Educational Coaching

You will approach complementary disciplines such as Neurolinguistic Programming, Emotional Intelligence, Mindfulness or Neuroscience, which will lead you to meet your educational objectives with greater efficiency”

This Professional Master’s Degree stands out from the rest, not only because of the experience of its teachers and the quality of its content, but also because it covers all areas of coaching in the academic world: from formal to non-formal education, taking into account the different evolutionary stages of the student. This will allow the psychologist to acquire a series of valuable competencies that will accredit them as a coach at the educational level.

Its excellent teaching program integrates uncommon disciplines, such as Neurolinguistic Programming, Neuroscience, or Mindfulness, which are approached as perfectly complementary and compatible tools with a Coaching process at an individual and group level. In addition, it delves into the figure of the Psychologist and the family, as well as the psycho-evolutionary and educational characteristics of children and adolescents during their development, through the use of practical and didactic multimedia content. This will allow the future coach to quickly assimilate new tools and skills to apply in the daily practice of his profession.

Thanks to the participation of several educational psychologists in the development of contents, this program offers a holistic vision of Coaching, with which to provide value to special groups. It will also provide Psychologists with the necessary skills to manage some of the main challenges of today's society, such as bullying or the impact of social networks on minors.

The Professional Master’s Degree in Educational Coaching has been created by professional coaches who work daily with children on key aspects such as identity, self-esteem, talent, creativity, emotional intelligence and attention, maintaining a systemic vision with the family and the educational center.

A high educational level training created by the best experts in the field, which will allow you to achieve professional success"

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

• The development of case studies presented by experts in Educational Coaching
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• New developments in Educational Coaching
• Practical exercises where self-assessment can be used to improve learning
• Emphasis on innovative methodologies in the teaching of Educational Coaching
• 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

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 this area, you will have the support of first class teachers who will catapult your career to the next level"

It includes in its teaching staff professionals belonging to the field of Educational Coaching, who pour into this training the experience of their work, in addition to recognized specialists of reference societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations.

The design of this program focuses on Problem-Based Learning, by means of which the teacher must try to solve the different professional practice situations that are presented to them. For this purpose, the specialist will be assisted by an innovative interactive video system created by recognized experts in the field of Educational Coaching and with great experience.

Increase your decision-making confidence by updating your knowledge through this Professional Master’s Degree"

We offer you the best teaching methodology in the market and a complete theoretical and practical material that will help you to carry out an immersive study of this subject"

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 Bladder 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.

This Professional Master’s Degree has a quality program adapted to the latest trends in the field of Educational Coaching"

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. Beliefs, Values, and Identity

2.1. Nature of Beliefs

2.1.1. Concepts about Beliefs
2.1.2. Characteristics of a Belief
2.1.3. Belief Formation
2.1.4. Behavior and Beliefs
2.1.5. Limiting Beliefs
2.1.6. Empowering Beliefs
2.1.7. Origin of Limiting Beliefs

2.2. Managing Belief Change

2.2.1. Healing the Past
2.2.2. Basis of Coping with Belief Change
2.2.3. Robert Dilts
2.2.4. Morty Lefkoe
2.2.5. “The Word”, Byron Katie

2.3. Mindset for Change and Innovation

2.3.1. Fixed Mindset
2.3.2. Growth Mindset
2.3.3. Comparing Fixed and Growth Mindsets
2.3.4. Attitude for Change and Innovation
2.3.5. Zone of Inertia
2.3.6. Learning Zone

2.4. Coaching and Change

2.4.1. Simon Sinek's Golden Circle
2.4.2. Neurological Levels of Change and Learning

2.4.2.1. Environment
2.4.2.2. Behaviour
2.4.2.3. Capacity
2.4.2.4. Values and Beliefs
2.4.2.5. Identity
2.4.2.6. Transpersonality

2.4.3. Remedial Changes
2.4.4. Generative Changes
2.4.5. Evolutionary Changes
2.4.6. Recognition of the Neurological Level

2.5. Values and Counter-Values

2.5.1. Conceptualization of Values
2.5.2. Types of Values
2.5.3. Learning of Values
2.5.4. Values and Behavior
2.5.5. Counter-values
2.5.6. Value Recognition Dynamics
2.5.7. Dynamics for Counter-value Recognition

2.6. Identity

2.6.1. Identity Traits
2.6.2. Concept of Identity
2.6.3. Tradition and Identity
2.6.4. Psychological Models and Identity
2.6.5. Identity and Science

2.7. Personality Models

2.7.1. Enneagram
2.7.2. Discovery of one's own Enneagram
2.7.3. Evolution from the Enneagram
2.7.4. Use of the Enneagram in Social and Group Interactions
2.7.5. Inner Archetypes
2.7.6. Transformational Coaching

2.8. Logical Levels

2.8.1. Human Needs and Maslow's Pyramid
2.8.2. Richard Barrett's Levels of Consciousness
2.8.3. Self-realization
2.8.4. Altruism and Service
2.8.5. Alignment of Levels

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

2.9.1. Beliefs for Educational Excellence
2.9.2. Pygmalion Effect
2.9.3. The Importance of High Expectations
2.9.4. Diversity: Inclusiveness
2.9.5. The Values of Positive Psychology
2.9.6. Values-based Education
2.9.7. Self-esteem and Recognition: Identity Construction

