ABOUT THIS COURSE

History of Psychology is a compulsory course of the first year of the Psychology Degree, of 6 ECTS credits, which explores main theories, schools and systems of Psychology. The course is in the first semester and the classes are held at the Psychology School. Professors of the Basic Psychology section of the Basic Psychological Processes and its Development department, teach this course.



This course is part of the project nr. IKDi3-23-01 authorized within the 2023-2024 Call for Innovation IKDI3 projects of the Innovation, Social Commitment and Cultural Action section (UPV-EHU) (approved 2nd may 2023). The course is oriented towards a cooperative and dynamic learning model (UPV-EHU Agreement, April 2010).



The complete teaching guide for the course (Student Guide) will be available on the E-gela platform. This is a reduced version for the corporate website.

Knowledge:

RCO3. To understand the anthropological, historical, and sociocultural foundations involved in the human mind.

RCO4. To learn the functions, characteristics and limitations of the different theoretical models of psychology.

Competences:

RC1. To enable to apply theoretical knowledge to professional problems and to develop critical thinking and problem solving skills within their area of study.

RC2. To enable to communicate facts, ideas, questions and solutions to both specialized and non-specialized audiences.

Degree linked skills:

RTH1. To enable to apply theoretical knowledge of Psychology to everyday life problems.

Broad spectrum skills:

RHE1. To develop oral and writing communication skills.

RHE5. To be able to search, manage, analyze and critically synthesize information from specialized sources of information.

RHE7. To be able to communicate effectively at a personal, professional and scientific level, and to be able to work both, individually and in uni and multidisciplinary teams, assuming responsibilities and assessing their performance critically.

RHE8. To promote autonomous learning and to value the importance of lifelong learning in order to update the skills and knowledge necessary for the proper professional exercise.



IKD MODEL – Description of the sustainable development goals (SDG, Agenda 2030, UN) and transversal competences UPV-EHU (2019):

SDG-3: WELL-BEING AND HEALTH. In order to promote better care for the most vulnerable people in the Covid-19 context and post-pandemic period, we seek to promote the foundations of a series of professional competencies based on the ethical, humanistic and supportive care of patients, as well as for the physical and mental health care of the health sciences professional, and its integration into a salutogenic model. This will be developed through the study of the historical evolution of patient care in the field of psychology.

Transversal competencies and learning outcomes (UPV-EHU, 2019 catalog), oriented to SDG-3:

Autonomy and Self-Regulation.

AA01: Self-confidence and Motivation. Innovation and Entrepreneurship. BE04: Resilient attitude in the face of difficulties.

Critical Thinking. PK15: Relate knowledge from different areas to give an interdisciplinary response. Teamwork. TL13: Collaborate with other teams in the construction of an interdisciplinary network.

Information Management. IF08: Organize information from interdisciplinary work in online platforms for online platforms for its retrieval, consultation and subsequent use.

SDG-5: GENDER EQUALITY. In order to contain the loss of the progress achieved in gender equality as a result of the Covid-19 context and future post-pandemic phase, the aim is to promote professional competences oriented to the co-responsibility in the equal care of people, as in the non-discriminatory clinical praxis of the health sciences professional, and its integration in a salutogenic model. This will be developed through the study of the historical evolution of psychological treatment and patient care.

Transversal competences and learning outcomes (UPV-EHU, 2019 catalog), oriented to SDG-5:

Social Engagement. GK06: Incorporate principles of gender equality and temporal accessibility.

Ethics and Professional Responsibility. EE01: Act respectfully in professional practice without gender discrimination.

SDG-10: REDUCTION OF INEQUALITIES. In order to contribute to the containment of the progressive generational inequality as a consequence of the Covid-19 pandemic (reduction of workers' income and pensions) and its foreseeable post-pandemic perpetuation, the aim is to promote the bases of professional skills that promote the ethical and humanistic care of people at risk of exclusion, reducing any inequality by age and racialization, and their integration into a healthy model of health care, and its integration in a salutogenic model. This will be developed through the study of the historical evolution of the treatment of the most vulnerable people.

Transversal competencies and learning outcomes (UPV-EHU, 2019 catalog), oriented to SDG-10:

Social Engagement. GK01: Identify behaviors of social inequality.

Social Commitment. GK04: Propose ways to overcome inequalities and behaviors to serve disadvantaged groups.

Ethics and Professional Responsibility. EE01: Act respectfully in professional practice without discriminating for socio-cultural reasons.

SYLLABUS

1. History of Psychology.

2. Philosophical and scientific background.

3. Wundt and Experimental Psychology establishment.

4. Other traditions in European Psychology.

5. American Psychology and William James.

6. Schools, theories and systems.

7. Recent developments.

METHODOLOGY

Lectures

- Explanation and discussion of theoretical topics, and doubts and problem solving.

