Educational Psychopedagogy

The work of the Educational Psychologist has gained strength, gaining traction in educational institutions. Get up to date with the most developed knowledge in this area and don't be left behind"

Psychopedagogy has reached, by its own merits, a place of recognition in the current scientific panorama. The knowledge of this discipline has become the subject of articles, monographs, and publications at international level that have shaped a panorama of great interest for the professional. These developments have led to advances in techniques, disciplines and modes of observation and intervention that make it essential for professionals to continually update their knowledge and skills.  

This increasingly broad qualification is of inestimable value in the Educational Center. The diversity of the student body, the new social circumstances, the new educational challenges, the vertiginous evolution of cultural contexts, and many other challenges, require the greatest skills from the professionals of Educational Psychopedagogy.

From the intervention point of view, mediation with families has also become increasingly important. The incursion of new technologies in social, school or family life; sexual diversity in the classroom; functional diversity or any of the new paradigms are not static, but evolve at all times and require a competent view that supports, guides and serves as a reference and, in turn, has adequate professional support. 

A complete panorama of intense challenges that we try to help you face in this complete training, through the most complete human and technological means, that will allow you to advance in a confident, comfortable and efficient way.

Prepare yourself for the challenges of a constantly evolving area of work and give your CV an unstoppable boost towards competitiveness"

This Professional Master’s Degree in Educational Psychopedagogy contains the most complete and up-to-date program on the market. The most important features include:

• Practical cases presented by Psychopedagogy experts
• Graphic, schematic, and eminently practical content with which they are conceived
• New developments on Educational Psychopedagogy
• Practical exercises where the self-evaluation process can be carried out to improve learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• Evidence-based methodologies in Educational Psychopedagogy
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

The most advanced forms of Intervention and resources for psychological support and guidance, in a Professional Master’s Degree created especially for professionals in the school environment"

The teaching staff of the Professional Master’s Degree in Educational Psychopedagogy is made up of professionals in the sector, who contribute their knowledge and experience to this program in order to produce quality content, as well as recognized specialists belonging to reference societies and prestigious universities. 

The multimedia content has been elaborated with the latest educational technology, which will provide the professional with situated and contextual learning, through which the student will be able to study in a simulated environment in which they will be able to study in real situations. 

The design of this program is based on Problem-Based Learning, so that the professional will have to try to solve the different situations of professional practice that arise throughout the course. To do so, they will have the help of an Innovative interactive video system created by recognized and experienced experts in the field of Educational Psychopedagogy.

A quality Professional Master’s Degree, created by experts in the field, who will put their professional and teaching experience at your service to accompany you throughout your preparation"

A program created to allow you to combine your studies with other commitments, smoothly and comfortably, without having to give anything up"

The structure of the contents has been designed by a team of professionals from the best educational centers and universities. Structured in specific learning units, it will allow you to prepare yourself in a gradual and sustained way without losing motivation during the process. 

An educational program carefully developed to offer you a program, proven to be effective”

Module 1. Psychological Theories and Stages of Evolutionary Development

1.1. Main Authors and Psychological Theories of Childhood Development

1.1.1. Psychoanalytic Theory of Child Development by S. Freud
1.1.2. E. Erikson’s Theory of Psychosocial Development
1.1.3. Jean Piaget’s Theory of Cognitive Development

1.1.3.1. Adaptation: The Processes of Assimilation and Accommodation lead to Equilibrium
1.1.3.2. Stages of Cognitive Development
1.1.3.3. Sensory-Motor Stage (Ages 0-2)
1.1.3.4. Pre-Operative Stage: Pre-Operative Subperiod (Ages 2-7)
1.1.3.5. Stage of Concrete Operations (Ages 7-11)
1.1.3.6. Formal Operations Stage (11-12 years and older)

1.1.4. Lev Vygotsky’s Sociocultural Theory

1.1.4.1. How Do we Learn?
1.1.4.2. Higher Psychological Functions
1.1.4.3. Language: A Mediating Tool
1.1.4.4. Proximal Development Zone
1.1.4.5. Development and Social Context

1.2. Introduction to Early Intervention

1.2.1. History of Early Intervention
1.2.2. Definition of Early Intervention

1.2.2.1. Levels of Intervention in Early Intervention
1.2.2.2. Main Fields of Action

1.2.3. What is a Child Development and Early Intervention Center?

1.2.3.1. Concept of a Child Development and Early Intervention Center
1.2.3.2. Functioning of a Child Development and Early Intervention Center
1.2.3.3. Professionals and Areas of Intervention