Module 3. Coaching

3.1. What is Coaching?

3.1.1. An Objective-driven Process

3.1.1.1. The Importance of Defining the Objective
3.1.1.2. Starting from the End
3.1.1.3. How to Define a SMARTERObjective?
3.1.1.4. From Apparent to Real Objective
3.1.1.5. Target Characteristics

3.1.2. A Process Among People

3.1.2.1. Coaching Framework or Context
3.1.2.2. The Coaching Relationship
3.1.2.3. Influences in the Coaching Process
3.1.2.4. Trust
3.1.2.5. Respect

3.1.3. The Bond
3.1.4. A Communicative Process

3.1.4.1. The Power of Language
3.1.4.2. Active Listening
3.1.4.3. Lack of Judgment
3.1.4.4. Non-Verbal Communication

3.1.5. An Action-oriented Process

3.1.5.1. The Importance of Action
3.1.5.2. Designing an Action Plan
3.1.5.3. Monitoring
3.1.5.4. Assessment
3.1.5.5. A Creative Process
3.1.5.6. Generating Options
3.1.5.7. Choosing Options

3.2. The Origins and Background of Coaching

3.2.1. Philosophical Origins and Maieutics

3.2.1.1. Pre-Socratics
3.2.1.2. The Maieutics of Socrates
3.2.1.3. Plato
3.2.1.4. Later Philosophical Influences

3.2.2. Influences of Humanistic Psychology

3.2.2.1. The Basics of Humanistic Psychology
3.2.2.2. Confidence in the Client's Ability
3.2.2.3. Focus on Potentialities and Possibilities

3.2.3. Contributions of Positive Psychology

3.2.3.1. The Basics of Positive Psychology
3.2.3.2. Conditions for Positive Psychology
3.2.3.3. Human Strengths
3.2.3.4. Meaning and Purpose in Life

3.2.4. The Winner Game

3.2.4.1. Deliberate Practice
3.2.4.2. Improvement in Sports Performance
3.2.4.3. Galwain

3.2.5. Orientalism

3.2.5.1. Importance of the Process or Pathway
3.2.5.2. Objectives as Goals
3.2.5.3. Detachment from Expectations and Achievements
3.2.5.4. Understanding Suffering
3.2.5.5. The Power of the Present

3.2.6. Other Influences

3.2.6.1. Systemic Psychology
3.2.6.2. Gestalt Psychology
3.2.6.3. The Flow Concept
3.2.6.4. Zen Teachings
3.2.6.5. Management
3.2.6.6. Neurosciences
3.2.6.7. Epigenetics

3.3. Current Schools and Trends

3.3.1. The American School

3.3.1.1. Practical Coaching Approach
3.3.1.2. Thomas Leonard
3.3.1.3. Other Exponents

3.3.2. The European School

3.3.2.1. Humanistic Coaching
3.3.2.2. John Whitmore
3.3.2.3. Other Exponents of European Coaching

3.3.3. The Latin American School

3.3.3.1. The Ontological Coaching Approach
3.3.3.2. Rafael Echeverría and Julio Olalla
3.3.3.3. Other Exponents of Latin American Coaching

3.4. Differences Between Coaching and Other Approaches

3.4.1. Relationship Specificities in Coaching

3.4.1.1. The Coachee's Responsibility
3.4.1.2. The Role of the Coach
3.4.1.3. Achieving Objectives

3.4.2. The Limits of Coaching

3.4.2.1. Psychological Conditions of the Coachee
3.4.2.2. The Coach’s Review and Personal Work
3.4.2.3. Discomfort and Neurosis in Coaching Processes
3.4.2.4. Signs of Psychosis in the Coachee
3.4.2.5. Considerations on the Referral of the Coachee to Psychotherapy Professionals
3.4.2.6. The Approach to Coaching Processes with Coachees in Psychiatric Treatment

3.4.3. Cognitive-Behavioral

3.4.3.1. The Pychotherapeutic Approach
3.4.3.2. The Psychodynamic Approach
3.4.3.3. The Humanistic Approach
3.4.3.4. The Gestalt Approach
3.4.3.5. The Behavioral Approach
3.4.3.6. The Jungian Approach
3.4.3.7. The Systemic Approach
3.4.3.8. Complementation of Psychotherapy in Coaching Processes

3.4.4. Mentoring

3.4.4.1. Mentoring Objectives
3.4.4.2. Relationships in Mentoring
3.4.4.3. The Power of Trust in Mentoring
3.4.4.4. Mentoring Advice in Mentoring
3.4.4.5. Limits of Mentoring
3.4.4.6. Complementation of Mentoring with Coaching Processes

3.4.5. Consulting

3.4.5.1. Relationships in Consulting
3.4.5.2. Consulting  Objectives
3.4.5.3. Complementation of Consulting with Coaching processes

3.4.6. Counseling

3.4.6.1. Relationships in Councelling
3.4.6.2. Objectives and Scope
3.4.6.3. Complementation of Councelling with Coaching Processes

