Traduccion de Prontuario- Ingles

1. MONTEMORELOS
UNIVERSITY

FACUTLY OF EDUCATION
MASTERS IN FAMILY RELATIONS
SYLLABUS
I. GENERAL INFORMATION
Subject: FAMILY EDUCATION METHODOLOGY
Key: RFPF625
Credits: 06
School year: January-May/2009
Schedule: Wednesday 17 and 30
Professor: Dr. Mario Pereyra
E-mail: [email protected]
Web site: www.mpereyra.com
II. COURSE DESCRIPTION
This course includes the study of the basic principles of the family education
philosophy (FE), the group work in social intervention programs and the specific
methodological techniques aimed at prevention, promotion and family health care
programs. It will use a multi-pronged approach: methodological, ontological and
axiological, in presentations on issues and developments in the case. In terms of
methodology, it will continue the learning strategy LEARNS. In terms of content,
the theme will cover two main modules, one broad and conceptual, and the other
specific and focused on the development of intervention programs in FE. In the
axiological aspect, it will emphasize educational values from a Christian
perspective
1

2. III. GENERAL OBJECTIVES OF THE COURSE
The goal is for students to understand the importance of family education and train
them in the task of designing, implementing, and evaluating intervention programs
in the family context. The common bond of family intervention programs is the
necessity or desirability that arises in various professional contexts to modify or
enhance the resources and family relationships for purposes such as:
1.Promoting family relationships at a spousal, parental-filial and fraternal
level.
2.Preventing risk habits for the interrelational family health.
3.Family care in situations of conflict, violence and crisis.
IV. LEARNING STRATEGIES
Montemorelos University has developed a strategy to drive learning experiences so
that the student unfolds a profile of knowledge, skills and attitudes that will
further prepare him/her to fulfill his/her mission in the professional practice. For
this course the first four components of the model are implemented, according to the
guidelines listed below.
1. Self-learning. The students will do a work research and practical
application of the course content, developing family intervention
programs.
2. Critical thinking. In the interrelation dynamic of the class, and in group
work, the theoretical and practical components of the literature will be
discussed; this will encourage each student to draw their own conclusions.
3. Problem Solving. The student will solve specific family problem
situations that will be discussed in class, looking for the most appropriate
and creative solution to meet the learning objectives.
4. Evaluation of contents. There will be given different types evaluations
for the course’s content.
5. Regulations. The rules of procedure and academic institutions will be
noted, as any other that are specific to the field of ethics and morals of the
study.
6. Professional discipline. Students are expected to perform activities of
2

3. FE program development with efficiency and high quality professional
treatment.
7. Entrepreneurship. It will recognize and encourage initiative, creativity
and openness to innovative proposal in the program.
8. Selfless service. It is expected that family intervention programs may be
offered to the community so that it can be an effective contribution in
prevention, health promotion and specific areas of family life.
V. REQUIERMENTES AND LEARNING ACTIVITIES
Students will be responsible for reading the assigned lectures. At the same time the
student’s participation in the classroom will be evaluated through oral
presentations, discussion of lectures, audiovisual material and/or case-study
problems. Students will develop a family intervention program for a minimum of 3
hours, which will include three parts:
1) Participant manual (PM)
2) Instructor manual (IM), and
3) Material for children (MC).
The PM should have an attractive presentation, show creativity, and teaching
materials- including audiovisual resources- and present the participation
strategies. Also, the IM should include the event program, schedules, details of the
place and environment, finances, inscription fee, publicity, reception and attention
of the participants, preliminary activities of each activity, development of the
program and the method of evaluation.
The event project may deal with one of the following topics or any other proposed by
the student and approved by the school board.
1.Choosing of spouse and dating
2.Preparation for marriage
3.Marital enrichment
4.Sexuality of the couple
5.The pregnant mother
6.Sex education of the child (at a child and adolescent level)
7.Parent-child relationships (in the different stages of child developmente)
8.Family discipline
9.Family communication
10.Specific problems: drug abuse, eating disorders, domestic violence, child
abuse, etc.
VI. EVALUATION SYSTEM
3

