Bachelor's Degree in Psychopedagogy
Duration: 8 semesters
Modality: Face-to-face
Call: Annual
Faculty of Humanities and Social Sciences, Tijuana.
+52 (664) 979-75-82
Whoever graduates from the Bachelor's program in Psychopedgogy is a professional who can perform his or her skills in:
Public sector:
- Public educational institutions
- Linked research institutes or centers
- Non-governmental organizations and non-profit civil society associations
- Health Institutions
- Government agencies for human and social development
Private sector:
- Educational institutions in the private sector
- Private institutions
- International organizations
- Organizational development
As an independent professional:
- Human resources area in personnel recruitment and selection
- Consulting, training, vocational and educational guidance
- Civil organizations
- Community manager and promoter
- Curriculum adequacy
Train professionals with a high level of excellence in psychopedagogy, teaching, identification and creation of programs that address diverse educational needs through their comprehensive training, capable of applying their psychopedagogical, clinical, educational, work and community skills and knowledge to, contribute to the formation of a more reflective, equitable and inclusive community.
1
Analyze the learning process and the teaching process, through its various approaches, proposals and actors, which seeks to select established strategies aimed at children, adolescents and adults to provide the necessary support that allows the accessibility and inclusion of people with disabilities. or without disability.
2
Develop programs of interest in the school, clinical, work and community settings to support psychopedagogical situations in an interdisciplinary manner and in communication with various institutions.
3
Enable students to facilitate learning in different educational settings in formal, non-formal and informal contexts, strengthening their knowledge in the application of psychopedagogical theoretical and methodological tools.
It must possess the following characteristics:
General knowledge in:
- Linguistic elements that allow you to communicate orally and in writing
- Understanding academic texts
- Notions of human development
- Notions of educational history
- Basic notions of the social and humanistic area
- Notions of interpersonal relationships
- Notions of ethics and values
- Notions of thinking skills
- Notions of analytical and deductive reasoning for problem solving
- Basic use of new technology tools
- Management of office packages (word processors, spreadsheets and presentation sheets)
Skills:
- Organizational capacity
- Oral and written communication
- Ease of human relationships
- Investigate and look for causes and solutions to educational problems
- Creativity
- Interest in the use of new technologies and their pedagogical implementation
- Willingness and adaptation to new environments
- Teamwork
Attitudes and values:
- Interest in understanding human behavior, its individual and social manifestations in the educational field
- Vocation of service
- Discipline for work
- Self-learning attitude
- Analytical and critical attitude
- Innovative attitude
- Proactive and purposeful attitude
- Entrepreneurial attitude
- Cooperative and collaborative attitude
- Analyze the object of study of psychopedagogy through the review of debates epistemological that have occurred since their origin to understand the different ones proposals on the construction of psychopedagogical knowledge, with a critical attitude and reflective.
- Evaluate learning problems in childhood, adolescence and adulthood, through of various methods, techniques and instruments that allow identifying factors that affect the development of learning, to make adjustments to your teaching practice and/or propose innovative educational and psychopedagogical intervention strategies based in evidence and with the support of technological-didactic resources, with an objective attitude and responsible.
- Formulate comprehensive proposals through the development of socio-emotional skills to promote meaningful learning, prevent and intervene in the problems that arise they hinder with attention in collaborative spaces and together with the community educational, health, organizational or community.
- Design care and monitoring strategies that cover the needs of the students in vulnerable situations/academic disadvantage, based on the fundamentals theoretical-methodological of special education, to distinguish the difficulties of learning, developmental disorders and functional diversity, showing an investigative attitude, confidentiality in the management of information and multidisciplinary work.
- Design psychopedagogical intervention strategies focused on group care vulnerable in border areas, through a diagnosis that identifies the main ones problems that they present and allow establishing a care plan for their inclusion educational, with respect, empathy and commitment.
