Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Psychopedagogic Management and Services
Code: 42975Credits: 10
| Degree programme | Type | Course |
|---|---|---|
| Psychopedagogy | OP | 1 |
Contact lecturer
- Name :
- Joan Josep Llansana González
- Email :
- joanjosep.llansana@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
No prerequisites are needed to complete this module.
Objectives
The Master's participants have taken the subjects of 'Diversity and Curriculum' and 'Assessment and diagnosis of educational needs', so they have an approach to the current principles and problems that occur in the field of educational psychology. Subsequently and in parallel to the current subject, subjects related to intervention in different educational stages or with different groups of users have been started. Therefore, they are familiar with the spaces and users of the intervention.
This subject analyzes and deepens the models and practices that accompany the organization, management and development of territorial support services, which channel demands and provides support to educational centres and other institutions that require it. Its focus is, therefore, on the knowledge and analysis of the organizational, management and leadership systems of psycho-pedagogical institutions and services. Its knowledge is essential for the educational psychologist, as it is a space for professional activity and as a reference for diagnoses and treatments at the school level.
The objectives of the subject are:
- Understand the organization and functioning of educational psycho-pedagogical support services.
- Analyze the models of organization and functioning of educational psycho-pedagogical support services.
- Delimitate strategies for work with the psycho-pedagogical support services.
- Design and develop proposals for intervention which consider the nature and the functions of educational psycho-pedagogical services.
Learning outcomes
- CA15 (Design activities that allow for the active involvement of socio-educational teams in educational institutions, attending to the different individual and group educational needs identified through psychopedagogical assessment and diagnosis.) Design activities that allow for the active involvement of socio-educational teams in educational institutions, attending to the different individual and group educational needs identified through psychopedagogical assessment and diagnosis.
- CA16 (Draw up protocols for referral to external services through intra-professional and inter-professional coordination mechanisms for the different psychopedagogical, social and health services attending the population.) Draw up protocols for referral to external services through intra-professional and inter-professional coordination mechanisms for the different psychopedagogical, social and health services attending the population.
- KA13 (Propose protocols for referral to external services based on efficiency and sustainability criteria.) Propose protocols for referral to external services based on efficiency and sustainability criteria.
- SA21 (Examine proposals for teaching-organisational planning aimed at improving the educational response in training centres in the processes of guidance and psychopedagogical intervention.) Examine proposals for teaching-organisational planning aimed at improving the educational response in training centres in the processes of guidance and psychopedagogical intervention.
- SA22 (Analyse the functionality of the different psychopedagogical services, internal and external to the educational centres, in relation to an adequate attention to the educational needs of pupils and groups.) Analyse the functionality of the different psychopedagogical services, internal and external to the educational centres, in relation to an adequate attention to the educational needs of pupils and groups.
- SA23 (Design mechanisms for intra-professional and inter-professional coordination of the different psychopedagogical, social and health services to improve educational performance.) Design mechanisms for intra-professional and inter-professional coordination of the different psychopedagogical, social and health services to improve educational performance.
- SA24 (Establish guidelines in the management and work of the teaching teams at the centres in order to provide a coordinated and effective response from a psychopedagogical point of view.) Establish guidelines in the management and work of the teaching teams at the centres in order to provide a coordinated and effective response from a psychopedagogical point of view.
Contents
- Educational centres and the school-social system: relations and complementarity.
- The role of public administrations (local, regional and state) in the psycho-pedagogical task. Regulatory and operational framework.
- Four-dimensional model of psycho-pedagogical support services. Typology and development of the different services.
- Public programs of psycho-pedagogical support.
- Offices, programs and private initiatives for psycho-pedagogical support.