4. Punctuality and attendance during the development of the whole class10%
Classroom activities: participation in discussions and evaluations10%
Elaboration of Manuals 40%
Exhibitions of work and class issues 20%
Final Exam 20%
VII. SCHEDULE OF ACTIVITIES
M.4/2/2009- Explaining the course plan. Beginning of Unit 1
M.11/2/2009- Unit 1
M.18/2/2009- Conclusion of Unit 1
M.25/2/09- Exam
M.4/3/09 - Unit 2
M.11/3/09- Unit 2
M.18/3/09- Unit 3
M.25/3/09- Unit 3
M.1/4/09 - Unit 4
M.8/4/09 - Unit 4
M.15/4/09- Unit 5
M.22/4/09- Unit 5
M.29/4/09- Unit 5
M.6/5/09 - Unit 6
M.13/5/09- Unit 6
VIII. THEMATIC CONTENT
UNIT 1: THE PHILOSOPHY OF FAMILY EDUCATION
Anthropological foundations. The nature of the student. The teacher's role.
Curriculum development or FE programs. Educational values. Methodological
considerations. The social function of education. The Christian perspective of the
EF.
Required reading
Knight, G.R. (2002). Philosophy and Education. An introduction in the Christian
perspective. Interamericana Publishing Association, Colombia, ch.10, 209-258.
UNIT 2: THE EDUCATION GROUP DYNAMICS
The group as a power educator. Leadership, groups and education. Basic principles
4

5. of group action. The didactic group. Group techniques in the education field.
General rules.
Required Reading
Cirigliano, G.F.J. y Villaverde A. (1987). Group dynamics and education.
Fundamental and techniques. Editorial El Ateneo, México, chps. III y V, 40-50
y 63-105.
UNIT 2: TEACHING DYNAMIC TECHNIQUES
Techniques by specialists: Meetings, Conferences, Conventions, dialogues or public
debates, Roundtables, Panel, Symposium. Group techniques: Assembly,
Commission, Case Studies, Forum, Phillips 66, Seminar, Workshops.
REQUIRED READING
Andueza, M. (2001). Dynamics of educational groups. Ed. Trillas, México, cap.3, 39-
95. Manual of teaching techniques
UNIT 4: TYPES OF FAMILY EDUCATION PROGRAMS
Different family education programs. Models for a family retreat. Devotional family
rituals. Workshops for parents and leaders.
REQUIRED READING
Restrepo, OL, Puche, R y Peña, Psicol, SP (2003). Promoting coexistence and
interpersonal violence prevention through recreational and humorous
activities. Revista Colombia Médica, VOL. 34, Nº.1, 31-35
Family Education Programs. Internet:
http://centros6.pntic.mec.es/equipo.general.de.ceuta/Documentos%20pagina
%20programas%20eoep/ProgramaFamilias.doc
UNIT 5: PLANNING AND ORGANIZATION OF EVENTS
General planning of the event. Definition and characteristics of the events.
Organizers. General Coordinator. Organizing Committee. Promotion and
advertising. Event processing. Equipment and materials. Functions of each
committee
REQUIRED READING
Fleitman, J. (1997). Events and expositions. A successful organization. México:
McGraw-Hill, chap.1 y 2, 1-110.
Organize a workshop (notes to be given in class)
5

6. UNIT 6: EVENT COORDINATION AND CONDUCTION
The event execution. Monitoring activities prior, during and after the event.
REQUIRED READING
Fleitman, J. (1997). Events and expositions. A successful organization. México:
McGraw-Hill, chap. 4, 139-155.
UNIT 7: PREPARATION OF MANUALS FOR SEMINARS, RETREATS AND
SIMILAR EVENTS
The manual objectives. Presentation. Content. The distribution of different parts.
Critical analysis.
Required Reading
Pereyra M. (2003). Marriage Enrichment Seminar. Montemorelos University,
Masters in Family Relations.
VIII. BIBLIOGRAPHY
Aguilar Ramos, M.C. (1997) “Educación Temprana: Educación Sensorial" en Gervilla Castillo, A.
Coord. Educación Infantil: Metodología Lúdica. Málaga Ed. Grupo Educación Infantil y
Formación de Formadores. Universidades de Andalucía.
Aguilar Ramos, M.C. (2001) Educación familia. ¿Reto o Necesidad? Madrid. Ed. Dykinson.
Aguilar Ramos, M.C. (2002) Educación Familiar: Una propuesta disciplinar y curricular. Málaga.
Ed. Aljibe
Amat, O. (1995) Aprender a enseñar. Una visón práctica de la Formación de Formadores.
Barcelona. Ed. Gestión 2000.
Beavers, W.R y Hampson, R. B. (1995) Familias exitosas. (Evaluación, tratamiento e intervención).
Barcelona. Ed. Paidós.
Beneit J.V., Garcia C., Mayor L.I. (1997). "Intervención en drogodependencias. Un enfoque
multidisciplinar. Madrid. Ed. Sintesis.
Boutin G. y Durning P. (1997). Intervenciones socioeducativas en el medio familiar. Madrid. Ed.
Narcea
Carrascoso Lopez F.J., Roldan Maldonado G.M. (1996). Resultados de un programa de
entrenamiento para madres de niños con problemas de conducta. Primera experiencia en un
equipo de Salud Mental de Distrito. Revista Apuntes de Psicología. 47, pp. 115-135.
Cyrulnik, B. (2002) Los patitos feos. La resiliencia: una infancia infeliz no determina la vida.
Barcelona. Ed. Gedisa.
De la Caba, A. (1999) "Intervención educativa para la prevención y el desarrollo socioafectivo en la
escuela" en Lopez, F. y Otros (Coord.) Desarrollo afectivo y social. Madrid. Ed. Pirámide.
Dolto, F. (1999) La educación en el núcleo de la familia. Barcelona. Ed. Paidós.
Flaquer, LL. (1998) El destino de la familia. Barcelona. Ed. Ariel.
García Hernández, M.D., Ramírez, G., Lima Zamora, A. (1998) "La construcción de valores en la
6