1.3. Developmental Aspects of Development: Ages 0-3

1.3.1. Development: Ages 0-3

1.3.1.1. Introduction
1.3.1.2. Motor Development
1.3.1.3. Cognitive Development
1.3.1.4. Language Development
1.3.1.5. Social Development

1.4. Developmental Aspects of Development: Ages 3-6

1.4.1. Development from 3-6 years of age

1.4.1.1. Introduction
1.4.1.2. Motor Development
1.4.1.3. Cognitive Development
1.4.1.4. Language Development
1.4.1.5. Social Development

1.5. Milestones of Alarm in Child Development

1.5.1. Warning Signs at Different Stages of Development

1.6. Cognitive and Socio-Affective Development: Ages 7-11

1.6.1. Development from 7-11 years of age

1.6.1.1. Introduction
1.6.1.2. Motor Development
1.6.1.3. Cognitive Development
1.6.1.4. Language Development
1.6.1.5. Social Development

1.7. Cognitive Development during Adolescence and early Adulthood

1.7.1. Development in Adolescence and Early Youth

1.7.1.1. Introduction
1.7.1.2. Motor Development
1.7.1.3. Cognitive Development
1.7.1.4. Language Development
1.7.1.5. Social Development

Module 2. Assessment, Diagnosis, and Psycho-pedagogical Orientation

2.1. Concept and Functions of Educational Diagnosis Qualities of the Diagnostician

2.1.1. Concept of Educational Diagnosis
2.1.2. Functions of Educational Diagnosis
2.1.3. Qualities of the Diagnostician

2.2. Dimensions, Scopes, and Areas of Psychopedagogical Action

2.2.1. Dimensions of Psycho-pedagogical Action
2.2.2. Spheres and Areas of Intervention

2.3. Concept, Purpose, and Context of Psychopedagogical Evaluation

2.3.1. Concept of Psychopedagogical Assessment
2.3.2. Purpose of the Psychopedagogical Assessment
2.3.3. Context of the Evaluation

2.4. Psychopedagogical Evaluation Procedure Evaluation in the School and Family Context

2.4.1. Psychopedagogical Evaluation Procedure
2.4.2. Evaluation in the School Context
2.4.3. Evaluation in the Family Context

2.5. The Psychopedagogical Diagnostic Process and its Stages

2.5.1. Diagnostic Process
2.5.2. Stages of Diagnosis

2.6. Psychopedagogical Evaluation as a Process

2.6.1. Concept
2.6.2. Medical history
2.6.3. Ethics
2.6.4. Assessment

2.7. Spheres of Action and Areas of Intervention and Psychopedagogical Evaluation in the School and Family Context

2.7.1. Scope and Areas of Psychopedagogical Action
2.7.2. Psychopedagogical Evaluation Process in the School Context
2.7.3. Psychopedagogical Evaluation Process in the Family Context

2.8. Techniques and Instruments of Qualitative and Quantitative Evaluation

2.8.1. Qualitative Assessment Techniques and Instruments
2.8.2. Quantitative Evaluation Techniques and Instruments

2.9. Psychopedagogical Evaluation in the Classroom Context, in the Center, and in the Family

2.9.1. Assessment in the Classroom Context
2.9.2. Assessment in the Center Context
2.9.3. Assessment in the Family Context

2.10. Return of information and follow-up

2.10.1. Return
2.10.2. Monitoring

2.11. Psychopedagogical Orientation: Clinical Model, Consultation Model, and Program Model

2.11.1. Clinical Model
2.11.2. Program Model
2.11.3. Consultation Model

2.12. School Guidance and the Tutorial Function The Tutorial Action Plan

2.12.1. School Guidance
2.12.2. Tutorial Function
2.12.3. Tutorial Action Plans

2.13. Vocational/Professional/Labor Orientation and Maturity. Approaches and Interests

2.13.1. Vocational Orientation and Maturity
2.13.2. Career or Socio-Occupational Orientation and Maturity
2.13.3. Approaches and Interests

2.14. Concept, Purpose, and Socio-Health Contexts, and Contexts of Vulnerability or Social Exclusion

2.14.1. Concept, Purpose, and Socio-Health Contexts
2.14.2. Concept, Purpose, and Contexts of Vulnerability and Social Exclusion
2.14.3. Orientation Guidelines