- Apply instruments of psychopedagogy, through the foundations of psychopedagogical intervention, to collect information about a fact or phenomenon in it educational, health, organizational or community field, with an analytical attitude, showing respect, sensitivity and empathy.
- Implement interdisciplinary work strategies, through the integration of various scientific knowledge to develop comprehensive support proposals that they affect the attention and resolution of learning problems, with attitude collaborative, objective and respectful.
- In addition, you must demonstrate English proficiency at A2 level.
Curriculum
| Subject | Credits | Mandatory |
|---|---|---|
| Context and Educational Policy | 6 | ✓ |
| Learning Theories | 6 | ✓ |
| History and Challenges of Education in Mexico | 6 | ✓ |
| Introduction to Scientific Thinking | 6 | ✓ |
| Diversity and Human Rights | 7 | ✓ |
| Human Development | 8 | ✓ |
| Strategic Communication | 6 | ✓ |
| General Didactics | 8 | ✓ |
| Reading and Writing Strategies | 8 | ✓ |
| Descriptive Statistics | 8 | ✓ |
| Mathematical Logical Thinking | 6 | ✓ |
| Development of Digital Skills | 5 | ✓ |
| Education, Values and Social Responsibility | 8 | ✓ |
| Philosophy of Science | 6 | |
| Ethics of the Profession | 6 | |
| Teaching and Learning Strategies | 6 |
| Subject | Credits | Mandatory |
|---|---|---|
| Introduction to Psychopedagogy | 6 | ✓ |
| Cognitive Development | 6 | ✓ |
| Human Sexuality | 6 | ✓ |
| Planning and Didactic Strategies | 8 | ✓ |
| Accessibility and Educational Inclusion | 6 | ✓ |
| Intercultural Education | 6 | ✓ |
| Social Psychology | 6 | ✓ |
| Neuropsychological Bases of Learning | 7 | ✓ |
| Psychopathology | 6 | ✓ |
| Learning Assessment | 6 | ✓ |
| Special Education | 6 | ✓ |
| Epistemology of Psychopedagogy | 6 | ✓ |
| Techniques and Instruments for Psychopedagogical Evaluation | 8 | ✓ |
| Quality of Life | 6 | ✓ |
| Theory and Group Dynamics | 6 | ✓ |
| Specific Learning Disorders | 6 | ✓ |
| Areas of Application of Psychopedagogy | 6 | ✓ |
| Research Methodology | 6 | ✓ |
| Psychopedagogical evaluation | 8 | ✓ |
| Family Dynamics | 6 | ✓ |
| Technologies Applied to Psychopedagogy | 6 | ✓ |
| Psychopedagogical Accompaniment Models | 6 | ✓ |
| Theories of Personality | 5 | |
| Comprehensive Sexual Education | 5 | |
| Self-regulation of Learning | 5 | |
| Crisis Intervention | 5 | |
| Educational Psychology | 5 | |
| ICT Assisted Learning | 6 |
| Subject | Credits | Mandatory |
|---|---|---|
| Research Applied to Psychopedagogy | 8 | ✓ |
| Integration of Psychopedagogical Studies | 7 | ✓ |
| Family Intervention Models and Approaches | 6 | ✓ |
| Psychopedagogical Support in Childhood and Adolescence | 6 | ✓ |
| Research of Psychopedagogical Practice | 8 | ✓ |
| Socio-emotional Education | 6 | ✓ |
| Psychopedagogical Accompaniment with Older Adults | 6 | ✓ |
| Intervention Strategies with Groups at Risk | 6 | ✓ |
| Entrepreneurship Strategies | 7 | |
| Educational Guidance and Tutoring | 5 | |
| Vocational and Occupational Guidance | 5 | |
| Hospital Psychopedagogy | 6 | |
| Training and Professional Development | 6 | |
| Mediation and Conflict Resolution | 6 | |
| Education for Peace and Prevention of Violence | 6 |
Curriculum Map