3.4.7. Empowerment

3.4.7.1. Definition
3.4.7.2. Processes
3.4.7.3. Types

3.4.8. Other Approaches

3.4.8.1. Art Therapy
3.4.8.2. Music Therapy
3.4.8.3. Drama Therapy
3.4.8.4. Dance Therapy
3.4.8.5. Body Therapies and Mind-Body Integrative Therapies

3.5. Areas of Coaching

3.5.1. Live Coaching

3.5.1.1. Personal
3.5.1.2. Family
3.5.1.3. Relationship

3.5.2. Sports Coaching

3.5.2.1. Professional Sports Coaching
3.5.2.2. Health and Fitness Coaching
3.5.2.3. Executive Coaching
3.5.2.4. Team Coaching
3.5.2.5. Business Coaching
3.5.2.6. Nutritional Coaching
3.5.2.7. Systemic Coaching
3.5.2.8. PsychoCoaching
3.5.2.9. Transformational Coaching
3.5.2.10. Educational Coaching

3.6. The Competences of  a Coach

3.6.1. The Code of Conduct

3.6.1.1. Ecology
3.6.1.2. Confidentiality
3.6.1.3. Forming Partnerships
3.6.1.4. Creating the Bond
3.6.1.5. Honesty
3.6.1.6. Transparency
3.6.1.7. Respect
3.6.1.8. Commitment

3.6.2. In-house Skills

3.6.2.1. Self-Knowledge
3.6.2.2. Vulnerability
3.6.2.3. Being proactive
3.6.2.4. Empathy
3.6.2.5. Reflection

3.6.3. External Skills

3.6.3.1. Effective Communication
3.6.3.2. Active Listening
3.6.3.3. Admiration
3.6.3.4. Assertiveness
3.6.3.5. Feedback
3.6.3.6. Process Management
3.6.3.7. Silence
3.6.3.8. Motivation

3.6.4. Coaching Associations

3.6.4.1. International Coach Federation
3.6.4.2. International Coaching Community
3.6.4.3. International Association of Coaching and Psychology

3.6.5. Coaching Qualifications and Preparation

3.6.5.1. Quality Preparation Requirements
3.6.5.2. Accredited Programs
3.6.5.3. Professional Coach Accreditation
3.6.5.4. Accreditation Process

3.6.6. The 11 ICF Core Competencies

3.6.6.1. Laying the Foundations
3.6.6.2. Co-Creating the Relationship
3.6.6.3. Communicating Effectively
3.6.6.4. Cultivating Learning and Growth

3.7. Session Structure

3.7.1. Coach and Coachee Roles

3.7.1.1. Role and Responsibilities of the Coach
3.7.1.2. Role and Responsibilities of the Coachee
3.7.1.3. The Coaching Process
3.7.1.4. Defining Objectives
3.7.1.5. Action Plan
3.7.1.6. Commitment
3.7.1.7. Partnerships
3.7.1.8. Assessment

3.7.2. Sponsor

3.7.2.1. Company, Management or Institution as Sponsor
3.7.2.2. Company and Coachee Objectives
3.7.2.3. Responsibility in the Coaching Process

3.7.3. Structure and Framework

3.7.3.1. Initial Situation
3.7.3.2. Desired Situation
3.7.3.3. Distance Between the Start and Coaching Goal

3.7.4. Partnership and Contract

3.7.4.1. The Suitability of a Partnership
3.7.4.2. The Contract and Contractual Matters
3.7.4.3. Differences and Complementarity Between Partnership and Contract

3.7.5. Types of Session According to their Purpose

3.7.5.1. On Contact
3.7.5.2. On the Starting Process
3.7.5.3. On Development
3.7.5.4. On Follow-up
3.7.5.5. On Assessment
3.7.5.6. On Closure

3.7.6. Closing the Relationship

3.7.6.1. Process Evaluation
3.7.6.2. Relationship Evaluation
3.7.6.3. Evaluating the Achievement of Objectives

3.8. Models

3.8.1. Wasick
3.8.2. PIE
3.8.3. STIR
3.8.4. GROWModel

3.8.4.1. Objective
3.8.4.2. Reality
3.8.4.3. Options
3.8.4.4. Action

3.8.5. OUTCOMESModel

3.8.5.1. Objectives
3.8.5.2. Reasons
3.8.5.3. Acting from Now
3.8.5.4. Clarifying the Difference
3.8.5.5. Generating Options
3.8.5.6. Motivating to action
3.8.5.7. Enthusiasm and Incentives
3.8.5.8. Support

3.8.6. ACHIEVESModel

3.8.6.1. Asess Curre and Situation
3.8.6.2. Create Brainstorming of Alternatives
3.8.6.3. Home Goals
3.8.6.4. Initiate Options
3.8.6.5. Assess Options
3.8.6.6. Validate Action Program
3.8.6.7. Entourage Momentum

3.9. Coactive Coaching

3.9.1. Fundamentals of Coactive Coaching
3.9.2. The Coactive Coaching Model
3.9.3. The Coactive Coaching Relationship
3.9.4. Contexts

