers 20% 0%
SE3  Practical and applied assignments 25% 25%
SE4  Final written test 50% 50%
  TOTAL 100% 75%

 

 

 

Learning outcomes Evaluation method Weight (%) Recoverable
R1,R2,R3 Course attendance and active participation  5%  0%
 R1, R2,R3 Final written test  50%  50%
 R2 Individual portfolio: theoretical papers  20%  0%
 R1,R2,R3 Practical and applied assignments  25%  25%
  TOTAL  100%  75%

 

More information on the evaluation method:

 

*In the final written test students will be invited to demonstrate their ability to identify, define and describe the basic concepts of the course,  as well as their capacity to synthesize, analyze and integrate these  contents and give them a personal and professional meaning as they recognize them in of their professional field. The date of the final written test (¿examen ordinario¿) will be set by the Faculty of Human, Social and Education Sciences.

*  To pass the course, the final written test needs to be passed with a minimum score of 5 out of 10 possible points in the test (2,5 out of 5 possible points in the course).

* The students who fail the final written test will have to retake it during the extraordinary exam period The date of the final written test (¿examen extraordinario¿) will be set by the Faculty of Human, Social and Education Sciences.

*The marks from the continuous evaluation (course attendance and active participation, up to 5%; individual portfolio, up to 20%; practical  assignments, up to 25%) will only be added to the final test mark if the final written test is passed.

* The deadlines for the individual portfolio tasks and for the practical assignments will be set by the professor. Papers presented after the established deadlines will not be accepted.

* In the case that a student does not pass the course and wishes to retake it, s/he will have to present again the required individual portfolio tasks and practical assignments. Previous year´s marks will not be taken into account.

 

 

 

 

 

 

 

 

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Contents

The contents of this course called: "Psychological bases: individual and social environment",  include the psychological processes that support the teaching and learning process, the understanding, analysis and evaluation of personal and social identity, the interpretation of social reality in the different environments and the study of the factors that determine group behaviour.

To explain and predict the functioning of the mind and behaviour, psychology starts from the individual as being unique, master of their perceptions, emotional experiences, judgments and decisions, which will ultimately depend on the social circumstances that surround and urge them towards psychosocial adaptive development.

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Agenda

Module 1: Information reception
1: Introduction to Psychology
2: Sensorial and perceptive processes

3: Attention

Module 2: Acquisition, storage and generation of information

4: Learning
5: Memory
6: Thinking

Module 3: Personal identity

7: Motivation and emotion
8: Personality

Module 4: Processes of social cognition

9: Social cognition

10: Attitudes and persuasion

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Bibliography

Access the bibliography that your professor has requested from the Library.


Basic bibliography

Nolen-Hoeksema, Frederickson, B.L., Loftus, G.R., & Lutz, C. (2014). Atkinson´s & Hilgard´s Introduction to Psychology, 16th edition. Cheriton House, UK: Cengage Learning.

 

Complementary bibliography in English

Deaux, K., & Snyder, M.  (Eds.) (2012). The Oxford Handbook of Personality and Social Psychology. New York: Oxford University Press.

Gluck, M.A., Mercado, E., & Myers, C.E. (2016). Learning and memory. From brain to behavior (3rd edition).  New York: Worth Publishers.

Holyoak, K. J., y Morrison, R. G. (2005). The Cambridge handbook of thinking and reasoning. Cambridge: Cambridge University Press.

Larsen, R.J. y Buss, D.M. (2018). Personality Psychology: Domains of knowledge (6th ed.). New York: MGraw-Hill.

Little, B. (2016). Me, myself and us ¿the science of personality and the art of wellbeing. New York: Public Affairs.

Masmoudi, S., Yun Dai, D., & Naceur A. (Eds.) (2012). Attention, representation, and human performance. An integration of cognition, emotion, and motivation. New York: Psychology Press.

Mischel, W. (2014). The marshmallow test ¿mastering self-control. New York: Little, Brown & Co.

Posner, M. I. (2011). Cognitive neuroscience of attention (2ª ed.). New York: The Guilford Press.

Kahneman, D. 2011). Thinking, fast and slow.  New York, US: Farrar, Straus and Giroux.

 

Complementary bibliography in Spanish

Alonso, G. (2012). Psicología. México: McGraw Hill.

Anderson, J. R. (2001). Aprendizaje y memoria. Un enfoque integral. México: McGraw-Hill.

Beredjiklian, D. H., M. (2009). Psicología. México: Santillana.

Castillo Villar, M.D. (2009). La atención. Madrid: Pirámide.

