Esta Postgraduate diploma en Educational Coaching and Emotional Intelligence for Psychologists generará una sensación de seguridad en el desempeño de tu profesión como psicólogo, que te ayudará a crecer personal y profesionalmente”

Las administraciones educativas son conscientes de la necesidad de formar a las nuevas generaciones en competencias emocionales que les permitan adaptarse al nuevo modelo de sociedad emergente. Además de poseer la formación necesaria a nivel conceptual en sus ámbitos de especialización, han de desarrollar habilidades socioemocionales que les capaciten para gestionar la cantidad ingente de información que se genera día a día, flexibilidad para adaptarse a los diferentes desafíos y adquisición de herramientas y recursos que les permita reinventarse. 

Se hace necesario que los psicólogos ofrezcan a sus pacientes una atención holística e integral que preste atención tanto a la dimensión cognitiva como a la dimensión emocional y relacional. 

El Coaching Escolar se sitúa en el nivel de la persona, siguiendo a Devillard, existirían dos corrientes: el Coaching de Resolución, cuando la persona se enfrenta a sus límites, sus relaciones, su estrés, su comunicación o a un problema concreto o recurrente, y el Coaching de Desarrollo, cuando la acción se centra en una situación concreta y el objeto es el desarrollo de los mejores medios para alcanzar el objetivo. Ambas corrientes se afrontan de una manera sutil a lo largo del programa. 

Este programa ofrece una incursión en el ámbito de las Neurociencias y la Neurodidáctica como base teórica centrándose en la Inteligencia Emocional y Educación, en la importancia de las creencias, los valores y la identidad en el rendimiento académico y en el bienestar socioemocional dando paso a las principales metodologías activas para el aula: el aprendizaje basado en proyectos, la gamificación, la clase invertida o flipped classroom, entre otras. 

Con el fin de capacitar de ese modo a los egresados de este programa, TECH se apoya en la metodología vanguardista del Relearning y en un renombrado equipo de profesores. Entre ellos, destaca un experto internacional cuyo encargo en esta titulación universitaria es impartir un conjunto de Masterclasses que permitirán a los graduados actualizar sus habilidades y competencias de manera rigurosa.  

Al completísimo cuadro docente de este programa se suma un experto internacional de máximo prestigio que desarrollará un grupo de rigurosas Masterclasses”

Esta Postgraduate diploma en Educational Coaching and Emotional Intelligence for Psychologists contiene el programa universitario más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos en Coaching Educativo e Inteligencia Emocional
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Las novedades sobre Coaching Educativo e Inteligencia Emocional
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su hincapié en metodologías innovadoras en Coaching Educativo e Inteligencia Emocional
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Esta Postgraduate diploma es la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Educational Coaching and Emotional Intelligence for Psychologists, obtendrás un título por TECH Global University”

El programa incluye en su cuadro docente a profesionales del sector que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio. 

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales. 

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso académico. Para ello, contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de esta Postgraduate diploma"

Aprovecha la oportunidad para conocer los últimos avances en Educational Coaching and Emotional Intelligence for Psychologists y mejorar la atención de tus alumnos”

The structure of the contents has been designed by a team of experts in psychology and education, who have taken into account the latest strategies and developments in coaching, especially at the educational level. These contents will be the main basis for the psychology professional to grow and consolidate within this sector with greater guarantees of success, attending children and adolescents in an optimal way and helping them in their cognitive and emotional development process. All this will enable the professional to position himself as a prestigious psychologist.

A comprehensive teaching program, structured in well-developed teaching units, oriented towards efficient and swift learning that is compatible with your personal and professional life"

Module 1. Neurosciences and Education 

1.1. Neuroscience

1.1.1. Introduction
1.1.2. Concept of Neuroscience
1.1.3. Neuromyths

 1.1.3.1. We Only Use 10% of the Brain
 1.1.3.2. Right Brain vs. Left Brain
 1.1.3.3. Learning Styles
 1.1.3.4. Male Brain vs. Female Brain
 1.1.3.5. Critical Learning Periods

1.2. The Brain

1.2.1. Brain Structures

 1.2.1.1. Cerebral Cortex
 1.2.1.2. Cerebellum
 1.2.1.3. Basal Ganglia
 1.2.1.4. Limbic System
 1.2.1.5. Brainstem
 1.2.1.6. Thalamus
 1.2.1.7. Spinal Cord
 1.2.1.8. Main Functions of the Brain