Module 3. Measurement, Research, and Educational Innovation 

3.1. Relationship between Innovation and Research The Need for Research and Innovation in Education

3.1.1. Research Concept
3.1.2. Innovation Concept
3.1.3. Relationship between Innovation and Research
3.1.4. The Need for Research and Innovation in Education

3.2. Modalities and Stages of the Educational Research and Innovation Process

3.2.1. Quantitative Approach
3.2.2. Qualitative Approach
3.2.3. Stages of the Research and Innovation Process

3.3. Planning and Development of the Research or Field Work Dissemination of Results

3.3.1. Planning of the Research or Field Work
3.3.2. Development of the Research or Field Work
3.3.3. Dissemination of Results

3.4. Selection of the Topic of Study and Elaboration of the Theoretical Framework Project and Final Report

3.4.1. Selection of the Topic of Study
3.4.2. Elaboration of the Theoretical Framework
3.4.3. Project and Final Report

3.5. Experimental Designs, Intergroup Designs, and Intragroup Designs

3.5.1. Experimental Designs
3.5.2. Intergroup Designs
3.5.3. Intragroup Designs

3.6. Quasi-Experimental, Descriptive, and Correlational Designs

3.6.1. Quasi-Experimental Designs
3.6.2. Descriptive Designs
3.6.3. Correlational Designs

3.7. Conceptualization and Modalities of Qualitative Research

3.7.1. Conceptualization of Qualitative Research
3.7.2. Ethnographic Research
3.7.3. The Case Study 
3.7.4. Biographical-narrative Research
3.7.5. Grounded Theory
3.7.6. Action Research

3.8. Educational Innovation for School Improvement. Innovation and ICT

3.8.1. Educational Innovation for School Improvement
3.8.2. Innovation and ICT

3.9. Collection of Information: Measurement and Evaluation Techniques and Instruments for Data Collection

3.9.1. Data Collection: Measurement and Evaluation
3.9.2. Data Collection Techniques and Instruments

3.10. Research Instruments: Tests

3.10.1. Types
3.10.2. Field of Study
3.10.3. Processes
3.10.4. Evolution

3.11. Reliability and Validity: Technical Requirements of Assessment Instruments in Education

3.11.1. Reliability
3.11.2. Validity

3.12. Statistical Analysis Research Variables and Hypotheses

3.12.1. Statistical Analysis
3.12.2. Variables
3.12.3. Hypotheses
3.12.4. Descriptive Statistics
3.12.5. Inferential Statistics

3.13. Qualitative Data Analysis Criteria of Scientific Rigor

3.13.2. General Process of Qualitative Analysis
3.13.3. Criteria of Scientific Rigor

3.14. Categorization and Coding of Data

3.14.1. Data Coding
3.14.2. Data Categorization

Module 4. Psychoeducational Attention to Special Educational Needs in the Context

4.1. Psychoeducational Care and Psychopedagogical Intervention in the Inclusive School Integration, Diversity, and Educational Inclusion

4.1.1. Psychoeducational and Psychopedagogical Care
4.1.2. Integration, Diversity, Inclusion
4.1.3. Specific Educational Needs

4.2. The Tutorial Action Plan and the Academic and Vocational Guidance Plan

4.2.1. Tutorial Action Plan
4.2.2. Academic and Vocational Guidance Plan

4.3. Professional Structure: Educational and Psychopedagogical Guidance Teams and Orientation Department

4.3.1. EOEP
4.3.2. Guidance Departments

4.4. Measures of Attention to Diversity: Organization of Center Resources and Plan of Attention to Diversity

4.4.1. Organization of Resources
4.4.2. Plan of Attention to Diversity

4.5. The Concept of Learning and Competence for Study. Emotional Intelligence and Social Competence in the School Environment

