Mediation and professional conflict resolution is already becoming an essential resource for any institution working with children and adolescents”

This program offers a comprehensive view of conflict resolution in psychological therapy, as well as successful approach models, providing tools, experiences and advances in this field, which have also been guaranteed by the program's faculty, all of whom work in this field. Each psychologist will learn, based on professional experience, as well as evidence-based pedagogy, which makes patient training more effective and accurate.

The skills that a mediator possesses are the same skills that the psychologist can cultivate, serving as an appeaser between the child and the learning process. Its intention would be to encourage and facilitate this process in order for the students to achieve their goals. Mediation in healthcare institutions is an emerging component, capable of taking hold in psychologists to achieve a positive point of improvement and that the result is to allow both academic and human learning of the relationships that are established in this environment. 

The perspective from the emerging psychological paradigm must be inclusive and must be based on a biopsychosocial model that contemplates attention to diversity from a comprehensive approach aimed at the entire community of children and adolescents. 

Psychologists, in the different educational stages, as well as related professions both in the psychological and socio-health fields, need to know the characteristics of children in order to identify their needs and have the knowledge and tools to intervene both at a personal and socio-family level and, above all, at an educational level. 

This program, in the format of a Professional master’s degree, responds to this demand for continuous updating of educational agents and is aimed primarily at psychologists working with children. With this specialized action, the psychologists will acquire skills to manage conflict situations and diversity in the educational context, adjusting the plans of attention to diversity and the educational projects of the centers, as well as being able to design a mediation plan in their practice. 

We don't settle for theory: we take you to the most practical and competent qualification" 

This Professional master’s degree in Classroom Mediation and Conflict Resolution contains the most complete and up-to-date program on the market. Its most notable features are:

• The latest technology in online teaching software 
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practising experts 
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-evaluation and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection
• Supplementary documentation databases are permanently available, even after the program

This Professional master’s degree is the best investment you can make when selecting a refresher program, for two reasons: in addition to updating your knowledge in Classroom Mediation and Conflict Resolution, you will obtain a qualification endorsed by TECH Global University”

Our teaching staff is made up of working professionals. In this way, TECH ensures to offer you the updating objective it intends. A multidisciplinary teaching staff of qualified and experienced professors in different environments, who will develop theoretical knowledge efficiently, but, above all, will put at the service of the course the practical knowledge derived from their own experience: one of the differential qualities of this specialization. 

This mastery of the subject is complemented by the effectiveness of the methodology used in the design of this program. Developed by a multidisciplinary team of e-Learning experts, it integrates the latest advances in educational technology. In this way, you will be able to study with a range of comfortable and versatile multimedia tools that will give you the operability you need in your specialization.

The design of this program is based on Problem-Based Learning: an approach that views learning as a highly practical process. To achieve this remotely, telepractice will be used: with the help of an innovative system of interactive videos, and learning from an expert you will be able to acquire the knowledge as if you were facing the case you are learning at that moment. A concept that will allow students to integrate and memorize what they have learnt in a more realistic and permanent way. 

Increase your decision-making confidence by updating your knowledge through this Professional master’s degree"

Take the opportunity to learn about the latest advances in this field and apply it to your daily practice"

The contents of this program have been developed on the basis of two main principles: on the one hand, their timeliness and effectiveness, and on the other hand, the ability of patients to quickly and efficiently integrate what they have learned. This combination allows children and adolescents to learn in a progressive and constant way, evolving from the first moment to the highest level of competence in this area of work and will allow the psychology professionals to grow and position themselves as prestigious psychologists. 

A high-level program that will allow you to apply new concepts and strategies from the very first moment thanks to its practical and contextual approach”

Module 1. Introduction 

1.1. Instructions for Awakening a Butterfly 

1.1.1. Introduction 
1.1.2. Bridging Gaps 
1.1.3. Iconography of a Metamorphosis 
1.1.4. Objectives of the Online Professional Master's Degree 
1.1.5. Contents of the Online Professional Master's Degree 