- Within the IKDi3 active methodology activities, interactive questionnaires (E-gela or similar) may be used as self-tests without counting towards the final grade and, if used, their scheduling will be announced in the student guide and on each teacher's Egela platform.

- Focus on finding similarities and differences between the different models proposed during the course.



Hands- on classes

- Text and video analysis in class of the previous individually worked materials.

- Implementation of active methodologies in the classroom, IKD model. The e-Gela platform and the student's guide will indicate which groups will participate in the experimental phase of the application of the new active methodologies, and which groups will act as a comparative control for the purpose of evaluating the result of the IKD model in this academic year.



Workshops

- Bibliographic search.

- Biographical assignment, in groups.

- Debate and class exposition.





Office hours

Appointment must be requested via email for both face-to-face and virtual office hours (for these, WEBEX or similar videoconference applications will be available on e-gela platform).



TEACHING IN A POSSIBLE CASE OF CONFINEMENT

In these circumstances, WEBEX or similar applications will be available on e-gela platform in order to access to theoretical and practical online classes. Office hours will be online with a previous appointment. Students would have access to all basic material on Egela platform.

• Final Assessment System
• Tools and qualification percentages:
  • Multiple-Choice Test (%): 70
  • Realization of Practical Work (exercises, cases or problems) (%): 11
  • Team projects (problem solving, project design)) (%): 4
  • Exhibition of works, readings ... (%): 15

Written test exam. Individual assignments, group assignments, class expositions.

The final course grade is comprised of theoretical part (70%) and practical part (30%). The grade from the practical part is divided between 15% from the reading assignments and 15% from the biographical assignment.

For the continuous evaluation, the teacher will provide a chronogram with assignment deadlines and its weight in the final grade at the beginning of the course.

To pass the course, the minimum grade is 3.5 in the theoretical exam and 1.5 in the practical part.





In this course, in order to renounce an exam call it will be sufficient not to appear to the call. The students must take into account that:

1 – The renunciation to the call will imply a grade of “No presentado” (No attended).

2 – In case the student is involved in a continuous evaluation, if the weight of the final test is higher than 40% of the grade of the course, as it is for this course, it will be enough to not attend to the exam call to have a final grade of “No presentado”.

3 – In case the student is involved in a final evaluation, if the student does not attend to the final exam call in the official exam date, this implies the automatic waive of the corresponding call.

In any case, students will have the right to be evaluated through the final evaluation system, regardless they have participated in the continuous assessment system. For this, students must email faculty responsible for the course to let her/him know that they are going to follow a final evaluation. This must be done during the first 9 weeks of the beginning of the semester.



Recommendations:

a) The attendance to the lectures helps to understand the course and its subsequent study, and it reduces study time.

b) Attendance and participation in hands-on classes and workshops completes the theoretical training and facilitates the study and understanding, in addition to stimulate group working.

c) The organization and the distribution of study time throughout the semester is essential. Distributed learning is much more effective than massed learning.



EVALUATION IN A POSSIBLE CASE OF CONFINEMENT

If it is necessary to be confined, evaluation will be adapted respecting as much as possible the evaluation guidelines but adapting them to the new circumstances.

THEORETICAL EVALUATION

It represents 70% of the final grade. The exam will be a multiple-choice test that will be done through e-gela the day of the official exam. During the test, a communication channel will be enabled through WEBEX or Zoom to make questions or communicate any technical problem to the teacher.

PRACTICAL ASSESSMENT

Represents 30% of the final grade. The practical evaluation involves the delivery of two assignments: a biographical report that represents 15% of the final grade and readings and / or videos reports that represents 15% of the final grade. The delivery dates of these assignments will be agreed with the teaching staff and it will be delivered electronically.

1.- The students who do not pass the course in the ordinary call, regardless of the chosen evaluation system, they have an extraordinary call.

2.- The evaluation of the course in the extraordinary call will be made exclusively through the final evaluation system.

3.- The final evaluation of the extraordinary call consists of the exams and evaluation activities that are necessary to evaluate the defined learning results. The positive results obtained by the students during the continuous evaluation may be maintained. In the case of negative results in the continuous evaluation, students will be able to obtain 100% of the grade in the final exam of the extraordinary call.

EVALUATION IN A POSSIBLE CASE OF CONFINEMENT

If it is necessary to be confined, evaluation will be adapted respecting as much as possible the evaluation guidelines but adapting them to the new circumstances.

THEORETICAL EVALUATION

It represents 70% of the final grade. The exam will be a multiple-choice test that will be done through e-gela the day of the official exam. During the test, a communication channel will be enabled through WEBEX or Zoom to make questions or communicate any technical problem to the teacher.