4.5.1. Learning and Study Competence
4.5.2. Emotional and Social Intelligence

4.6. Definition of Learning Difficulties Historical Development

4.6.1. Concept of DA
4.6.2. Historical Development

4.7. Learning Difficulties in Reading and Writing Dyslexia and Dysorthographia

4.7.1. DA Concept of Reading
4.7.2. Dyslexia
4.7.3. Dysorthographia

4.8. Definition of Learning Difficulties in Mathematics Assessment, Diagnosis, and Intervention

4.8.1. Concept of DA in Mathematics Learning
4.8.2. Assessment
4.8.3. Diagnosis
4.8.4. Intervention

4.9. Attention Deficit Hyperactivity Disorder (ADHD) Profile

4.9.1. Assessment
4.9.2. Diagnosis
4.9.3. Effects
4.9.4. Intervention

4.10. ADHD Needs Assessment and Educational Intervention

4.10.1. Needs Assessment in ADHD
4.10.2. Educational Intervention in ADHD

4.11. The Profile of High Intellectual Capacity Individuals

4.11.1. Concept
4.11.2. Assessment
4.11.3. Autonomy
4.11.4. Benefits

4.12. Needs Assessment in High Intellectual Capacities and Educational Intervention

4.12.1. Assessment
4.12.2. Intervention

4.13. Concept of Late Incorporation to the Educational System and the Need for Compensatory Education. Educational Compensation Measures

4.13.1. Concept of Late Incorporation into the Educational System
4.13.2. Concept of Compensatory Need
4.13.3. Educational Compensation Measures

4.14. Profile of Autism Spectrum Disorder (ASD) within Severe Behavioral Disorders Assessment and Intervention

4.14.1. ASD Profile
4.14.2. ASD Assessment
4.14.3. Intervention

4.15. Intellectual, Sensory, and Motor Disabilities

4.15.1. Intellectual Disability
4.15.2. Sensory Disability
4.15.3. Motor Disability

Module 5. The Role of the Family and the Community in Inclusive Schooling

5.1. The Diversity of Current Family Models

5.1.1. Definition of Family Concept
5.1.2. Evolution of Family Concept

5.1.2.1. The Family in the 21st Century

5.1.3. Family Models

5.1.3.1. Types of Family Models
5.1.3.2. Educational Styles in Family Models

5.1.4. Educational Attention to the Different Family Models

5.2. Family Involvement in the School

5.2.1. The Family and the School as Developmental Environments
5.2.2. The Importance of Cooperation between Educational Agents

5.2.2.1. The Management Team
5.2.2.2. The Teaching Team
5.2.2.3. The Family

5.2.3. Types of Family Participation

5.2.3.1. Direct Participation
5.2.3.2. Indirect Participation
5.2.3.3. Non-Participation

5.2.4. Parent Schools
5.2.5. The Parent-Teacher Association (PTA)
5.2.6. Difficulties in Participation

5.2.6.1. Intrinsic Participation Difficulties
5.2.6.2. Extrinsic Participation Difficulties

5.2.7. How to improve Family Participation?

5.3. The Family and the School as Developmental Environments

5.3.1. The School-Family Relationship
5.3.2. The Family as a context for Human Development

5.4. Society and Inclusive School

5.4.1. Fundamental Concepts
5.4.2. Objectives of Inclusive Education

5.5. Learning Communities

5.5.1. Conceptual Framework of Learning Communities
5.5.2. Characteristics of Learning Communities
5.5.3. Creation of a Learning Community

5.6. Creation of a Learning Community

5.6.1. Establishment of Objectives
5.6.2. Contextual Analysis
5.6.3. Selection of Priorities
5.6.4. Plan

Module 6. Syllabus Materials and Educational Technology

6.1. Educational Guidance and New Competences of the Guidance Counselor in the Framework of Information Technologies

6.1.1. New Concept of Educational Guidance in the Framework of the Information Society
6.1.2. New Competencies of the Guidance Counselor

6.2. Syllabus Materials, Methodological Principles for its Use and Evaluation

6.2.1. Syllabus Materials for the Improvement of the Teaching-Learning Process
6.2.2. Characteristics and Types of Curricular Materials
6.2.3. Use and Evaluation of different types of Curricular Materials
6.2.4. Educational Technology

6.3. Student-centered Learning, from Planned Syllabus to Syllabus in Action

6.3.1. New Learner-Centered Educational Paradigm
6.3.2. Planned Syllabus and Syllabus in Action

6.4. The Concept of Educational Innovation and New Educational Methodologies

6.4.1. Educational Innovation
6.4.2. Cooperative Learning

6.5. Problem-Based Learning, Thinking Culture, Project-Oriented Learning, Gamification, and Flipped Classroom

6.5.1. Problem-Based Learning
6.5.2. Thinking Culture
6.5.3. Project-Oriented Learning
6.5.4. Gamification
6.5.5. Flipped Classroom