- Networks and collaborative work between institutions.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Individual analysis of documents | 40 | 1.6 | SA21, SA22 |
| specialized tutoring monitoring | 10 | 0.4 | SA21, SA22 |
| Test Preparation | 20 | 0.8 | CA15, CA16, KA13, SA23, SA24 |
| Work in cooperative groups | 20 | 0.8 | CA15, KA13, SA22, SA23, SA24 |
| Consultation and reading the recommended bibliography | 40 | 1.6 | SA21, SA22 |
| group analysis of documents | 35 | 1.4 | SA21, SA22 |
| Organization documentation | 25 | 1 | CA16, SA21, SA22, SA24 |
| Presencial large group (lecture and workshops application) | 60 | 2.4 | CA15, CA16, KA13, SA21, SA22, SA23, SA24 |
An active, reflective learning model based on the resolution of real professional problems is promoted. The methodology includes:
- Lectures and applied workshops
- Document and case analysis
- Cooperative work
- Individual and group tutorials
- Independent study and guided readings
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Academic works: group presentation and portfolio | 45% | 0 | 0 | CA15, CA16, KA13, SA21, SA22, SA23, SA24 |
| Theoretical and practical test | 40% | 0 | 0 | CA15, CA16, KA13, SA21, SA22, SA23 |
| Attendance | 10% | 0 | 0 | CA15, CA16, KA13, SA21, SA22, SA23, SA24 |
| Self-evaluation | 5% | 0 | 0 | SA22 |
Continuous assessment
a) What will we assess?
The degree of achievement of the contents worked on (section 7 of this guide) and of the learning outcomes (section 6 of this guide).
b) When will we assess it?
We consider that there are three key moments in the evaluation of the subject: initial assessment, continuous assessment and final assessment.
The initial assessment must allow us to know the “starting” level of the students in terms of knowledge about the subject and experiences of group work, individual autonomous work, etc. and, in this way, be able to adapt the program to their needs.
Continuous assessment must allow us to verify the level of achievement of the learning in order to be able to attend to the diversity and particularity of the students while making decisions about the pace of development of the program.
The final assessment is the one that should allow us to verify the level of learning achieved, taking into account the objectives and competencies of the program, without underestimating the adaptations that may have been introduced.
c) How will we evaluate it?
The assessment instruments (evidence) are specified as follows:
- Attendance and participation (10%) linked, where appropriate, to the free completion of classroom practices.
- Theoretical-practical tests (40%): an individual theoretical-practical test (case) in relation to the contents worked on in class. The test will be held in the last class session of the course (28/04/2027)
- Module assignments (45%):
- a) a presentation (in group) on the objectives, composition and operation of a privately owned psychopedagogical service (20%).
- b) portfolio (individual) (28/05/2027) understood as an integrated synthesis of notes, reflections, contributions from readings, documents and classroom practices (25%).
- Self-assessment (5%)
Recovery
In the event that the student does not pass the subject, he/she may recover the failed activities (exam or submission of failed assignments) on June 30, 2027.
To participate in the recovery process, the student must have been evaluated for a minimum of 66% of the total grade for the subject.
Single assessment
The single assessment consists of the preparation of a learning portfolio (30%), a theoretical-practical test of the resolution of a case (50%) and a work on the objectives, composition and operation of a privately owned psychopedagogical service (20%).
The theoretical-practical test will be held on the same date as students who opt for continuous assessment (in the penultimate class session); the other two activities (portfolios and work on a privately owned psychopedagogical center) will be delivered on 28/5/2027.
The same recovery system will be applied as for continuous assessment: the assignments will be redone and submitted or the theoretical-practical test will be repeated on June 30, 2027.
Additional information
Students who have not submitted evidence representing at least 33% of the final grade will be considered Not Assessable.
The results of the assessments will be published within a maximum period of 20 working days, with a review in the following 10 days.
Non-recoverable activities do not exceed 50% of the final grade.
The minimum mandatory attendance is 80%.
Plagiarism or copying entails a grade of 0 without the option of recovery, whether it is an individual or group work (in this case, all members of the group will have a 0).
