Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa
Public University of Navarre
| 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 ] | INDIAS GARCIA, SILVIA (Resp) [Mentoring ] | ||||
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.
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.
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.
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.
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 |
Evaluation
| Learning outcome |
Assessment activity |
Weight (%) | It allows test resit |
Minimum required grade |
|---|---|---|---|---|
| R1, R2, R3, R4, R5, R6 | Portfolios: individual practice report | 10% | 0% | No |
| R1, R2, R3, R4, R5, R6 | Group Work: observation, proposal and application | 20% | 0% | No |
| R1, R2, R3, R4, R5, R6 | Final written multiple choice exam | 70% | 70% Recoverable through written test | Minimum grade to pass 3.5 points |
| Total | 100% | 70% |
More information on the evaluation method:
The final exam will consist of 30 multiple choice questions to choose from 4 answer alternatives.
Correct answers will score 1 point, incorrect answers will subtract 0.33 points. Unanswered answers will not count.
The final exam has a value of 7 out of 10 (70% of the final grade for the subject.
The remaining 3 points out of 10 are distributed in: Portfolios- individual practice report, 1 point (10% of the final grade of the subject) and, Group work, 2 points (20% of the final grade of the subject).
Assignments, portfolios and group work will only be accepted on the dates assigned by the teacher.
Works from previous years will not be saved.
It will be mandatory to have passed the final exam with a 5 (that is, a minimum of 3.50 out of 7.00) in order to later add to this score the grades obtained in the theoretical and practical work, resulting in the overall grade of the subject.
Those students who have not passed the ordinary exam will have the possibility of taking the extraordinary exam, under the same conditions already mentioned with respect to the ordinary exam.
If the minimum for weighting (5 points) is not met in the exam (ordinary or extraordinary), the grade for the subject will be a maximum of 4.9 out of 10 (fail).
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
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.
Location
Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.