 1.1.5.1. The Reception 
 1.1.5.2. Establishing the Bond is the First Step in Collaboration for Conflict Resolution
 1.1.5.3. Data Collection is Essential for Conflict Analysis 
 1.1.5.4. Basic Needs Drive Conflicts 
 1.1.5.5. Power Struggles Are a Maze 
 1.1.5.6. Conflicts Have Their Phases, and These Must Be Understood 
 1.1.5.7. Dramatic Play: Role-Training in Conflict Resolution 
 1.1.5.8. Teacher Validating Style 
 1.1.5.9. Communication during Conflict 
 1.1.5.10. Express Reached Agreements 
 1.1.5.11. Breathe and Cleanse Prejudices 

1.2. Chrysalis Moment 

1.2.1. The Brain "Envelops" the Chrysalis 
1.2.2. Two or Three Brains
1.2.3. The Amygdala is the Queen of Hearts 
1.2.4. Conclusions for Moving within the Chrysalis 

1.3. Ten Educational Truths Concerning Conflict 

1.3.1. Ten Educational Truths 
1.3.2. Two Styles for 10 Educational Truths 
1.3.3. Invalidation Model - Damian's View 
1.3.4. Validation Model - Damian's View 

1.4. What is Conflict? 

1.4.1. Introduction 
1.4.2. Towards a Definition of Conflict 
1.4.3. Conflict Characteristics 
1.4.4. Types of Conflicts 
1.4.5. Most Frequent Causes of Conflict
1.4.6. What is Conflict Resolution? 

1.5. Paradigm Shift 

1.5.1. Introduction 
1.5.2. What Elements are Involved in Conflicts?

 1.5.2.1. Intrapersonal Side of Conflict 
 1.5.2.2. Interpersonal Side of Conflict: The Environment 
 1.5.2.3. Part of Conflict Process 

1.5.3. Conflict Analysis 

1.6. Person’s Model Description for the 21st Century 

1.6.1. Our Model Rationale 
1.6.2. People and Relationships 
1.6.3. Environment 
1.6.4. Contact Zone 
1.6.5. I Choose 
1.6.6. Basic Needs 
1.6.7. Organism/Body 
1.6.8. Awareness 
1.6.9. I Build 

1.7. Description of Erikson's Psychosocial Processes of the Person 

1.7.1. About the Author and His Theory 
1.7.2. Erikson’s Developmental Stages 
1.7.3. Why Choose Erikson's Model for Our Conflict Resolution Proposal? 
1.7.4. First Stage - Infancy: Trust vs. Mistrust - First 18 Months of Life 
1.7.5. Second Stage - Early Childhood: Autonomy Versus Shame and Doubt - 18 Months to 3 Years-Old 
1.7.6. Third Stage - Age of Play: Initiative Versus Guilt - 3 to 5 Years-Old 
1.7.7. Fourth Stage - Adolescence: Industriousness vs. Inferiority - 5 to 13 Years-Old 
1.7.8. Fifth Stage - Youth: Identity Versus Role Confusion - 13 to 21 Years-Old 
1.7.9. Sixth Stage - Maturity: Intimacy vs. Isolation -21 to 40 Years-Old 
1.7.10. Seventh Stage - Adulthood: Generativity Versus Stagnation - 40 to 60 Years-Old 
1.7.11. Eighth Stage - Old Age: Wholeness Versus Despair - Age 60 Until Death 
1.7.12. Critique of Erikson 
1.7.13. Phrases by Erikson 

1.8. Bandura's Social Learning Theory 

1.8.1. Introduction 
1.8.2. The Role of Imitation 
1.8.3. Two Videos for Drawing Conclusions 
1.8.4. Why Talk About Bandura's Social Learning Theory? 

1.9. Kohlberg’s Social Learning Theory 

1.9.1. Introduction 
1.9.2. Piaget's Stages of Moral Development 
1.9.3. Kohlberg’s Stages of Moral Development 
1.9.4. Cognitive Operations 

1.10. Techniques to Manage Conflict at the First Stage 

1.10.1. Introduction 
1.10.2. Piaget's Stages of Moral Development 
1.10.3. Kohlberg’s Stages of Moral Development 
1.10.4. Cognitive Operations 

Module 2. Bonding and Its Importance in Education 

2.1. The Teaching Bond 

2.1.1. Introduction 
2.1.2. The Teacher Is Not in the Photo 
2.1.3. Navigate within Ourselves 
2.1.4. Confidence in Humor 
2.1.5. In Conclusion 