PRACTICAL ASSESSMENT

Represents 30% of the final grade. The practical evaluation involves the delivery of two assignments: a biographical report that represents 15% of the final grade and readings and / or videos reports that represents 15% of the final grade. The delivery dates of these assignments will be agreed with the teaching staff and it will be delivered electronically.

Basic bibliography

OAKES,R.(1989). Historia de la Psicología Animal, de Darwin al Conductismo. Madrid: Alianza.

BORING,E.G. (1978). Historia de la Psicología Experimental, México: Trillas.

BRENNAN, J.F.(1999). Historia y Sistemas de Psicología. México: Prentice-Hall.

CAGIGAS, A. (2005). Una Historia de la Psicología. Jaén: Ediciones del Lunar.

CARPINTERO,H. (1996). Historia de las Ideas Psicológicas, Madrid: Pirámide.

FERRÁNDIZ, A., LAFUENTE, E., LOREDO,J.C. (2001). Lecturas de Historia de la Psicología.

Madrid: UNED.

GONDRA, J.M.(1996). La Psicología Moderna, Bilbao: Desclée.

GONDRA, J.M. (1997). Historia de la Psicología, vol I: Nacimiento de la Psicología Científica.

Madrid:Síntesis.

GONDRA, J.M. (1998) Historia de la Psicología, vol II: Escuelas, teorías y sistemas contemporáneos.

GREENWOOD, J. (2011). Historia de la Psicología: Un enfoque Conceptual. México: The McGraw-Hill.

HERGENHAHN, B.R. (2001). Introducción a la Historia de la Psicología. Madrid: Paraninfo.

HOTHERSALL,D. (1998). Historia de la Psicología. Madrid: McGraw-Hill.

LEAHEY,T.H. (2005). Historia de la Psicología, Madrid: Prentice-Hall.

QUIÑONES, E., TORTOSA, F., CARPINTERO,H.(eds.) (1993). Historia de la Psicología: Textos y

Comentarios, Madrid: Tecnos.

TORTOSA, F. y CIVERA, C. (2006). Historia de la Psicología. MADRID: McGraw-Hill.

In-depth bibliography

CAPARRÓS, A. (1986). Ebbinghaus, un funcionalista investigador de tipo dominio. Barcelona:
Universidad de Barcelona.
CARPINTERO, H.(2004). Historia de la Psicología en España. Madrid: Pirámide.
DANZINGER, K. (1990). Constructing the Subject: Historical Origins of Psychological Research.
New York: Cambridge University.
ECHEVERRÍA, J. (1981). Leibniz, el Autor y su Obra. Barcelona: Barcanova.
ELLENBERGER, H.(1981). El Descubrimiento del Inconsciente, Madrid: Gredos.
FEINSTEIN, H.M. (1987). La Formación de William James. Buenos Aires: Paidos.
GARCÍA DAUDER, S. (2005). Psicología y feminismo: Historia olvidada de mujeres pioneras en Psicología. Madrid: Narcea Ediciones.
GARCIA DAUDER, S. y PÉREZ SEDEÑO, E. (2017). Las "mentiras" científicas sobre las mujeres. Catarata.
GAUKROGER,S. (1995). Descartes, an Intellectual Biography. Oxford: Clarendon.
GAZZANIGA, M.S. & MANGUN, G.R. (Eds.) (2014). The Cognitive Neurosciences (5ª ed.). Cambridge, MA, US: MIT Press.
HEARST, G. (Ed.). (1979). The First Century of Experimental Psychology. Hillsdale, N.J.:
L.Erlbaum.
MENAND, L. (2002). El Club de los Metafísicos: Historia de las Ideas en América. Barcelona:
Destino.
NICOLAS, S. (2002). Histoire de la Psychologie Française. Paris: Editions In Press.
PLOTKIN, H.C. (2004). Evolutionary Thought in Psychology: A brief history. Malden, MA:
Blackwell.
POPPLESTONE, J.A., McPherson, M.W. (1999). An Illustrated History of Psychology. Akron,OH:
University of Akron.
RIEBER, R.W.SALZINGER,K. (Eds.). (1998). Psychology: Theoretical-Historical Perspectives.
Washington: American Psychological Association.
ROSA, A., HUERTAS, J.A., BLANCO, F. (1996). Metodología para la Historia de la Psicología.
Madrid: Alianza.
TODES,D.P.(2001). Pavlov´s Physiology Factory. Baltimore: Johns Hopkins University.

Journals

HISTORY OF PSYCHOLOGY JOURNAL

Web addresses

BUSCADORES:
http://www.psiconet.com/

http://library.uml.edu/reference/virtual_library/psychology.htm


BIOGRAFÍAS:
http://www.psychology.org/links/People_and_History/

http://faculty.frostburg.edu/mbradley/psyography.html

http://www.psychnet-uk.com/training_ethics/psychologists.htm

https://thestoryofpsychology.wordpress.com