3.9.4.1. Listening
3.9.4.2. Intuition
3.9.4.3. Curiosity
3.9.4.4. Pushing and Deepening
3.9.4.5. Self Management

3.9.5. Principles and Practices

3.9.5.1. Fullness
3.9.5.2. Process
3.9.5.3. Balance
3.9.5.4. Combining

3.10. Coaching as a tool for the development of Groups, Companies and Communities

3.10.1. Current challenges for Companies and Institutions
3.10.2. Organizational Coaching
3.10.3. Company Objectives
3.10.4. Coaching Services for Companies

3.10.4.1. Executive
3.10.4.2. Specific Preparation Programs
3.10.4.3. Shadow Coaching
3.10.4.4. Group Coaching
3.10.4.5. (Systemic) Team Coaching
3.10.4.6. Psychometric Diagnostic Tools
3.10.4.7. Motivation and values

3.10.5. Psychometric Diagnostic Tools

3.10.5.1. MBTI
3.10.5.2. FIRO-B
3.10.5.3. Feedback 360
3.10.5.4. DISC
3.10.5.5. Belbin
3.10.5.6. Evolution in Systems and Communities
3.10.5.7. Change and Innovation through Coaching
3.10.5.8. Basic Coaching Tools

3.10.5.8.1. Personal Life Wheel
3.10.5.8.2. Teaching Wheel
3.10.5.8.3. Student Wheel
3.10.5.8.4. Personal SWOT Analysis
3.10.5.8.5. Johari Window
3.10.5.8.6. GROWScheme
3.10.5.8.7. Circle of Control, Influence, and Concern
3.10.5.8.8. Head, Heart, Belly
3.10.5.8.9. VAK

Module 4. Emotional Intelligence

4.1. Definition of Emotional Intelligence

4.1.1. Historical Background of EI
4.1.2. Different Authors who have Coined a Definition of EI
4.1.3. Thorndike and Social Intelligence
4.1.4. Salovey and Mayer
4.1.5. Daniel Goleman
4.1.6. Definition of Emotional Intelligence
4.1.7. Components of Emotional Intelligence
4.1.8. Characteristics of EI Capabilities
4.1.9. Keys to Develop Emotional Intelligence

4.2. Emotions

4.2.1. Emotion? the Road to a Definition
4.2.2. What are Emotions for?
4.2.3. Emotional Process

4.2.3.1. Difference between Emotion and Feeling

4.2.4. Classification and Types of Emotions

4.2.4.1. Basic Emotions
4.2.4.2. Social Emotions
4.2.4.3. Microexpressions
4.2.4.4. Emotional Dyads
4.2.4.5. Fundamental Psychological Needs and their Emotional Linkage

4.3. Emotions, Attitude, and Competence

4.3.1. Attitude

4.3.1.1. What is Attitude?
4.3.1.2. Components of Attitude

4.3.2. Optimism
4.3.3. Emotional Competencies
4.3.4. Social Skills or Interpersonal Relationships

4.4. Emotional Management

4.4.1. What does Emotional Management Consist of?
4.4.2. Self-Knowledge
4.4.3. Emotional Awareness
4.4.4. Self-Appraisal

4.4.4.1. Our Strengths and Weaknesses

4.4.5. Internal Communication
4.4.6. External Communication

4.4.6.1. The Power of Words

4.4.7. Assertiveness

4.4.7.1. Communicative Styles

4.4.8. Non-verbal Language
4.4.9. Posture and Emotions

4.5. Emotional Intelligence and Education

4.5.1. Emotional Intelligence in the Classroom
4.5.2. Advantages of EI in the Classroom
4.5.3. Benefits of Emotional Intelligence
4.5.4. Emotional Intelligence in the Student Body
4.5.5. Classroom Climate

4.5.5.1. The Relationship between the Teacher and the Students
4.5.5.2. The Relationship between Students in the Classroom

4.5.6. Emotional Understanding in the Classroom
4.5.7. Emotional Intelligence and Academic Performance
4.5.8. Emotional Learning
4.5.9. Tools for Classroom Management

4.6. Thinking Skills

4.6.1. Approach to the Concept
4.6.2. Types of Capabilities and Links between Them

4.7. Self-Motivation and Achievement Capabilities

4.7.1. Emotional Education in Teacher Training
4.7.2. Emotions in Teaching Practice

4.8. Teacher Welfare

4.8.1. The Keys to Teacher Well-being
4.8.2. Emotional Education and the Role of the Teacher
4.8.3. The Emotional Thinking Method

4.8.3.1. Self-Knowledge
4.8.3.2. Self-esteem
4.8.3.3. Emotional Control
4.8.3.4. Motivation
4.8.3.5. Empathy
4.8.3.6. Leadership
4.8.3.7. The Emotionally Intelligent Teacher
4.8.3.8. Empathy and Communication with Students
4.8.3.9. Techniques to Obtain Enriching Feedback

4.9. Habits of People with High Emotional Intelligence

4.9.1. What is a Person with High Emotional Intelligence?
4.9.2. The Triad of Success
4.9.3. Personal Vision
4.9.4. Personal Leadership
4.9.5. Personal Administration and Management
4.9.6. Interpersonal Leadership
4.9.7. Synergy
4.9.8. Flexibility and Creative Adaptation
4.9.9. Resilience
4.9.10. Elements that Generate High Performance