6.6. Challenges of Education in the Information Society: Training Citizens in Media Education

6.6.1. ICT
6.6.2. New Reality in the Information Society
6.6.3. Educational Challenges in the Information Society
6.6.4. Media Education

6.7. Integration of ICTs as an Object of Study, Institutional Integration, and Educational Integration

6.7.1. ICT as an Object of Study
6.7.2. Institutional Integration of ICT
6.7.3. ICTs in the School Curriculum and Didactic Integration

6.8. Concept and Characteristics of School 2.0. E-Learning and B-Learning Vocational Training and Online University. MOOCs

6.8.1. School 2.0
6.8.2. E-learning and B-learning
6.8.3. Online Training
6.8.4. MOOCs

6.9. Possibilities of the Internet for the Communication and Professional Development of Educators

6.9.1. Communication and Professional Development of Educators in the Internet Space

6.10. Definition of Personal Learning Environments (PLE), Characteristics and Elements

6.10.1. Lifelong Learning
6.10.2. Personal Learning Environments, Definition and Characteristics
6.10.3. Fundamental Elements and Construction of a PLE
6.10.4. The Personal Learning Environments (PLE) in the Work of the Counselor
6.10.5. Use of PLE in the Guidance Function

6.11. The PLE in the Work of the Counselor

6.11.1. The Personal Learning Environments (PLE) in the Work of the Counselor

6.11.1.1. Concept of PLE
6.11.1.2. Web 2.0 and Professional Collaboration
6.11.1.3. Six ideas on the Contribution of Networks to Guidance
6.11.1.4. Limitations of Network Collaboration

6.11.2. Use of PLE in the Guidance Function

6.11.2.1. Uses of ICT in Guidance
6.11.2.2. Ten basic Activities that we can do with ICT for Guidance Development

6.12. Characteristics of Audiovisual Media in Educational use. Sound Resources, Podcast, and the Radio in the School. Image Resources

6.12.1. Functions of Audiovisual Media in Education
6.12.2. Podcast and Radio in School
6.12.3. Selection and use of Audiovisual Materials

6.13. ICT in Vocational and Professional Orientation Processes Orienta Program and Web Platforms

6.13.1. ICT in Vocational and Professional Orientation Processes
6.13.2. Orienta Program for Students
6.13.3. Web Platforms for Vocational and Career Guidance (MyWayPass)

6.14. The Concept of Web 2.0. Web Pages, WebQuest, Blogs, and Wikis Multimedia Materials for Tutoring

6.14.1. Web 2.0
6.14.2. WebQuest
6.14.3. Blogs
6.14.4. Wikis
6.14.5. Multimedia Materials for Tutoring

6.15. Materials for the Attention to Diversity and Materials for Diagnosis and Evaluation ICT in the Attention to Diversity

6.15.1. Materials for the Attention to Diversity
6.15.2. Materials for Diagnosis and Evaluation
6.15.3. ICT for the Attention to Diversity

Module 7. Early Intervention

7.1 Conceptualization and Historical Evolution of Early Intervention Relationship between Development and Early Learning

7.1.1. Concept of Early Intervention
7.1.2. Historical Evolution of Early Intervention
7.1.3. Relationship between Development and Early Learning

7.2. Phases of the Research Process in Early Intervention. Spheres and Agents

7.2.1. Phases of the Research Process in Early Intervention
7.2.2. Spheres of Early Intervention
7.2.3. Early Intervention Agents
7.2.4. Child Development and Early Intervention Centers

7.3. Plasticity and Brain Function

7.3.1. Concept of Brain Plasticity
7.3.2. Brain Function

7.4. Major Biological and Social Risk Factors Compensation Tools

7.4.1. Main Biological Risk Factors
7.4.2. Main Social Risk Factors
7.4.3. Compensation Tools

7.5. Theoretical Approaches to Cognitive Development Cognitive Development: Ages 0 to 6 Intervention

7.5.1. Theoretical Approaches to Cognitive Development
7.5.2. Cognitive Development: Ages 0 to 6
7.5.3. The Preoperational Period
7.5.4. Development in the Preoperational Period

7.6. Early Language Development, Warning Signs, and Early Language Intervention Intervention

7.6.1. Early Language Development
7.6.2. Warning Signs during Early Language Development
7.6.3. Early Language Intervention

7.7. Social-emotional Development and Early Intervention in Social-Emotional Development

7.7.1. Social-Emotional Development
7.7.2. Social Contexts and Interactions in Childhood
7.7.3. Early Intervention in Social-Emotional Development