The subject allows the use of generative artificial intelligence. Its use is permitted as long as the final result reflects a significant contribution by the student in the analysis and personal reflection. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency in the use of AI will be considered a lack of academic honesty and may lead to a penalty in the grade of the activity, or greater sanctions in serious cases. For this reason, it will be sanctioned with a grade of 0.
Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity may be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.
Bibliography
Álvarez, L. (2000). La diversidad en la práctica educativa: modelos de orientación y tutoría. CCS.
Badía, A. (2006). La práctica psicopedagógica en educación no formal. UOC
Bauman, Z. (2007). Els reptes de l’educació en la modernitat líquida. Arcàdia Benavent, J.A. (2000). La orientación psicopedagógica en España. Promolibro.
Belana Vallcaneras, R. M., Fernàndez Gallén, L., Jiménez Rubio, Ò., Noró, M. D., & Picado, S. (2024). La col·laboració interprofessional a les aules dels Hospitals de dia d’Adolescents. Àmbits de Psicopedagogia i Orientació, 61, 92–104. https://raco.cat/index.php/AmbitsAAF/article/view/435915
Bisquerra, R. (1998). Modelos de orientación e intervención Psicopedagógica. Praxis.
Blasco, P. & Pérez, A. (2001). Orientación e Inserción profesional. Competencias y entrenamiento para su práctica. NAU Llibres.
Bonals, J. & Sánchez-Cano, M. (2007). Manual de asesoramiento psicopedagógico. Graó.
Borrego, M. & Díaz, J. (2000). Orientación vocacional y profesional: materiales de asesoramiento para ESO y Bachillerato. CCS.
Cano, E. (2005). Cómo mejorar las competencias de los docentes. Guía para la autoevaluación y el desarrollo de las competencias del profesorado. Graó (Col. Desarrollo profesional del profesorado, 4)
Diario Oficial de la Unión Europea (2020). Conclusiones del Consejo sobre la lucha contra la crisis de la COVID-19 en el ámbito de la educación y la formación. (2020/C 212 I/03). http://www.infocoponline.es/pdf/Y00009-00014.pdf
Dolz, M., Camprodon, E., & Tarbal, A. (Coords.) (2021). Una mirada a la salut mental dels adolescents. Claus per compendre'ls i acompanyar-los. Quaderns Faros, 12.
Fernández, J. R. & Villamarín, S. (Eds.) (2021). Libro blanco de la Salud Mental Infanto-Juvenil. Vol. 1. Consejo General de la Psicología. https://www.cop.es/pdf/LibroBlanco-Volumen1.pdf
Fullan, M. (2002). Los nuevos significados del cambio en educación. Octaedro.
Gairín, J. (2005). La descentralización educativa: ¿una solución o un problema? Cisspraxis.
Gairín, J. (2012). Gestión del conocimiento ydesarrollo organizativo. Formación y formación corporativa. Wolters Kluwer.
Gairín, J. (Ed) (2011). El trabajo colaborativo en red. Actores y procesos en la la creación y gestión del conocimiento colectivo. Wolters Kluwer.
García, L. & Martínez, M.C (2003). Orientación educativa en la familia y en la escuela: casos resueltos. Dykinson.
Herrero, P. (2021). Guia del llenguatge inclusiu en el tractament de persones amb discapacitat. Departament de Cultura de la Generalitat de Catalunya.
Hervás, R.M. (2006). Orientación e Intervención Psicopedagógica y procesos de cambio. Grupo Editorial Universitario.
Huguet, T., Liesa, E. & Serra -Capellera, J. (Coord.) (2022). El Asesoramiento psicopedagógico a debate. Graó
Liesa, E., Engel, A., Lalueza, J. L., Esteban-Guitart, M., & Jiménez, V. (2025). Bases per a la formació dels assessors psicopedagògics: situació
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Marí-Klose, M. & Gómez-Granell, C. (Coord.) (2010). Acompanyament a l’escolaritat. Pautes per a un model local de referència. Diputació de Barcelona (Col. Estudis, sèrie Educació 2).