4.10. Highly Sensitive People

4.10.1. Approach to the Concept
4.10.2. High Sensitivity and Other Personality Traits

Module 5. Systemic Pedagogy

5.1. General Systems Theory

5.1.1. What is a System?
5.1.2. Systemic Approach to Development
5.1.3. The Person as an Open System
5.1.4. Systemic Bases and Laws
5.1.5. Interpretation of the Conceptions of Development Within the Framework of Systems Theory

5.1.5.1. Vygotsky
5.1.5.2. Piaget
5.1.5.3. Bronfenbrenner

5.1.6. Systems and Cross-cultural Development

5.2. Current Systemic Currents

5.2.1. Historical Review of Systemic Psychotherapy
5.2.2. Different Schools Today

5.2.2.1. International or Palo Alto School
5.2.2.2. Strategic Structural School
5.2.2.3. Milan School

5.2.3. Contributions of the Systemic Approach to the Organizations
5.2.4. The Systemic Model Applied to the Educational Field

5.3. Bert Hellinger's Philosophy

5.3.1. Fundamentals
5.3.2. The Systemic Movements
5.3.3. Systemic Phenomenological Model
5.3.4. Good and Bad Conscience
5.3.5. Distinction between Therapeutic and Pedagogical Interventions
5.3.6. Contribution to the Educational Field

5.4. The Orders of Love and the Orders of Help

5.4.1. Educating "Ordering" and Helping Constructive Relational "Love"
5.4.2. Giving/Taking Balance: Teaching/Learning
5.4.3. Analysis for the Improvement of Coexistence

5.4.3.1. Reconciliation
5.4.3.2. Integration

5.5. The Three Systemic Intelligences

5.5.1. Transgenerational
5.5.2. Intergenerational
5.5.3. Intragenerational
5.5.4. Emotional and Cognitive from the Intergenerational and Transgenerational Point of View
5.5.5. Family Inheritance as Culture
5.5.6. Loyalties and Beliefs

5.6. Systemic Pedagogy

5.6.1. Principles

5.6.1.1. Belonging
5.6.1.2. Order
5.6.1.3. Links

5.6.2. A New Approach to Education
5.6.3. Educational Processes from Systemic Pedagogy
5.6.4. The Place of Emotions in the Educational System

5.7. The Systemic Pedagogue

5.7.1. Features
5.7.2. Functions
5.7.3. Academic Autobiography
5.7.4. Work Autobiography

5.8. The Family System

5.8.1. The Genogram
5.8.2. The Systemic Approach to Couple and Child Relationships
5.8.3. Family History
5.8.4. Occupying the Place in the Family

5.9. The School System

5.9.1. Creating Bridges between Family and School
5.9.2. New Family Models and their Influence in the Classroom
5.9.3. The Educational Project of the Centers from the Perspective of Systemic Pedagogy
5.9.4. Life Project in Relation to Feelings and Transgenerational Vision of the Educational Centers

Module 6. Communication

6.1. Communication

6.1.1. Components of Communication

6.1.1.1. Language
6.1.1.2. Emotionality
6.1.1.3. Body

6.1.2. Elements of Communication

6.1.2.1. Emitter
6.1.2.2. Receptor
6.1.2.3. Message
6.1.2.4. Channel
6.1.2.5. Context
6.1.2.6. Codes
6.1.2.7. Feedback

6.1.3. Communication Styles

6.1.3.1. Hierarchical
6.1.3.2. Aggressive
6.1.3.3. Passive
6.1.3.4. Assertive

6.1.4. Benefits of Assertive Communication

6.1.4.1. Connection
6.1.4.2. Link
6.1.4.3. Trust

6.1.5. Purpose of Communication

6.2. Levels of Communication

6.2.1. Intrapersonal

6.2.1.1. Psychic Instances
6.2.1.2. Self-Dialogue
6.2.1.3. Recognition of Internal Characters and Self-Dialogues
6.2.1.4. Internal Relations
6.2.1.5. Effects of Self-Dialogues on Internal States Management
6.2.1.6. The Interior Assistant

6.2.2. Interpersonal

6.2.2.1. Public Conversation
6.2.2.2. Communication Skills
6.2.2.3. The Importance of Non-Verbal Communication

6.2.3. Coherence and Congruence of Levels

6.2.3.1. Incoherence
6.2.3.2. Coherence
6.2.3.3. Level Congruence Management

6.3. Linguistic Acts

6.3.1. Declaration

6.3.1.1. Definition of Statement
6.3.1.2. Facts and Agreements
6.3.1.3. Authority and Standards

6.3.2. Pledge

6.3.2.1. Definition of Promise
6.3.2.2. Commitment
6.3.2.3. The Trust Equation

6.3.3. Trial

6.3.3.1. Definition of Trial
6.3.3.2. According to the Authority
6.3.3.3. According to Tradition

6.3.4. Affirmation

6.3.4.1. Definition of Affirmation
6.3.4.2. Designation

6.3.5. Language as a Reality Builder

6.4. Active Listening

6.4.1. What is Active Listening?
6.4.2. Components of Active Listening

6.4.2.1. Willingness and Attitude
6.4.2.2. Intention
6.4.2.3. Empathy
6.4.2.4. Respect
6.4.2.5. Positive Feedback

6.4.3. Active Listening in Learning Environments

6.4.3.1. Purpose of Active Listening
6.4.3.2. Benefits

6.4.4. Intention of Active Listening

6.4.4.1. Awareness
6.4.4.2. Responsibility
6.4.4.3. Action

6.5. Calibration

6.5.1. Calibration Concept
6.5.2. Calibration Process

6.5.2.1. Body Observation
6.5.2.2. Emotionality
6.5.2.3. Language

6.5.3. Calibration Applications in Coaching and Education

6.5.3.1. Observation of Group States
6.5.3.2. Observation of Subgroups and Individuals
6.5.3.3. Understanding and Acceptance
6.5.3.4. Assessment
6.5.3.5. Being Aware
6.5.3.6. Acting from the Needs of Others