Coon, D. (2005). Fundamentos de psicología. México: Thomson.


Cuadrado, Guirado, I. y Fernández Sedano, I. (Coords) (2007). Psicología Social. Madrid: Sanz y Torres.

De Diego Vallejo, R; Chico del Río, M. (2013). Prácticas de Psicología Social. Madrid: Pirámide.

Delgado Losada, M. L. (2014). Fundamentos de psicología: para ciencias sociales y de la salud. Madrid: Panamericana.


Díaz Gómez, J. M., Gámez Armas, E. (2010). Motivación y emoción: investigaciones actuales. Servicio de Publicaciones, Universidad de La Laguna.

Domínguez Sánchez, F.J. (2003). Guía Didáctica. Procesos Psicológicos Básicos. Madrid: UNED.

Fernández-Abascal, E.G. (2010). Psicología de la emoción. Madrid: Univ. Ramón Areces.

Fernández-Abascal, E.G; Martín Díaz, M.D. y Domínguez Sánchez, F.J. (2001) Procesos Psicológicos. Madrid: Pirámide.


García Sevilla, J., y Fuentes Melero, L. (2010). Manual de psicología de la atención. Una perspectiva neurocientífica. Madrid: Síntesis.

Gaviria, E., Cuadrado, I. y López Sáez, M. (2009). Introducción a la Psicología Social. Madrid: Sanz y Torres

Gazzaniga, M. S. (2018) Psychological science. New York: W.W. Norton.

Gerrig, R. J.; Zimbardo, P. G. (2005). Psicología y vida. México: Pearson Educación.


Goldstein, E. B. (2006). Sensación y percepción. Madrid: International Thomson.


Gross, R. D. (2007). Psicología. La ciencia de la mente y la conducta. México: Manual Moderno.

Hergenhahn, B. R. (2009). Introducción a la historia de la psicología. Madrid: Paraninfo.


Holyoak, K. J., y Morrison, R. G. (2005). The Cambridge Handbook of Thinking and Reasoning. Cambridge: Cambridge University Press.

Lahey, B. B. (2007). Introducción a la psicología. México: McGraw-Hill.


Larsen, R. J., y Buss, D. M. (2005). Psicología de la personalidad: Dominios de conocimiento sobre la naturaleza humana. México DF: McGraw-Hill.

Leahey, T. H. (2005). Historia de la psicología. Madrid: Pearson Educación.


López Sáez, M. (2007). Fundamentos de la teoría de la disonancia cognitiva. En F. J. Morales, M. Moya, E. Gaviria, y I. Cuadrado (Eds.) Psicología social (pp. 517-534). Madrid: McGraw-Hill

Manktelow, K. (2012). Thinking and reasoning. An Introduction to the psychology of reason,judgment and decision making. Suffolk, Reino Unido: Psychology Press.

Marcuschamer, Eva (2007). Psicología. México: McGraw Hill.

Martin, G. N.; Carlson, N. R.; Buskist, W. (2004). Psychology. Essex, Reino Unido: Pearson Education.

Mestre N. y Palmero C. F. (2004). Procesos psicológicos básicos. México: McGraw Hill.

Morris, C. G.; Maisto, A. A. (2001). Introducción a la psicología. México: Pearson Educación.

Morris, C. y Maisto, A. (2013). Introducción a la Psicología. México: Pearson Prentice Hall.


Myers, D. (2011). Exploraciones de la psicología social. Madrid: McGraw-Hill.

Palmero, F; Mestre, J.M. (2004). Procesos Psicológicos Básicos. Madrid: Mc Graw-Hill.

Pinel, J. P. J. (2007). Biopsicología. Madrid: Pearson.

Posner, M. I. (2011). Cognitive Neuroscience of Attention. New York: The Guilford Press.

Sáiz, M. (2009). Historia de la psicología. Barcelona: Editorial UOC.

Santiago de Torres, J. (2006) Procesos Psicológicos Básicos. Madrid: Pirámide.

Schultz, D. P.; Schultz, S. E. (2008). A history of modern psychology. Estados Unidos: Thomson.

Vaquero, C; Vaquero, E. (2010). Psicología. México: Esfinge.

Wade, C.; Tavris, C. (2003). Psicología. Madrid: Pearson Educación.

Zentner, J. y Antoni, M. (2014). Las cuatro emociones básicas. Barcelona: Ed. Herder.

Zepeda, Fernando (2019). Introducción a la Psicología. México: Pearson Prentice Hall.

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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