Monereo, C. & Pozo, J.I. (Coord) (2005). La práctica del asesoramiento educativo a examen. Graó.
Monereo, C. & Solé, I. (2001). El asesoramiento psicopedagógico: una perspectiva profesional y constructivista. Alianza.
Monereo, C. (2026). Intervenir amb sentit: les teories que orienten l’assessorament psicopedagògic. Àmbits de Psicopedagogia i Orientació, 63, 59-75. https://doi.org/10.32093/ambits.vi.63.504990
Muñoz, J. M., Lorenzo, N., Suñé, X., Prats, M. À., & López, C. (Coords.). (2026). Claves para una nueva educación: Tendencias, retos y propuestas en la era de la IA. Observatorio de Innovación Educativa y Cultura Digital (ODITE), Asociación Espiral, Educación y Tecnología. https://ciberespiral.org/es/odite/
Murillo, P. (2008). La autoevaluación institucional: un camino importante para la mejora de los centros educativos. Revista del Forum Europeo de Administradores de la Educación, 16(1), 13-17.
Nieto, J. M. & Botías, F. (2000). Los equipos de orientación educativa y psicopedagógica. Ariel.
Pedró, F. (2009). Descentralització i municipalització de l’educació als països de l’OCDE. Diputació de Barcelona (Col. Estudis, sèrie Educació 1).
Planas, J. A. (2010). Los servicios de orientación en las comunidades autónomas. Document inèdit. Máster de Intervención y asesoramiento psicopedagógico. Departament de Pedagogia Aplicada. UAB.
Prats, J. & Raventós, F. (Dir.) (2005). Els sistemes educatius europeus ¿Crisi o transformació? Obra social Fundació “La Caixa”. Col. Estudis Socials, 18.
Puigardeu, O. (2026). L’assessorament col·laboratiu com a impulsor de la pràctica reflexiva: la importància de la pregunta. Àmbits de Psicopedagogia i Orientació, 63, 115-121. https://doi.org/10.32093/ambits.vi.63.504994
Roca, B.; Sánchez, M. & Solsona, M. (2026). Equip d’AssessoramentPsicopedagògic (EAP): entre el dret i la realitat. Present i futur d’un ofici que es construeix. Àmbits de Psicopedagogia i Orientació, 63, 136-141. https://doi.org/10.32093/ambits.vi.63.504998
Rodríguez Rodríguez, X. (2020). Presentación. COVID-19: re-pensar a educación. Revista Galega de Educación, número especial (xuño 2020).. https://rge.gal/issue/covid-19-re-pensar-a-educacion/
Sanz Oro, R. (2001). Orientación psicopedagógica y calidad educativa. Pirámide.
Senlle, A. (2005). Calidad en los servicios educativos. Díaz de Santos.
Web links:
- AGÈNCIA PÈR LA QUALITAT DEL SISTEMA UNIVERSITARI DE CATALUNYA, que té referències a l’avaluació de les institucions (http://www.aqu.cat/universitats/index.html) i dels professorat (http://www.aqu.cat/professorat/index.html)
- AGENCIA NACIONAL DE EVALUACIÓN DE LA CALIDAD Y ACREDITACIÓN: http://www.aneca.es/
- Confederación de Organizaciones de Psicopedagogía y Orientación: http://www.copoe.org/
- Serveis Educatius Andalusia: http://www.juntadeandalucia.es/educacion/agaeve/web/agaeve/servicios-educativos-evaluacion
- Serveis Educatius Generalitat de Catalunya: http://www20.gencat.cat/portal/site/ensenyament/
- Serveis Educatius de Extremadura: http://recursos.educarex.es/pdf/guiaservicios/guiaservicios_201112.pdf
Software
No software is required.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEmRD) Teoria (màster RD) | 1 | Catalan | annual | afternoon |