6.6. Rapport

6.6.1. Concept of  Rapport
6.6.2. The Art of Taming Horses
6.6.3. Uses of Rapport
6.6.4. Procedures to Generate Rapport

6.6.4.1. Movements and Gestures
6.6.4.2. Words and Language
6.6.4.3. Emotions
6.6.4.4. Energy
6.6.4.5. Application of Rapport in Coaching
6.6.4.6. Application of Rapport in Education

6.7. Feedback

6.7.1. Concept of Feedback
6.7.2. Purpose of Good Feedback

6.7.2.1. Nurturing the Communication Process
6.7.2.2. Self-esteem
6.7.2.3. Motivation
6.7.2.4. Information

6.7.3. Feedback as  Communication Reinforcement
6.7.4. The Need for Good Feedback in Education

6.8. The Art of Questioning and Confrontation to Generate Learning

6.8.1. Types of Questions
6.8.2. The Confrontation
6.8.3. Purpose of the Confrontation
6.8.4. When to use Confrontation?
6.8.5. Strategies to Use Confrontation Appropriately
6.8.6. Insight and Learning from Confrontation

6.8.6.1. Concept of Insight
6.8.6.2. Detection of Insight
6.8.6.3. Testing the Insight

Module 7. Educational Coaching

7.1. What is Educational Coaching? Basis and Foundations

7.1.1. Definition and Connection with Educational and Psychological Theories
7.1.2. Educating in the Will of Meaning
7.1.3. Nonodynamics and Coaching
7.1.4. Logopedagogy, Coaching and Education in the Self
7.1.5. Challenges for the Education of the Self from Coaching and Logopedagogy
7.1.6. Coaching at the Service of the Dialogic Encounter between Teacher and Student. Pedagogy of Otherness
7.1.7. Helping Relationship Styles and Coaching

7.2. Areas of Application of Coaching in Education

7.2.1. Coaching in the Context of the Teacher-Student Relationship Shared Tutoring
7.2.2. Coaching in the Context of the Student-Student Relationship. Peer Tutoring
7.2.3. Coaching for the Development of the Teaching Profession
7.2.4. Teaching Teams and Faculty Team Spirit, Synergies
7.2.5. Management Teams and the Development of Executive Tools
7.2.6. Coaching for Parents

7.3. Benefits of its Application in Educational Contexts

7.3.1. Coaching and Development of Executive Functions and Metacognition
7.3.2. Coaching and Educational Support Needs
7.3.3. Coaching to Achieve Excellence
7.3.4. Self-Esteem and Self-Concept Development

7.4. Pedagogies Based on Cooperation and Autonomy Development and Coaching

7.4.1. Collaborative Pedagogies
7.4.2. Advantages of Collaborative Learning (CL)
7.4.3. How to Work with AC?
7.4.4. AC Techniques

7.5. Helping Relationship Styles and Coaching

7.5.1. The Teacher as a Coach
7.5.2. Competencies of the Teacher as a "Coach" of the Student Body
7.5.3. Coaching in the Framework of Shared Mentoring
7.5.4. Teacher Skills as a Facilitator of Change
7.5.5. Classroom Group Applications
7.5.6. Teaching Teams and Faculty Team Spirit, Synergies
7.5.7. Management Teams and the Development of Executive Tools

Module 8. Talent, vocation, and creativity

8.1. Talent and its Educational Importance

8.1.1. Talent
8.1.2. Components
8.1.3. Talent is Diverse
8.1.4. Measuring and Discovering Talent
8.1.5. Gallup Test
8.1.6. Garp Test
8.1.7. Career Scope
8.1.8. MBTI
8.1.9. Success DNA

8.2. Talent and Key Competencies

8.2.1. Key Competencies Paradigm
8.2.2. Key Competencies
8.2.3. The role of the Intelligences
8.2.4. Knowledge: Uses and Abuses in Education
8.2.5. The importance of Skills
8.2.6. The Differentiating Factor of Attitude
8.2.7. Relationship between Talent and Key Competencies

8.3. Talent Development

8.3.1. Learning modalities. Richard fields
8.3.2. El Elemento
8.3.3. Talent Development Procedures
8.3.4. Mentor Dynamics
8.3.5. Talent and Educational Approach

8.4. Motivation Mechanisms

8.4.1. Needs, Desires and Motivations
8.4.2. Decision Making
8.4.3. Executive Capabilities
8.4.4. Procrastination
8.4.5. Duty, Love and Pleasure in Education
8.4.6. Emotional Habits for Motivation
8.4.7. Motivational Beliefs
8.4.8. Values for Motivation