7.8. Situations of Social Risk Typology of Maltreatment During Childhood Intervention

7.8.1. Social Risk in Childhood
7.8.2. Types of Maltreatment During Childhood

7.9. Methodological and Adaptation Strategies in Risk Situations

7.9.1. Early Intervention Strategies
7.9.2. Adaptation and Coping Strategies in Social Risk Situations

7.10. Intervention Models and Typology of Programs in Early Intervention. Assessment

7.10.1. Early Intervention Models
7.10.2. Typology of Programs in Early Intervention
7.10.3. Evaluation of Programs in Early Intervention

Module 8. Health Education and Psychopedagogy in Hospitals

8.1. Definition of Health, International Organizations, and Local Entities

8.1.1. Definition of Health
8.1.2. International Organizations
8.1.3. Local Entities

8.2. Constructivism and Pedagogical Model in the Health Field

8.2.1. Constructivism
8.2.2. Role of the Professional as a Mediator in Health Education
8.2.3. Role of the Mediator in Health Education

8.3. Multiculturalism and Interculturalism

8.3.1. Multiculturalism
8.3.2. Interculturality

8.4. Affective Intelligence and Spiritual Intelligence

8.4.1. Affective Intelligence
8.4.2. Spiritual Intelligence

8.5. Health Education, Health Promotion, and Prevention of Disease

8.5.1. Health Education
8.5.2. Health Promotion
8.5.3. Disease Prevention

8.6. Public Health and Lifestyles Ecology of Human Development

8.6.1. Public Health and Lifestyles
8.6.2. Ecology of Human Development

8.7. Conceptualization and Phases of Health Education Projects

8.7.1. Conceptualization of Health Education Projects
8.7.2. Phases of Health Education Projects

8.8. Diagnosis, Planning, Implementation, and Evaluation of Health Education Projects

8.8.1. Diagnosis
8.8.2. Plan
8.8.3. Implementation
8.8.4. Assessment

8.9. Hospital Pedagogy, Hospital Classrooms, and Home Care

8.9.1. Hospital Pedagogy
8.9.2. Hospital Classrooms
8.9.3. Home Care

8.10. Building a Collaborative Context and Network Intervention in Psychopedagogical Work in Health Risk Situations

8.10.1. Building a Collaborative Context
8.10.2. Network Intervention

8.11. Resilience

8.11.1. Individual Resilience
8.11.2. Family Resilience
8.11.3. Social Resilience

Module 9. Psychopedagogical Counseling to Families in Psychosocial Risk Situations

9.1. Concept and Theories about the Family Functions, Dynamics, Rules, and Roles

9.1.1. The Family as a context for Human Development
9.1.2. Family Functions
9.1.3. Family Dynamics and Rules
9.1.4. Roles within the Family Context

9.2. Social Changes and New Forms of Family Coexistence

9.2.1. The Influence of Social Changes on the Family
9.2.2. New Family Forms

9.3. Family Educational Styles

9.3.1. Democratic Style
9.3.2. Authoritarian Style
9.3.3. Negligent Style
9.3.4. Indulgent Style

9.4. Psychosocial Risk, Psychosocial Risk Assessment Criteria, and Families at Psychosocial Risk

9.4.1. What is Psychosocial Risk?
9.4.2. Psychosocial Risk Assessment Criteria
9.4.3. Families in Psychosocial Risk Situation

9.5. Risk Factors vs. Protective Factors

9.5.1. Risk Factors
9.5.2. Protective Factors

9.6. Conceptualization of Psychoeducational Intervention and Models of Psychoeducational Intervention in the Family Environment

9.6.1. Concept of Psychopedagogical Intervention in the Family Environment
9.6.2. Models of Psychopedagogical Intervention

9.7. Recipients, Areas, and Contexts of Psychopedagogical Intervention

9.7.1. Recipients of Psychopedagogical Intervention
9.7.2. Areas of the Psychopedagogical Intervention
9.7.3. Contexts of the Psychopedagogical Intervention

9.8. Concept, Foundations, and Models of Socio-educational Intervention with Families

9.8.1. Socio-Educational Intervention with Families
9.8.2. Principles of Psychoeducational Intervention with Families
9.8.3. Fundamentals of Socio-educational Intervention with Families: Elements, Criteria to Take into Account, and Levels of Intervention
9.8.4. Models of Socio-educational Intervention with Families