1.2.2. Triune Model

 1.2.2.1. The Reptilian Brain
 1.2.2.2. The Emotional Brain
 1.2.2.3. The Neocortex

1.2.3. Bilateral Model

 1.2.3.1. The Right Hemisphere
 1.2.3.2. The Left Hemisphere
 1.2.3.3. Functioning of the Cerebral Hemispheres

1.2.4. Cognitive Brain and Emotional Brain

 1.2.4.1. The Rational Brain
 1.2.4.2. The Emotional Brain

1.2.5. Neurons

 1.2.5.1. What are they?
 1.2.5.2. Neuronal Pruning

1.2.6. What are Neurotransmitters? 

 1.2.6.1. Dopamine
 1.2.6.2. Serotonin
 1.2.6.3. Endorphin
 1.2.6.4. Glutamate
 1.2.6.5. Acetylcholine
 1.2.6.6. Norepinephrine

1.3. Neuroscience and Learning

1.3.1. What is Learning? 

 1.3.1.1. Learning as Memorization
 1.3.1.2. Learning as Accumulation of Information
 1.3.1.3. Learning as Interpretation of Reality
 1.3.1.4. Learning as Action

1.3.2. Mirror Neurons

 1.3.2.1. Learning by Example

1.3.3. Levels of Learning

 1.3.3.1. Bloom's Taxonomy
 1.3.3.2. SOLO Taxonomy
 1.3.3.3. Levels of Knowledge

1.3.4. Learning Styles

 1.3.4.1. Convergent
 1.3.4.2. Divergent
 1.3.4.3. Accommodating
 1.3.4.4. Assimilator

1.3.5. Types of Learning

 1.3.5.1. Implicit Learning
 1.3.5.2. Explicit Learning
 1.3.5.3. Associative Learning
 1.3.5.4. Significant Learning
 1.3.5.5. Cooperative Learning
 1.3.5.6. Cooperative Learning
 1.3.5.7. Emotional Learning
 1.3.5.8. Rote Learning
 1.3.5.9. Discovery Learning

1.3.6. Competencies for Learning

1.4. Multiple intelligences

1.4.1. Definition

 1.4.1.1. According to Howard Gardner
 1.4.1.2. According to other Authors

1.4.2. Classification

 1.4.2.1. Linguistic Intelligence
 1.4.2.2. Logical-Mathematical Intelligence
 1.4.2.3. Spatial Intelligence
 1.4.2.4. Musical Intelligence
 1.4.2.5. Body and Kinesthetic Intelligence
 1.4.2.6. Intrapersonal Intelligence
 1.4.2.7. Interpersonal Intelligence
 1.4.2.8. Naturopathic Intelligence

1.4.3. Multiple Intelligences and Neurodidactics
1.4.4. How to Work the IIMM in the Classroom
1.4.5. Advantages and Disadvantages of Applying the IIMM in Education

1.5. Neuroscience- Education

1.5.1. Neuroeducation

 1.5.1.1. Introduction
 1.5.1.2. What is Neuroeducation?

1.5.2. Brain Plasticity

 1.5.2.1. Synaptic Plasticity
 1.5.2.2. Neurogenesis
 1.5.2.3. Learning, Environment, and Experience
 1.5.2.4. The Pygmalion Effect

1.5.3. Memory

 1.5.3.1. What is Memory?
 1.5.3.2. Types of Memory
 1.5.3.3. Levels of Processing
 1.5.3.4. Memory and Emotion
 1.5.3.5. Memory and Motivation

1.5.4. Emotion

 1.5.4.1. Binomial Emotion and Cognition
 1.5.4.2. Primary Emotions
 1.5.4.3. Secondary Emotions
 1.5.4.4. Functions of Emotions
 1.5.4.5. Emotional States and Implication in the Learning Process

1.5.5. Attention

 1.5.5.1. Attentional Networks
 1.5.5.2. Relationship between Attention, Memory, and Emotion
 1.5.5.3. Executive Attention

1.5.6. Motivation

 1.5.6.1. The 7 stages of School Motivation

1.5.7. Contributions of Neuroscience to Learning
1.5.8. What is Neurodidactics?
1.5.9. Contributions of Neurodidactics to Learning Strategies

1.6. Neuroeducation in the Classroom

1.6.1. The figure of the Neuroeducator
1.6.2. Neuroeducational and Neuropedagogical Importance
1.6.3. Mirror Neurons and Teacher Empathy
1.6.4. Empathic Attitude and Learning
1.6.5. Classroom Applications
1.6.6. Classroom Organization
1.6.7. Proposal for Classroom Improvement