8.5. Vocation, Meaning and Purpose

8.5.1. The Importance of Vocation
8.5.2. Meaning and Purpose
8.5.3. Vision, Mission, Commitment
8.5.4. Exploring Vocation
8.5.5. Teaching Vocation
8.5.6. Educating for Vocation

8.6. Towards a Definition of Creativity

8.6.1. Creativity
8.6.2. Brain Functioning and Creativity
8.6.3. Intelligences, Talents and Creativity
8.6.4. Emotions and Creativity
8.6.5. Beliefs and Creativity
8.6.6. Divergent Thinking
8.6.7. Convergent Thinking
8.6.8. The Creative Process and its Phases
8.6.9. Disney Dynamics

8.7. Why Creativity?

8.7.1. Arguments for Creativity Today
8.7.2. Personal creativity for Life
8.7.3. Creativity in Art
8.7.4. Creativity for Problem Solving
8.7.5. Creativity for Professional Development
8.7.6. Creativity in the Coaching Process

8.8. Creativity Development

8.8.1. Conditions for Creativity
8.8.2. Artistic Disciplines as Precursors of Creativity
8.8.3. The Art Therapy Approach
8.8.4. Creativity Applied to Challenges and Problem Solving
8.8.5. Relational Thinking
8.8.6. Edward de Bono's Hats

8.9. Creativity as a Value in Education

8.9.1. The Need to Encourage Creativity in Education
8.9.2. Active Methodologies and Novelty
8.9.3. Educational Models that Value Creativity
8.9.4. Means, Times and Spaces to Apply Creativity in the Classroom
8.9.5. Disruptive Education
8.9.6. Pensamiento Visual
8.9.7. Design Thinking

8.10. Creative Techniques

8.10.1. Relational Thinking Techniques
8.10.2. Techniques for Generating Ideas
8.10.3. Techniques for Evaluating Ideas
8.10.4. Exercises of Ingenuity
8.10.5. Artistic Disciplines for Creative Development
8.10.6. RCS Method
8.10.7. Other Techniques and Methods

Module 9. Active methodologies and innovation

9.1. Active Methodologies

9.1.1. What are Active Methodologies?
9.1.2. Keys for Methodological Development from the Students Activity
9.1.3. Relationship Between Learning and Active Methodologies
9.1.4. History of Active Methodologies

9.1.4.1. From Socrates to Pestalozzi
9.1.4.2. Dewey
9.1.4.3. Institutions Promoting Active Methodologies

9.1.4.3.1. The Free Institution of Education
9.1.4.3.2. The New School
9.1.4.3.3. The Unique Republican School

9.2. Project Based Learning, Problems and Challenges

9.2.1. Travel Companions Cooperation Between Teachers
9.2.2. Phases of PBL Design

9.2.2.1. Tasks, Activities and Exercises
9.2.2.2. Rich Socialization
9.2.2.3. Research Tasks

9.2.3. Phases of PBL Development

9.2.3.1. Benjamin Bloom’s Theories
9.2.3.2. Bloom’s Taxonomy
9.2.3.3. Bloom’s Taxonomy revised
9.2.3.4. Bloom’s Pyramid
9.2.3.5. David A. Kolb’s Theory: Experience Based Learning
9.2.3.6. Kolb’s Cycle

9.2.4. The Final Product

9.2.4.1. Types of Final Product

9.2.5. Evaluation in PBL

9.2.5.1. Evaluation Techniques and Instruments
9.2.5.2. Observation
9.2.5.3. Performance
9.2.5.4. Questions

9.2.6. Practical Examples PBL Projects

9.3. Thought Based Learning

9.3.1. Basic Principles

9.3.1.1. Why, How and Where to Improve Thought?
9.3.1.2. Thought Organizers
9.3.1.3. The Infusion with the Academic Curriculum
9.3.1.4. Attention to Skills, Processes and Disposition
9.3.1.5. The Importance of Being Explicit
9.3.1.6. Attention to Metacognition
9.3.1.7. Learning Transfer
9.3.1.8. Construct an Infused Program
9.3.1.9. The Need for Continuous Personal Development

9.3.2. Teach to Think TBL

9.3.2.1. Collaborative Creation of Thought Maps
9.3.2.2. Thinking Skills
9.3.2.3. Metacognition
9.3.2.4. Thought Design

9.4. Event Based Learning

9.4.1. Approach to the Concept
9.4.2. Basis and Foundations
9.4.3. The Pedagogy of Sustainability
9.4.4. Benefits of Learning

9.5. Play Based Learning

9.5.1. Games as Learning Resources
9.5.2. Gamification

9.5.2.1. What is Gamification?
9.5.2.2. Fundamentals
9.5.2.3. Narration
9.5.2.4. Dynamics
9.5.2.5. Mechanisms
9.5.2.6. Components
9.5.2.7. Insignias
9.5.2.8. Gamification Apps
9.5.2.9. Examples:
9.5.2.10. Criticisms of Gamification, Limitations and Common Errors

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

9.6.  Flipped Classroom

9.6.1. Organization of Working Time
9.6.2. Advantages of the Flipped Classroom

9.6.2.1. How can I Effectively Teach using Flipped Classrooms?

9.6.3. Disadvantages of the Flipped Classroom Focus
9.6.4. The Four Pillars of the Flipped Classroom
9.6.5. Resources and Tools
9.6.6. Practical Examples

