The world's largest school of education”
Acquire the skills you need to understand relational flows in the classroom, intervene before conflicts emerge and become a highly effective professional"
This Postgraduate Diploma is a response to the demand for continued training among education professionals and is fundamentally aimed at kindergarten, elementary, secondary and post-compulsory education teachers.
It offers an integral vision of classroom conflict resolution as well as of successful approach models, and provides tools, experiences and advances in the area that have been approved by a specialized teaching faculty, all of them practising professionals. Each teacher will learn based on professional experience, as well as on evidence-based pedagogical methods, which will make students’ learning process more effective and specific.
The skills that a mediator possesses are the same skills that the teacher must cultivate, in order to serve as a vehicle between the student and the learning process. The teacher’s intention should be to encourage and facilitate this process, in order for students to achieve their objectives. Mediation in the educational system is an emerging element that strengthens communicative development and support systems among teachers and students, and which brings improved academic learning and balanced human growth by contemplating the relationships established in these environments.
The perspective of a modern educational paradigm must be inclusive, and also based on a biopsychosocial model that contemplates attention to diversity from a comprehensive approach which is aimed at the entire educational community. Teachers at all educational stages, as well as other professionals in both the educational and socio-health fields, need to know the characteristics of different students, how to identify their needs, and possess the knowledge and tools that will allow them to intervene at a personal, socio-familial and, above all, educational level.
With this program, teachers will acquire skills with which to manage classroom conflict and diversity in the educational context, and adjust attention to diversity and educational projects in their schools, while it will also enable them to create mediation plans for these centers.
Theory is simply not enough: we will give you the ‘know-how’ to act through practical and competent means”
This Postgraduate Diploma in Classroom Conflict Mediation and Detection offers you the characteristics of a high-level teaching program that uses the latest educational technology. These are some of its most notable features:
- The latest technology in online teaching software
- Intensely visual teaching system, supported by graphic and schematic contents, 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
- Access to contents from any fixed or portable device with an internet connection
- Supplementary documentation databases are permanently available, even after the program
A practical program that will provide you with the tools you require to help your students, school staff and families move forward from conflicts in a positive and enriching way”
Our teaching staff is made up of working professionals. In this way TECH ensures that it delivers the educational up-to-date objectives that it aims for. A multidisciplinary and specialized teaching faculty with extensive experienced in different environments, who will develop theoretical knowledge in an efficient way, and, above all, bring practical knowledge derived from their own experience to the course: one of the differential qualities of this program.
The efficiency of the methodological design of this master's degree, enhances the student's understanding of the subject. 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 easy-to-use and versatile multimedia tools that will give you the skills you need for this specialization.
The design of this program focuses on on Problem-Based Learning:
an approach that conceives learning as an eminently practical process. To achieve this remotely, we use telepractice: with the help of an innovative interactive video system and a Learning from an Expert approach, you will be able to acquire knowledge as if you were actually dealing with the situation you are learning about. A concept that will make it possible to integrate and fix learning in a more realistic and permanent way.
Realistic learning, full of practical cases that you will have to solve in order to gain the practical vision you need”
A contextualized and authentic learning experience that will allow you to put your knowledge into practice through new skills and abilities”
The contents of this program have been developed on the basis of two main objectives: on the one hand, their timeliness and effectiveness, and on the other, the ability of the students to quickly and efficiently integrate learning processes. This enables students to learn in a progressive and constant way, and evolve from the first moment to the highest level of competence in this area of work.
A high-level teaching 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
1.1.2. 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
18.104.22.168. The Reception
22.214.171.124. Establishing the Bond is the First Step in Collaboration for Conflict Resolution
126.96.36.199. Data Collection is Essential for Conflict Analysis
188.8.131.52. Basic Needs Drive Conflicts
184.108.40.206. Power Struggles Are a Maze
220.127.116.11. Conflicts Have Their Phases, and These Must Be Understood
18.104.22.168. Dramatic Play: Role-Training in Conflict Resolution
22.214.171.124. Teacher Validating Style
126.96.36.199. Communication during Conflict
188.8.131.52. Express Reached Agreements
184.108.40.206. 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?