1.7. Playing and New Technologies

1.7.1. Etymology of Playing
1.7.2. Benefits of Playing
1.7.3. Learning by Playing
1.7.4. The Neurocognitive Process
1.7.5. Basic Principles of Educational Games
1.7.6. Neuroeducation and Board Games
1.7.7. Educational Technology and Neuroscience

 1.7.7.1. Integration of Technology in the Classroom

1.7.8. Development of Executive Functions

1.8. Body and Brain

1.8.1. The Connection between Body and Brain
1.8.2. The Social Brain
1.8.3. How do we prepare the Brain for Learning?
1.8.4. Feeding

 1.8.4.1. Nutritional Habits

1.8.5. Rest

 1.8.5.1. Importance of Sleep in Learning

1.8.6. Exercise

 1.8.6.1. Physical Exercise and Learning

1.9. Neuroscience and School Failure

1.9.1. Benefits of Neuroscience
1.9.2. Learning Disorders
1.9.3. Elements for a Success-oriented Pedagogy
1.9.4. Some suggestions for improving the Learning Process

1.10. Reason and Emotion

1.10.1. The Binomial Reason and Emotion
1.10.2. What are Emotions Good for?
1.10.3. Why Educate Emotions in the Classroom?
1.10.4. Effective Learning through Emotions

Module 2. Emotional Intelligence 

2.1. Definition of Emotional Intelligence

2.1.1. Historical Background of EI
2.1.2. Origin and Development of EI in Spain
2.1.3. Different Authors who have Coined a Definition of EI
2.1.4. Thorndike and Social Intelligence
2.1.5. Salovey and Mayer
2.1.6. Daniel Goleman
2.1.7. Definition of Emotional Intelligence
2.1.8. Components of Emotional Intelligence
2.1.9. Characteristics of EI Capabilities
2.1.10. Keys to Develop Emotional Intelligence

2.2. Emotions

2.2.1. Emotion? the Road to a Definition
2.2.2. What are Emotions for?
2.2.3. Emotional Process

 2.2.3.1. Difference between Emotion and Feeling

2.2.4. Classification and Types of Emotions

2.3. Emotions, Attitude, and Competence

2.3.1. Attitude

 2.3.1.1. What is Attitude?
 2.3.1.2. Components of Attitude

2.3.2. Optimism
2.3.3. Emotional Competencies
2.3.4. Social Skills or Interpersonal Relationships

2.4. Emotional Management

2.4.1. What does Emotional Management Consist of?
2.4.2. Self-knowledge
2.4.3. Emotional Awareness
2.4.4. Self-Appraisal

 2.4.4.1. Our Strengths and Weaknesses

2.4.5. Internal Communication
2.4.6. External Communication

 2.4.6.1. The Power of Words

2.4.7. Assertiveness

 2.4.7.1. Communicative Styles

2.4.8. Non-verbal Language
2.4.9. Posture and Emotions

2.5. Emotional Intelligence and Education

2.5.1. Emotional Intelligence in the Classroom
2.5.2. Advantages of EI in the Classroom
2.5.3. Benefits of Emotional Intelligence
2.5.4. Emotional Intelligence in the Student Body
2.5.5. Classroom Climate

 2.5.5.1. The Relationship between the Teacher and the Students
 2.5.5.2. The Relationship between Students in the Classroom

2.5.6. Emotional Understanding in the Classroom
2.5.7. Emotional Intelligence and Academic Performance
2.5.8. Emotional Learning
2.5.9. Tools for Classroom Management

2.6. Thinking Skills

2.6.1. Approach to the Concept
2.6.2. Types of Capabilities and Links between Them

2.7. Self-Motivation and Achievement Capabilities

2.7.1. Emotional Education in Teacher Training
2.7.2. Emotions in Teaching Practice

2.8. Teacher Welfare

2.8.1. The Keys to Teacher Well-being
2.8.2. Emotional Education and the Role of the Teacher
2.8.3. The Emotional Thinking Method

 2.8.3.1. Self-Knowledge
 2.8.3.2. Self-Esteem
 2.8.3.3. Emotional Control
 2.8.3.4. Motivation
 2.8.3.5. Empathy
 2.8.3.6. Leadership
 2.8.3.7. The Emotionally Intelligent Teacher
 2.8.3.8. Empathy and Communication with Students
 2.8.3.9. Techniques to Obtain Enriching Feedback