9.7. Other Trends in Education

9.7.1. Robotics and Programming in Education
9.7.2. E-learning, Micro-learning and Other Trends in Networked Methodologies
9.7.3. Neuro-education Based Learning

9.8. Free, Natural Methodologies based on Individual Development

9.8.1. Waldorf Pedagogy

9.8.1.1. Methodological Basis
9.8.1.2. Strengths, Opportunities and Weaknesses

9.8.2. Maria Montessori, the Pedagogy of Responsibility

9.8.2.1. Methodological Basis
9.8.2.2. Strengths, Opportunities and Weaknesses

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

9.8.3.1. Methodological Basis
9.8.3.2. Strengths, Opportunities and Weaknesses

9.9. Educational Inclusion

9.9.1. Is there Innovation without Inclusion?
9.9.2. Cooperative Learning

9.9.2.1. Principles
9.9.2.2. Group Cohesion
9.9.2.3. Simple and Complex Dynamics

9.9.3. Shared Teaching

9.9.3.1. Ratio and Attention to Students
9.9.3.2. Teaching coordination as a strategy for student improvement

9.9.4. Multilevel Teaching

9.9.4.1. Definition
9.9.4.2. Models

9.9.5. Universal Learning Design

9.9.5.1. Principles
9.9.5.2. Guidelines

9.9.6. Inclusive Experiences

9.9.6.1. Rome Project
9.9.6.2. Interactive Groups
9.9.6.3. Dialogical Gatherings
9.9.6.4. Learning Communities
9.9.6.5. Includ-ED Project

Module 10. Coaching for the transformation, innovation and educational excellence

10.1. Well-Being as a Factor of Excellence in Educational Communities

10.1.1. Evolution of Society and its Impact on Education

10.1.1.1. Characteristics of Today's Society
10.1.1.2. Challenges of Today's Society
10.1.1.3. New Educational Needs

10.1.2. Social Factors
10.1.3. Professional Factors
10.1.4. Wellness and Excellence
10.1.5. Factors for Educational Well-Being
10.1.6. Inclusivity as a Reality
10.1.7. School and Family

10.2. Professional Development and Teacher Welfare Plan

10.2.1. Teacher Unrest
10.2.2. Teacher Welfare
10.2.3. Teaching and Personal Development
10.2.4. Personal and Professional Life
10.2.5. Teacher Review and Evaluation
10.2.6. Teacher Welfare as a Factor of Educational Excellence
10.2.7. Inspired to Inspire Life Paths
10.2.8. Teacher Welfare Plan

10.3. Educational Excellence

10.3.1. Towards a Concept of Excellence in Education
10.3.2. Teaching vs. Learning
10.3.3. Excellence Based on Needs
10.3.4. Demand and Excellence
10.3.5. Measurements and Factors
10.3.6. Management for Educational Excellence

10.4. Coaching for Innovation

10.4.1. Processes of Educational Innovation through Coaching

10.4.1.1. In Apprenticeships
10.4.1.2. In the Groups
10.4.1.3. In Teachers
10.4.1.4. In Executive Management
10.4.1.5. In the Center

10.4.2. Evaluation as a Tool for Innovation
10.4.3. What, When and How to Asses?
10.4.4. Objectives for Innovation
10.4.5. Establish Achievement Indicators
10.4.6. Process Monitoring
10.4.7. Celebrating Achievements
10.4.8. Educational Innovation Plan

10.5. Educating in the Will of Meaning

10.5.1. Approach to the Concept
10.5.2. The Thought of Viktor Frankl
10.5.3. Logotherapy and Education

10.6. Towards a Pedagogy of Interiority

10.6.1. Spirituality and Pedagogy
10.6.2. "Learning to Be."

10.7. Coaching for Integrative Education

10.7.1. Towards a Pedagogy of Interiority
10.7.2. Educating the Whole Person
10.7.3. Educating for the Three Centers
10.7.4. Duty and Pleasure in Education
10.7.5. Educating Integratively
10.7.6. Conclusions: a Road Ahead
10.7.7. An Educational Project based on Educational Coaching

10.8. Meaning and Purpose of Education

10.8.1. The Golden Circle
10.8.2. Why and What For?
10.8.3. The How
10.8.4. The What
10.8.5. Alignment of Levels in Education
10.8.6. Educating in the Will of Meaning
10.8.7. Challenges for the Education of the Self from Coaching and Logopedagogy
10.8.8. Tools for the Alignment of Educational Levels

10.9. Educate to Be

10.9.1. Pedagogical Contributions in Education to Be
10.9.2. Report of the Faure Commission for UNESCO
10.9.3. Jacques Delors Report
10.9.4. Decalogue of an Education to Be
10.9.5. Beyond Knowledge
10.9.6. Educating for Life
10.9.7. Educating Integratively
10.9.8. Inhabiting the Inside
10.9.9. Educating Ego and Self
10.9.10. Developing a Sense
10.9.11. Inclusivity and the Common Good
10.9.12. Self-Realization and Service
10.9.13. Transformatio

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