2.2. Bonding and Attachment 

2.2.1. Introduction: Early Attachment Theory 
2.2.2. Attachment Theory 

 2.2.2.1. Types of Attachment 
 2.2.2.2. Attachment Functions 
 2.2.2.3. Multiple Attachments 

2.2.3. The Reference Figure in Bonding 
2.2.4. In Conclusion 

2.3. Strategies to Establish a Bond 

2.3.1. Introduction 
2.3.2. Observation 
2.3.3. Empathy 
2.3.4. Patience, Stability and Being 
2.3.5. Humility 
2.3.6. Believing in the Possibility 
2.3.7. Authenticity and Consistency 
2.3.8. Creativity 
2.3.9. Joy and Humor. Positivity 
2.3.10. In Conclusion 

2.4. The World of Child 

2.4.1. Introduction 
2.4.2. The Child's Brain 
2.4.3. The Moral Brain in Childhood 
2.4.4. Characteristics of Childhood 

 2.4.4.1. Physical Changes 
 2.4.4.2. Cognitive Changes 
 2.4.4.3. Psychological Changes 
 2.4.4.4. Changes at the Social Level 

2.4.5. Children Today 
2.4.6. In Conclusion 

2.5. Bonding in Childhood 

2.5.1. Introduction 
2.5.2. Feeling Appreciated and Noticed by Adults 
2.5.3. Uncovering the Message of Disruptive Behavior 
2.5.4. Boundaries Develop the Bond 
2.5.5. Dogma vs. Affection 
2.5.6. Here I Am, What Can We Do?
2.5.7. Being Interesting to a Child Opens the Door. Becoming an Adult Reference 
2.5.8. Being Fun to a Child Opens the Door 

2.6. The Adolescent World 

2.6.1. Introduction 
2.6.2. The Adolescent Brain 
2.6.3. Characteristics of Adolescence 

 2.6.3.1. On a Cerebral Level 
 2.6.3.2. On a Physical Level 
 2.6.3.3. On a Cognitive Level 
 2.6.3.4. On a Social and Emotional Level 
 2.6.3.5. On a Level of Identity 

2.6.4. Myths during Adolescence 
2.6.5. In Conclusion 

2.7. Bonding in Adolescence 

2.7.1. Introduction 
2.7.2. The Peer Group 
2.7.3. Group Pressure 
2.7.4. Adolescent Self-Centeredness 
2.7.5. Humor in Adolescent Bonding 
2.7.6. Common Problems in Adolescence 

2.8. Here and Now: Learning to Anchor 

2.8.1. How to Develop Anchor Learning 

2.9. Utopia and Utopianism: The Given and the Possible 

2.9.1. Utopia 
2.9.2. Utopianism 

2.10. A Concept to be Recovered: Teacher Loyalty I'll Be Here Always 

2.10.1. Teacher Loyalty 

Module 3. Methods of analysis of events 

3.1. Why Analyze Conflict? 

3.1.1. Conflict in Education 
3.1.2. Why Analyze Conflict? 
3.1.3. A Journey through History 
3.1.4. Positive Contributions of Conflict 

3.2. Theoretical Approach 

3.2.1. Based on Theory 
3.2.2. Our Approach to Collecting Data 
3.2.3. Differing Points of View 

3.3. Contextual Approach 

3.3.1. What is Context? 
3.3.2. Relationships and Personality 
3.3.3. Forms of Communication 

3.4. How to Plan Analysis 

3.4.1. Profile of the Mediator 
3.4.2. The Need for a Plan 

3.5. Planning Stages 
3.6. Teaching Models 

3.6.1. What is a Teaching Model? 
3.6.2. Different Models for Conflict Mediation 

3.7. Conflict to Children in Early Childhood Education 

3.7.1. Active Listening 
3.7.2. Below the Iceberg. What Did you Want Deep Down? 
3.7.3. Reactions of Parties Involved 
3.7.4. I Am Honest with my Emotions about What I Am Experiencing 
3.7.5. I Fill in the Table 

3.8. Conflict to Children in Primary Education 

3.8.1. Active Listening 
3.8.2. Below the Iceberg: What Did you Want Deep Down? 
3.8.3. Person-Related Elements 
3.8.4. Process-Related Elements 
3.8.5. Communication-Related Elements 

3.9. Conflict to Adolescents 

3.9.1. Active Listening 
3.9.2. Below the Iceberg: What Did you Want Deep Down?
3.9.3. Person-Related Elements 
3.9.4. Process-Related Elements 
3.9.5. Communication-Related Elements 