2.9. Habits of People with High Emotional Intelligence

2.9.1. What is a Person with High Emotional Intelligence?
2.9.2. The Triad of Success
2.9.3. Personal Vision
2.9.4. Personal Leadership
2.9.5. Personal Administration and Management
2.9.6. Interpersonal Leadership
2.9.7. Synergy
2.9.8. Flexibility and Creative Adaptation
2.9.9. Resilience
2.9.10. Elements that Generate High Performance

2.10. Highly Sensitive People

2.10.1. Approach to the Concept
2.10.2. High Sensitivity and Other Personality Traits

Module 3. Beliefs, Values, and Identity 

3.1. Nature of Beliefs

3.1.1. Concepts about Beliefs
3.1.2. Characteristics of a Belief
3.1.3. Belief Formation
3.1.4. Behavior and Beliefs
3.1.5. Limiting Beliefs
3.1.6. Empowering Beliefs
3.1.7. Origin of Limiting Beliefs

3.2. Managing Belief Change

3.2.1. Healing the Past
3.2.2. Basis of Coping with Belief Change
3.2.3. Robert Dilts
3.2.4. Morty Lefkoe
3.2.5. “The Word”, Byron Katie

3.3. Mindset for Change and Innovation

3.3.1. Fixed Mindset
3.3.2. Growth Mindset
3.3.3. Comparing Fixed and Growth Mindsets
3.3.4. Attitude for Change and Innovation
3.3.5. Zone of Inertia
3.3.6. Learning Zone

3.4. Coaching and Change

3.4.1. Simon Sinek's Golden Circle
3.4.2. Neurological Levels of Change and Learning

 3.4.2.1. Environment
 3.4.2.2. Behaviour
 3.4.2.3. Capacity
 3.4.2.4. Values and Beliefs
 3.4.2.5. Identity
 3.4.2.6. Transpersonality

3.4.3. Remedial Changes
3.4.4. Generative Changes
3.4.5. Evolutionary Changes
3.4.6. Recognition of the Neurological Level

3.5. Values and Counter-Values

3.5.1. Conceptualization of Values
3.5.2. Types of Values
3.5.3. Learning of Values
3.5.4. Values and Behavior
3.5.5. Counter-values
3.5.6. Value Recognition Dynamics
3.5.7. Dynamics for Counter-value Recognition

3.6. Identity

3.6.1. Identity Traits
3.6.2. Concept of Identity
3.6.3. Tradition and Identity
3.6.4. Psychological Models and Identity
3.6.5. Identity and Science

3.7. Personality Models

3.7.1. Enneagram
3.7.2. Discovery of One's Own Enneagram
3.7.3. Evolution from the Enneagram
3.7.4. Use of the Enneagram in Social and Group Interactions
3.7.5. Inner Archetypes
3.7.6. Transformational Coaching

3.8. Logical Levels

3.8.1. Human Needs and Maslow's Pyramid
3.8.2. Richard Barrett's Levels of Consciousness
3.8.3. Self-realization
3.8.4. Altruism and Service
3.8.5. Alignment of Levels

3.9. Approach to Beliefs, Values, and Identity in Education

3.9.1. Beliefs for Educational Excellence
3.9.2. Pygmalion Effect
3.9.3. The Importance of High Expectations
3.9.4. Diversity: Inclusiveness
3.9.5. The Values of Positive Psychology
3.9.6. Values-based Education
3.9.7. Self-esteem and Recognition: Identity Construction

Module 4. Active methodologies and innovation 

4.1. Active Methodologies

4.1.1. What are Active Methodologies??
4.1.2. Keys for Methodological Development from the Students Activity
4.1.3. Relationship Between Learning and Active Methodologies
4.1.4. History of Active Methodologies

 4.1.4.1. From Socrates to Pestalozzi
 4.1.4.2. Dewey
 4.1.4.3. Institutions Promoting Active Methodologies

4.1.4.3.1. The Free Institution of Education
4.1.4.3.2. The New School
4.1.4.3.3. The Unique Republican School

4.2. Project-Based Learning, Problems and Challenges

4.2.1. Travel Companions Cooperation Between Teachers
4.2.2. Phases of PBL Design

 4.2.2.1. Tasks, Activities and Exercises
 4.2.2.2. Rich Socialization
 4.2.2.3. Research Tasks

4.2.3. Phases of PBL Development

 4.2.3.1. Benjamin Bloom’s Theories
 4.2.3.2. Bloom’s Taxonomy
 4.2.3.3. Bloom’s Taxonomy revised
 4.2.3.4. Bloom’s Pyramid
 4.2.3.5. David A. Kolb’s Theory: Experience-Based Learning
 4.2.3.6. Kolb’s Cycle