9.9. Educational Teams of Socio-educational Intervention with Families, Professional Skills, and Instruments and Techniques

9.9.1. Educational Teams of Family Intervention
9.9.2. Professional Skills
9.9.3. Tools and Techniques

9.10. Conceptualization and Typology of Child Maltreatment in the Family

9.10.1. The Concept of Child Abuse
9.10.2. Types of Child Maltreatment

9.11. Actions in the Face of Child Maltreatment in the Family

9.11.1. Detection, Assessment, and Care
9.11.2. Protocols

9.12. Family and School as Collaborative Environments. Forms of Family Participation in the School

9.12.1. Family and School as Collaborative Environments
9.12.2. Forms of Family Participation in the School
9.12.3. Parenting School and Parental Education

Module 10. Adaptation to Multiple Intelligence Situations

10.1. Neuroscience

10.1.1. Introduction
10.1.2. Concept of Neuroscience
10.1.3. Neuromyths

10.1.3.1. We only use 10% of the Brain
10.1.3.2.  Right Brain vs. Left Brain
10.1.3.3.  Learning Styles
10.1.3.4. Male Brain vs. Female Brain
10.1.3.5. Critical Learning Periods

10.2. The Brain

10.2.1. Brain Structures

10.2.1.1. Cerebral Cortex
10.2.1.2. Cerebellum
10.2.1.3. Basal Ganglia
10.2.1.4. Limbic System
10.2.1.5. Brainstem
10.2.1.6. Thalamus
10.2.1.7. Spinal Cord
10.2.1.8. Main Functions of the Brain

10.2.2. Triune Model

10.2.2.1. The Reptilian Brain
10.2.2.2. The Emotional Brain
10.2.2.3. The Neocortex

10.2.3. Bilateral Model

10.2.3.1. The Right Hemisphere
10.2.3.2. The Left Hemisphere
10.2.3.3. Functioning of the Cerebral Hemispheres

10.2.4. Cognitive Brain and Emotional Brain

10.2.4.1. The Rational Brain
10.2.4.2. The Emotional Brain

10.2.5. Neurons

10.2.5.1. What Are they?
10.2.5.2. Neuronal Pruning

10.2.6. What are Neurotransmitters?

10.2.6.1. Dopamine
10.2.6.2. Serotonin
10.2.6.3. Endorphin
10.2.6.4. Glutamate
10.2.6.5. Acetylcholine
10.2.6.6. Norepinephrine

10.3. Neuroscience and Learning

10.3.1 What Is Learning?

10.3.1.1. Learning as Memorization
10.3.1.2. Learning as Accumulation of Information
10.3.1.3. Learning as Interpretation of Reality
10.3.1.4. Learning as Action

10.3.2. Mirror Neurons

10.3.2.1. Learning by Example

10.3.3. Levels of Learning

10.3.3.1. Bloom’s Taxonomy
10.3.3.2. SOLO Taxonomy
10.3.3.3. Levels of Knowledge

10.3.4. Learning Styles

10.3.4.1. Convergent
10.3.4.2. Divergent
10.3.4.3. Accommodating
10.3.4.4. Assimilator

10.3.5. Types of Learning

10.3.5.1. Implicit Learning
10.3.5.2. Explicit Learning
10.3.5.3. Associative Learning
10.3.5.4. Significant Learning
10.3.5.5. Cooperative Learning
10.3.5.6. Cooperative Learning
10.3.5.7. Emotional Learning
10.3.5.8. Rote Learning
10.3.5.9. Discovery Learning

10.3.6. Competencies for Learning

10.4. Multiple intelligences

10.4.1. Definition

10.4.1.1. According to Howard Gardner
10.4.1.2. According to other Authors

10.4.2. Classification

10.4.2.1. Linguistic Intelligence
10.4.2.2. Logical-Mathematical Intelligence
10.4.2.3. Spatial Intelligence
10.4.2.4. Musical Intelligence
10.4.2.5. Body and Kinesthetic Intelligence
10.4.2.6. Intrapersonal Intelligence
10.4.2.7. Interpersonal Intelligence
10.4.2.8. Naturopathic Intelligence

10.4.3. Multiple Intelligences and Neurodidactics
10.4.4. How to Work the IIMM in the Classroom?
10.4.5. Advantages and Disadvantages of Applying the IIMM in Education