3.10. Following Up 

3.10.1. How to Follow Up 
3.11. Teachers Support Resources 
3.11.1. Different Teacher Support Resources 

Module 4. Validate emotions and discover basic emotions 

4.1. How do People Establish Contact? 

4.1.1. The Environment
4.1.2. Contact Zone 
4.1.3. The Body 
4.1.4. Basic Needs
4.1.5. I Choose
4.1.6. I Build 

4.2. How to Acquire a Validating Style 

4.2.1. Being Curious about the Details Given by Another Person 
4.2.2. Being Curious about the Details Given by My Body 
4.2.3. Extrinsic Emotional Attention: How did that Make you Feel? 
4.2.4. Intrinsic Emotional Attention: What does What you are Telling me Sound Like? 

4.3. How do I Recognize my Basic Needs? 

4.3.1. Identifying my Childhood Wound 
4.3.2. How can I Become Aware of my Fears? 
4.3.3. How can I Empathize with Someone Else’s Fears? 

4.4. Honesty in my Response 

4.4.1. The Shell: Responses that Prioritize Self-Protection 
4.4.2. The Shell: Responses that Prioritize Adapting to Surroundings 
4.4.3. The Anchor: Reality-Focused Responses 
4.4.4. The Cloud: Possibility-Focused Responses 

4.5. The World of Emotions 

4.5.1. Emotions in the World
4.5.2. Galaxies and Constellations of Emotions 
4.5.3. The Galaxy of Fear 
4.5.4. The Galaxy of Rage 
4.5.5. The Galaxy of Sadness
4.5.6. The Galaxy of Joy
4.5.7. The Galaxy of Surprise
4.5.8. The Galaxy of Affinity 
4.5.9. The Galaxy of Disgust 

4.6. Analysis Sheets for the Recognition of Basic Needs 

4.6.1. Types of Worksheets 

4.7. Online Resources on Basic Needs and Emotions 

4.7.1. Online Resources on Needs 
4.7.2. Online Resources on Basic Emotions 

Module 5. Power Struggles Are a Maze 

5.1. We All Manipulate 

5.1.1. The Importance of Self-Esteem
5.1.2. Defending our Living Space 
5.1.3. Emotional Manipulation 

5.2. The Roles in the Power Struggle 

5.2.1. The Oppressor

 5.2.1.1. Aggression: The Manipulator's Weapon
 5.2.1.2. Aggression Models 
 5.2.1.3. Moral Harassment 
 5.2.1.4. Governing Through Aggression 

5.2.2. The Victim 

 5.2.2.1. Crying as a Form of Manipulation
 5.2.2.2. Governing Through Victimhood 

5.2.3. The Caregiver 

 5.2.3.1. Misunderstood Gratitude
 5.2.3.2. Governing through the Caregiver 

5.3. The Power 

5.3.1. The Need for Power Soils 
5.3.2. Honest Search for Solutions 
5.3.3. Searching for the Basic Need Underlying a Conflict 
5.3.4. How to Ask Questions to Get out of a Power Struggle 

5.4. Focus the Search on What I Can Do 

5.4.1. Neither Power Struggle, Nor the Environment, Nor the Other Is to Blame 
5.4.2. How to Discover What I Can Do 

5.5. Manipulation at the Service of the Mediator 

5.5.1. Manipulation, Just Another Technique 
5.5.2. Role-Playing in the Power Struggle Game 
5.5.3. Negotiation Techniques 

5.6. Creating a New Identity 

5.6.1. How to Save Aggressors from Themselves 
5.6.2. How to Save Victims from Themselves 
5.6.3. How to Save Caregivers from Themselves 