4.2.4. The Final Product

 4.2.4.1. Types of Final Product

4.2.5. Evaluation in PBL

 4.2.5.1. Evaluation Techniques and Instruments
 4.2.5.2. Observation
 4.2.5.3. Performance
 4.2.5.4. Questions

4.2.6. Practical Examples PBL Projects

4.3. Thought-Based Learning

4.3.1. Basic Principles

 4.3.1.1. Why, How and Where to Improve Thought?
 4.3.1.2. Thought Organizers
 4.3.1.3. The Infusion with the Academic Curriculum
 4.3.1.4. Attention to Skills, Processes and Disposition
 4.3.1.5. The Importance of Being Explicit
 4.3.1.6. Attention to Metacognition
 4.3.1.7. Learning Transfer
 4.3.1.8. Construct an Infused Program
 4.3.1.9. The Need for Continuous Personal Development

4.3.2. Teach to Think TBL

 4.3.2.1. Collaborative Creation of Thought Maps
 4.3.2.2. Thinking Skills
 4.3.2.3. Metacognition
 4.3.2.4. Thought Design

4.4. Event-Based Learning

4.4.1. Approach to the Concept
4.4.2. Basis and Foundations
4.4.3. The Pedagogy of Sustainability
4.4.4. Benefits of Learning

4.5. Play-Based Learning

4.5.1. Games as Learning Resources
4.5.2. Gamification

 4.5.2.1. What is Gamification??
 4.5.2.2. Fundamentals
 4.5.2.3. Narration
 4.5.2.4. Dynamics
 4.5.2.5. Mechanisms
 4.5.2.6. Components
 4.5.2.7. Insignias
 4.5.2.8. Gamification Apps
 4.5.2.9. Examples:
 4.5.2.10. Criticisms of Gamification, Limitations and Common Errors

4.5.3. Why use Videogames in Education?
4.5.4. Types of Players According to the Richard Bartle Theory
4.5.5. Escape rooms/Breakedu, an Organizational way of Understanding Education

4.6. Flipped Classroom

4.6.1. Organization of Working Time
4.6.2. Advantages of the Flipped Classroom

 4.6.2.1. How can I Effectively Teach using Flipped Classrooms?

4.6.3. Disadvantages of the Flipped Classroom Focus
4.6.4. The Four Pillars of the Flipped Classroom
4.6.5. Resources and Tools
4.6.6. Practical Examples

4.7. Other Trends in Education

4.7.1. Robotics and Programming in Education
4.7.2. E-learning, Micro-learning and Other Trends in Networked Methodologies
4.7.3. Neuroeducation- Based Learning

4.8. Free, Natural Methodologies based on Individual Development

4.8.1. Waldorf Pedagogy

 4.8.1.1. Methodological Basis
 4.8.1.2. Strengths, Opportunities and Weaknesses

4.8.2. Maria Montessori, the Pedagogy of Responsibility

 4.8.2.1. Methodological Basis
 4.8.2.2. Strengths, Opportunities and Weaknesses

4.8.3. Summerhill, a Radical Point of View on How to Teach

 4.8.3.1. Methodological Basis
 4.8.3.2. Strengths, Opportunities and Weaknesses

4.9. Educational Inclusion

4.9.1. Is there Innovation without Inclusion?
4.9.2. Cooperative Learning

 4.9.2.1. Principles
 4.9.2.2. Group Cohesion
 4.9.2.3. Simple and Complex Dynamics

4.9.3. Shared Teaching

 4.9.3.1. Ratio and Attention to Students
 4.9.3.2. Teacher Coordination, as a Strategy for Student Achievement

4.9.4. Multilevel Teaching

 4.9.4.1. Definition
 4.9.4.2. Models

4.9.5. Universal Learning Design

 4.9.5.1. Principles
 4.9.5.2. Guidelines

4.9.6. Inclusive Experiences

 4.9.6.1. Rome Project
 4.9.6.2. Interactive Groups
 4.9.6.3. Dialogical Gatherings
 4.9.6.4. Learning Communities
 4.9.6.5. Includ-ED Project

A unique, key, and decisive experience to boost your professional development”