10.5. Neuroscience-Education

10.5.1. Neuroeducation

10.5.1.1. Introduction
10.5.1.2. What is Neuroeducation?

10.5.2. Brain Plasticity

10.5.2.1. Synaptic Plasticity
10.5.2.2. Neurogenesis
10.5.2.3. Learning, Environment, and Experience
10.5.2.4. The Pygmalion Effect

10.5.3. Memory

10.5.3.1. What is Memory?
10.5.3.2. Types of Memory
10.5.3.3. Levels of Processing
10.5.3.4. Memory and Emotion
10.5.3.5. Memory and Motivation

10.5.4. Emotion

10.5.4.1. Binomial Emotion and Cognition
10.5.4.2. Primary Emotions
10.5.4.3. Secondary Emotions
10.5.4.4. Functions of Emotions
10.5.4.5. Emotional States and Implication in the Learning Process

10.5.5. Attention

10.5.5.1. Attentional Networks
10.5.5.2. Relationship between Attention, Memory, and Emotion
10.5.5.3. Executive Attention

10.5.6. Motivation

10.5.6.1. The 7 Stages of School Motivation

10.5.7. Contributions of Neuroscience to Learning
10.5.8. What is Neurodidactics?
10.5.9. Contributions of Neurodidactics to Learning Strategies

10.6. Neuroeducation in the Classroom

10.6.1. The figure of the Neuroeducator
10.6.2. Neuroeducational and Neuropedagogical Importance
10.6.3. Mirror Neurons and Teacher Empathy
10.6.4. Empathic Attitude and Learning
10.6.5.  Classroom Applications
10.6.6. Classroom Organization
10.6.7. Proposal for Classroom Improvement

10.7. Playing and New Technologies

10.7.1. Etymology of Playing
10.7.2. Benefits of Play
10.7.3.  Learning by Playing
10.7.4. The Neurocognitive Process
10.7.5. Basic Principles of Educational Games
10.7.6. Neuroeducation and Board Games
10.7.7. Educational Technology and Neuroscience

10.7.7.1. Integration of Technology in the Classroom

10.7.8. Development of Executive Functions

10.8. Body and Brain

10.8.1. The Connection between Body and Brain
10.8.2. The Social Brain
10.8.3. How Do We Prepare the Brain for Learning?
10.8.4. Feeding

10.8.4.1. Nutritional Habits

10.8.5. Rest

10.8.5.1. Importance of Sleep in Learning

10.8.6. Exercise

10.8.6.1. Physical Exercise and Learning

10.9. Neuroscience and School Failure

10.9.1 Benefits of Neuroscience
10.9.2. Learning Disorders
10.9.3. Elements for a Success-Oriented Pedagogy
10.9.4. Some Suggestions for Improving the Learning Process

10.10. Reason and Emotion

10.10.1. The Binomial Reason and Emotion
10.10.2. What Are Emotions Good For?
10.10.3. Why Educate Emotions in the Classroom?
10.10.4. Effective Learning through Emotions

Module 11. Technological Innovation in Education

11.1. Advantages and Disadvantages of Technology in Education

11.1.1. Technology as a Means of Education
11.1.2. Advantages of Use
11.1.3. Inconveniences and Addictions

11.2. Educational Neurotechnology

11.2.1. Neuroscience
11.2.2. Neurotechnology

11.3. Programming in Education

11.3.1. Benefits of Programming in Education
11.3.2. Scratch Platform
11.3.3. Confection of the First Hello World
11.3.4. Commands, Parameters and Events
11.3.5. Project Exporting

11.4. Introduction to the Inverted Class

11.4.1. On What is it Based?
11.4.2. Examples of Use
11.4.3. Video Recording
11.4.4. YouTube

11.5. Introduction to Gamification

11.5.1. What is Gamification?
11.5.2. Success Stories

11.6. Introduction to Robotics

11.6.1. The Importance of Robotics in Education
11.6.2. Arduino (Hardware)
11.6.3. Arduino (Programming Language)

11.7. Tips and Examples of Use in the Classroom

11.7.1. Combining Innovation Tools in the Classroom
11.7.2. Real Examples

11.8. Introduction to Augmented Reality

11.8.1. What is AR?
11.8.2. What Are its Benefits in Education?

11.9. How to Develop Your Own AR Applications?

11.9.1. Vuforia
11.9.2. Unity
11.9.3. Examples of use

11.10. Samsung Virtual School Suitcase

11.10.1. Immersive Learning
11.10.2. The Backpack of the Future

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