Module 6. Conflict Phases 

6.1. Disagreement 

6.1.1. Beginning of the Conflict, Possible Causes 
6.1.2. The Problem Concerns Both 
6.1.3. Conflict Comes First 

6.2. Personal Adversity 

6.2.1. Blame and Reasons 
6.2.2. People Come First 

6.3. Mediation between Both Sides 

6.3.1. Rights within a Dispute 
6.3.2. Responsibilities within a Dispute 

6.4. The Background, Just the Tip of the Iceberg 

6.4.1. External Agents 
6.4.2. Attitude toward External Agents 
6.4.3. What is Really Happening Here? 

6.5. What Can Each Party Do? 

6.5.1. Proposed Solutions 
6.5.2. Strengths, Threats, Weaknesses and Opportunities 

6.6. New Developments in Each Party's View 

6.6.1. Putting Oneself in the Other’s Shoes 
6.6.2. Lateral Thinking 
6.6.3. Thinking Patterns 

6.7. Fitting in New Proposals 

6.7.1. Feelings About Proposals 
6.7.2. Strategies to Fit Them In 

6.8. Ending the Conflict 

6.8.1. What Does Ending a Conflict Involve? 
6.8.2. Why Ending Conflicts is Important 

6.9. Restoring Pain 

6.9.1. How to Restore Pain 

6.10. Erase Prejudices, Continue to Build 

6.10.1. How to Erase Prejudices 

Module 7. Roles in conflict resolution 

7.1. What is a Group? 

7.1.1. What is a Group? 
7.1.2. Characteristics of a Group 
7.1.3. Students Group Together: How to Recognize Them 

7.2. Group Dynamics 

7.2.1. What Are the Techniques and Activities for? 
7.2.2. What are the Core Competencies for Working with Drama? 
7.2.3. Group Dynamics Techniques 

7.3. Role Types in Conflicts 

7.3.1. Classification: Mediating Chicks 
7.3.2. Role Play Technique 

7.4. How to Identify Roles in Students 

7.4.1. Techniques to Identify the Different Roles 

7.5. Shifting Roles: Context 

7.5.1. The Johari Window at the Service of Roles 
7.5.2. The Role Others Identify Me As: What Others See and I Don't 
7.5.3. The Role I’d Like to Have and How to Get It 

7.6. The Teacher’s Role According to Their Participation 

7.6.1. Activities in Which the Educator's Role Predominates 
7.6.2. Activities Involving Educator and Students 
7.6.3. Activities According to the Group’s Objectives 

7.7. Dramatic Play: Role-Training in Conflict Resolution 

7.7.1. How to Conduct Dramatic Play as Conflict Resolution Training 

7.8. Drama: Integrating Core Competencies for Life 

7.8.1. Play or Therapy? 
7.8.2. Role-Playing Conflict in the Classroom 

7.9. Sense of Humor in Role Management 

7.9.1. Having a Sense of Humor in Role Management 

7.10. Theater of the Oppressed as a Tool for Reflection in the Face of Conflict 

7.10.1. Theater of the Oppressed 
7.10.2. Using this Tool in the Face of Conflict 

Module 8. Teacher's Educational Styles 

8.1. Becoming Aware of My Educational Style 

8.1.1. Starting by Knowing Oneself 
8.1.2. Everyone Educates from their Own Backpack 
8.1.3. On the Concept of Authority 
8.1.4. Four Educational Styles/Approaches 

8.2. Permissive Style 

8.2.1. Characteristics of the Permissive Style 
8.2.2. Adult Characteristics 
8.2.3. Some Ideas If You Follow this Style 
8.2.4. Consequences of this Style with Children 

8.3. Overprotective Style 

8.3.1. Characteristics of the Overprotective Style
8.3.2. Adult Characteristics 
8.3.3. Some Ideas If You Follow this Style
8.3.4. Consequences of this Style with Children 

8.4. Authoritarian Style 

8.4.1. Characteristics of the Authoritarian Style with Adults
8.4.2. Some Ideas If You Follow this Style 
8.4.3. Consequences of this Style with Children 

8.5. Cooperative Style 

8.5.1. Characteristics of the Cooperative Style
8.5.2. Adult Characteristics
8.5.3. Some Ideas If You Follow this Style
8.5.4. Consequences of this Style with Children 

8.6. How to Speak so that Children Listen 

8.6.1. Speaking Mechanisms so that Children Listen 

8.7. How to Listen so that Children Speak

8.7.1. Speaking Mechanisms so that Children Speak 

8.8. Active Listening Based on Validation from Others 

8.8.1. Listening through Behavior 
8.8.2. Naming Feelings 
8.8.3. Discovering Basic Needs 
8.8.4. Time to Listen 
8.8.5. Establishing Eye Contact 

8.9. Steps to Modify the Behavior of My Students 

8.9.1. Defining the Problem 
8.9.2. Approaching Problems One at a Time 
8.9.3. Being Consequential and Consistent 
8.9.4. Being Positive 
8.9.5. Letting the Child Know What is Expected of Them 