1.4.2. Towards a Definition of Conflict
1.4.3. Conflict Characteristics
1.4.4. Types of Conflict
1.4.5. Most Frequent Causes of Conflict
1.4.6. What is Conflict Resolution?
1.5. Paradigm Shift
1.5.2. What Elements are Involved in Conflicts?
220.127.116.11. Intrapersonal Side of Conflict
18.104.22.168. Interpersonal Side of Conflict: The Environment
22.214.171.124. Part of the 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
1.6.4. Contact Zone
1.6.5. I Choose
1.6.6. Basic Needs
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
1.8.2. 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
1.9.2. 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
1.10.2. Piaget's Stages of Moral Development
1.10.3. Kohlberg’s Stages of Moral Development
1.10.4. Cognitive Operations
Module 2. Methods of Analysis of Events
2.1. Why Analyze Conflict?
2.1.1. Conflict in Education
2.1.2. Why Analyze Conflict?
2.1.3. A Journey through History
2.1.4. Positive Contributions of Conflict
2.2. Theoretical Approach
2.2.1. Based on Theory
2.2.2. Our Approach to Collecting Data
2.2.3. Differing Points of View
2.3. Contextual Approach
2.3.1. What is Context?
2.3.2. Relationships and Personality
2.3.3. Forms of Communication
2.4. How to Plan Analysis
2.4.1. Profile of the Mediator
2.4.2. The Need for a Plan
2.4.3. Planning Stages
2.5. Planning Stages
2.6. Didactic Models
2.6.1. What is a Teaching Model?
2.6.2. Different Models for Conflict Mediation
2.7. Conflict to Children in Kindergarten
2.7.1. Active Listening
2.7.2. Below the Iceberg What Did you Want Deep Down?
2.7.3. Reactions of Parties Involved
2.7.4. I Am Honest about the Emotions that My Experience Brings
2.7.5. I Fill in the Table
2.8. Conflict to Children in Primary Education
2.8.1. Active Listening
2.8.2. Below the Iceberg What Did you Want Deep Down?
2.8.3. Person-Related Elements
2.8.4. Process-Related Elements
2.8.5. Communication-Related Elements
2.9. Conflict to Adolescents
2.9.1. Active Listening
2.9.2. Below the Iceberg What Did you Want Deep Down?
2.9.3. Person-Related Elements
2.9.4. Process-Related Elements
2.9.5. Communication-Related Elements
2.10. Following Up
2.10.1. How to Follow Up
2.11. Teacher Support Resources
2.11.1. Different Teacher Support Resources
Module 3. Validate Emotions and Discover Basic Emotions
3.1. How do People Establish Contact?
3.1.1. The Environment
3.1.2. Contact Zone
3.1.3. The Body
3.1.4. Basic Needs
3.1.5. I Choose
3.1.6. I Build
3.2. How to Acquire a Validating Style
3.2.1. Being Curious about the Details Given by Another Person
3.2.2. Being Curious about the Details Given by My Body
3.2.3. Extrinsic Emotional Attention: How did that make you feel?
3.2.4. Intrinsic Emotional Attention: What does what you are telling me sound like?
3.3. How do I recognize my basic needs?
3.3.1. Identifying my Childhood Wound
3.3.2. How can I become aware of my fears?
3.3.3. How can I empathize with someone else’s fears?
3.4. Honesty in my Response
3.4.1. The Shell: Responses that Prioritize Self-Protection
3.4.2. The Shell: Responses that Prioritize Adapting to Surroundings
3.4.3. The Anchor: Reality-Focused Responses
3.4.4. The Cloud: Possibility-Focused Responses
3.5. The World of Emotions
3.5.1. Emotions in the World
3.5.2. Galaxies and Constellations of Emotions
3.5.3. The Galaxy of Fear
3.5.4. The Galaxy of Rage
3.5.5. The Galaxy of Sadness
3.5.6. The Galaxy of Joy
3.5.7. The Galaxy of Surprise
3.5.8. The Galaxy of Affinity
3.5.9. The Galaxy of Disgust
3.6. Analysis Sheets for the Recognition of Basic Needs
3.6.1. Types of Worksheets
3.7. Online Resources on Basic Needs and Emotions
3.7.1. Online Resources on Needs
3.7.2. Online Resources on Basic Emotions
A unique, key, and decisive educational experience that will boost your professional development”