7. familia", en Familia y Desarrollo humano. Madrid. Ed. Alianza.
Gento Palacios, M. (1994) Participación en la Gestión Educativa. Ed. Santillana. Madrid.
Gervilla, Enrique (2003). Educación Familiar. Nuevas relaciones
humanas y humanizadoras. España
Gordon, T. (1990). P.E.T. Padres Eficaz y Técnicamente preparados. Edit. Diana, México (Biblioteca
UM, 173 G662p)
Johnson Dale L. Educación familiar o Psicoeducación conductual familiar: tomando una decisión.
En la Internet: http://espanol.world-schizophrenia.org/alianza/members/johnson.spanish.pdf
Kaplan, L. (1992). Education and the Family. Allyn and Bacon, Massachussets (Biblioteca UM,
370.193 E24)
López-Barajas Zayas, E. (1997) Formación de formadores. Planificación: Diseño y evaluación de
proyectos y programas. Madrid. UNED.
Martínez González, R.A. (1996). Familia y Educación. Oviedo. Ed. Servicio de Publicaciones de
Universidad de Oviedo.
Minuchin, S. y Fishman, H. (1988). Técnicas de terapia familiar. Buenos Aires. Ed. Paidós.
Musitu Ochoa, G. y Otros. (1996) Educación familiar y socialización de los hijos. Barcelona. Ed.
Idea Books.
Olivares Rodriguez J., Maciá Antón D., Mendez Carrillo F.X. (1992). "Intervención comportamental-
educativa en el entrenamiento a padres". En Maciá Antón, D. y cols. Intervención psicológica:
Programas aplicados de tratamiento. Madrid. Ed. Pirámide.
Palacios, J. y Hidalgo, V. (1996). Apoyo a las familias durante la transición a la paternidad.
Evaluación de un programa de educación de padres. Cultura y Educación, 4, pp. 71-84.
Pérez De Villar Ruiz, M.J. y Torres Medina, C. (2000) Dinámica de grupo en formación de
formadores: Casos prácticos. Madrid. Ed. Biblioteca de Psicología. Textos Universitarios.
Riega Villanueva, E., Salvatierra, B. (1985). "Importancia del apoyo de la familia del niño con
retardo mental en los programas de aprestamiento en la educación especial. Revista mexicana
de psicología: Vol. 2, Nº. 1, 33-37.
Sacristan Martin M. M., Guisasola Amaro P. (1996). "Evaluación del proyecto de Escuela de
Padres". Intervención psicosocial. Nº 15, pp.103 – 118.
Tejedor, F.J., García-Valcárcel, A. (1996). Perspectiva de las Nuevas Tecnologías en la Educación.
Madrid. Ed. Narcea.
Páginas de Internet sobre Educación Familiar
UNESCO. Primera infancia y educación familiar.
http://www.unesco.org/education/educprog/ecf/sphtml/spa.htm
http://www.eduso.net/archivo.shtml
http://www.ccfc.ca.gov/santaclara/pdfs/part4appiispan.pdfhttp://www.ccfc.ca.gov/santaclara/pdfs/par
t4appiispan.pdf
http://www.formayeduca.com/
http://www.romsur.com/edfamiliar/documentos.htm
7