8.10. Basic Disciplinary Techniques 

8.10.1. How to Give Praise 
8.10.2. How to Ignore 
8.10.3. How to Reward 
8.10.4. How to Reprimand 
8.10.5. Time-Out Technique 
8.10.6. Problem Chairs 
8.10.7. How to Use Overcorrection 

Module 9. Communication in Conflict 

9.1. Communication 

9.1.1. Emitter 
9.1.2. Receptor 
9.1.3. Message 
9.1.4. Communication Channels 

9.2. Verbal, Non-Verbal and Paraverbal Communication 

9.2.1. Verbal Communication 
9.2.2. Non-Verbal Communication
9.2.3. Paraverbal Communication 

9.3. Invalidating Communication 

9.3.1. I Win/You Lose 
9.3.2. You Win/I Lose 

9.4. Validating Communication 

9.4.1. I Win/You win 
9.4.2. I Win and Help You Win 

9.5. Choosing Assertive Communication During Conflict 

9.5.1. Assertive Communication in Conflicts 

9.6. How to Make Healthy Decisions 

9.6.1. Healthy Decision-Making 

9.7. There are Three Fingers Pointing at Me: Me Because You 

9.7.1. Three Fingers Pointed at Me 

9.8. Choosing Non-Violence: Non-Violent Communication. Four Versus One 

9.8.1. Non-Violent Communication 

9.9. Technology at the Service of Communication 

9.9.1. Technology and Communication 

9.10. Listening and Hearing 

9.10.1. Listening 
9.10.2. Hearing 

Module 10. Ways of Expressing Reached Agreements 

10.1. Reaching Agreement 

10.1.1. Consensus 
10.1.2. Commitment
10.1.3. Voting
10.1.4. Postponing the Decision 
10.1.5. Customizable Solution 
10.1.6. Arbitration 
10.1.7. Lateral Thinking
10.1.8. Plus Minus Interesting (PMI) 
10.1.9. Decision-Making Matrix 
10.1.10. Negotiation 

10.2. Remember Your Goal 

10.2.1. The Goal and How to Remember It 

10.3. Listen to What the Other Person Is Telling You 

10.3.1. Learning to Listen to Others 

10.4. Speak for Yourself, Not for Others 

10.4.1. How to Speak for Oneself 

10.5. Do not Start on Another Melon until you Finish the One you are Eating 

10.5.1. How to Finish One Thing Before Starting Another 

10.6. Put on Someone Else’s Glasses 

10.6.1. How to Put Yourself in the Other's Place 

10.7. Choose the Right Moment to Tell Them 

10.7.1. How to Find the Right Moment to Start a Conversation 

10.8. Don't Take It Personally 

10.8.1. Don’t Take Matters into Private Domains 

10.9. Use the Sandwich Technique (Positive, Critical, Positive) 

10.9.1. Definition of the Sandwich Technique 

10.10. Express Yourself in Terms of: I Am Very Happy That You Have ... 

10.10.1. Knowledge of Positive Terms 

Module 11. Breathing and Cleaning out Prejudices 

11.1. Moving Deeper into Emotions 

11.1.1. How to Manage Emotions 

11.2. James Gross's Model of Emotion Formation 

11.2.1. James Gross's Model 

11.3. The Neuroscience of Emotions 

11.3.1. Neuroscience 
11.3.2. The Neuroscience of Emotions 

11.4. Emotional Regulation

11.4.1. How to Regulate Emotions 

11.5. Emotional Regulation Strategies 

11.5.1. Different Strategies to Regulate Emotions 

11.6. Assessment and Bias 

11.6.1. Assessment 
11.6.2. Prejudice 

11.7. Techniques to Regulate Emotions: Mindfulness

11.7.1. Techniques to Regulate Emotions 
11.7.2. Introduction to Mindfulness 

11.8. What Is Mindfulness?

11.8.1. Definition
11.8.2. Studying Mindfulness in Depth 

11.9. Mindfulness Strategies to Regulate Emotions 

11.9.1. Different Mindfulness Strategies 
11.9.2. How to Regulate our Emotions through this Technique? 

11.10. How to Implement Mindfulness to Resolve Conflict 

11.10.1. Using Mindfulness in Conflict Resolution

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