The constant updating of knowledge is already a must for the most specialized psychologists. Get the most relevant theoretical keys and put them into practice by enrolling in this Hybrid Master's Degree”

Children, adolescents and young people who are in a situation of social exclusion are one of the most vulnerable groups when it comes to accessing fundamental rights such as education or healthcare. Precisely, education itself is a stable path to improve the quality of life of these groups, with specific Inclusive Education programs that range from situations of child abuse to specific tutoring of students or programs for young people with high abilities. 

The professionals involved in all these processes carry a great deal of responsibility on their shoulders, which drives them to continuously update their own knowledge. New educational and psychological approach techniques are constantly emerging, providing a favorable field of action for those specialists who wish to be at the forefront of inclusive education. 

As it is also a field with a high practical weight, in many occasions the best way to be updated is not only based on the latest scientific postulates, but also includes the field work itself with communities of Children and Adolescents in a Situation of Social Exclusion. Therefore, this TECH program was born, which combines the advanced theoretical and practical knowledge of a highly qualified teaching team with an effective stay in a highly prestigious center. 

In this way, the student will work on the most advanced approach methodology in the stages of educational development, child protection measures and school mediation to then put into practice all their knowledge with real children and adolescents, collaborating in the identification of cases, action planning and approaching possible solutions to each situation. 

It is, therefore, a unique program that combines the best of theory and the best of practice to give the student the best possible academic experience. The theoretical stage will be completed completely online, without face-to-face classes or fixed schedules, while the practical stage will last 3 weeks in which a specialized tutor will guide the student through all the processes and tasks to be carried out. 

Learn in depth about conflicts in the classroom and how to mediate them with the most effective resolution techniques, being able to apply it in real fields of action during your internship”

This Hybrid Master's Degree in Inclusive Education for Children and Adolescents in Situations of Social Exclusion contains the most complete and up-to-date program on the market. The most important features include:

• Development of more than 100 case studies presented by professionals from the educational and psychological fields, with extensive experience in the framework of Inclusive Education
• 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
• Manage techniques and strategies to deal with the diversity of students, and with the educational community: families and the community 
• Develop in the student ability to develop their own methodology and work system
• Analyze situations of child abuse and the protocols for action by the psychology professional
• Describe the general circumstances of the students under guardianship and how these may affect their educational environment 
• All of this will be complemented by 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 
• In addition, you will be able to do an internship in one of the best educational centers in the world

Get up-to-date and incorporate into your work methods the most advanced techniques for the detection and prevention of child abuse, thanks to a complete theoretical program based on a large number of real cases”

In this proposal for a Hybrid Master's Degree, of a professionalizing nature and online format, the program is aimed at updating psychology professionals who develop their work in Social Exclusion environments or direct their careers to this area. The contents are based on the latest scientific evidence, and guided in a educational way to integrate theoretical knowledge into psychological practice, and the theoretical-practical elements will facilitate the updating of knowledge and allow decision making in the management of children and adolescents in situations of social exclusion. 

Thanks to their multimedia content developed with the latest educational technology, they will allow the medical professional to learn in a contextual and situated learning environment, i.e., a simulated environment that will provide immersive learning programmed to train in real situations. This program is designed around Problem-Based Learning, whereby the physician must try to solve the different professional practice situations that arise during the course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts. 

You will have total freedom to adapt the theoretical content to your own pace, with a Virtual Campus available to you 24 hours a day"

Your internship in a prestigious educational center will be an important boost to all your skills, knowing firsthand the advanced psychological approach in inclusive education"

Following the Relearning method, all the contents of this program are written to favor a natural and progressive learning throughout the entire blended Master's program. This implies that the key concepts in Inclusive Education are given to the psychologist repeatedly in all the knowledge modules, which saves considerable study hours that, in turn, can be invested in the numerous complementary materials and multimedia content provided to deepen each topic covered. 

You'll have access to comprehensive in-depth videos, interactive summaries and further reading to further explore the topics that interest you”

Module 1. Inclusive education and social inclusion 

1.1. Concept of Inclusive Education and its Key Elements 

1.1.1. Conceptual Approach 
1.1.2. Difference Between Integration and Inclusion 

1.1.2.1. Integration Concept 
1.1.2.2. Inclusion Concept 
1.1.2.3. Difference Between Integration and Inclusion 

1.1.3. Key Elements of Educational Inclusion 

1.1.3.1. Key Strategic Aspects 

1.1.4. The Inclusive School and the Education System 

1.1.4.1. The Challenges of the Education System 

1.2. Inclusive Education and Attention to Diversity 

1.2.1. Concept of Attention to Diversity 

1.2.1.1. Types of Diversity 

1.2.2. Diversity and Educational Inclusion Measures 

1.2.2.1. Methodological guidelines 

1.3. Multilevel Teaching and Cooperative Learning 

1.3.1. Key Concepts 

1.3.1.1. Multilevel Teaching 
1.3.1.2. Cooperative Learning 

1.3.2. Cooperative Teams 

1.3.2.1. Conceptualization of Cooperative Teams 
1.3.2.2. Functions and Principles 
1.3.2.3. Essential Elements and Advantages 

1.3.3. Benefits of Multilevel Teaching and Cooperative Learning 

1.3.3.1. Benefits of Multilevel Teaching 
1.3.3.2. Benefits of Cooperative Learning 

1.3.4. Barriers to the Implementation of Inclusive Schools 

1.3.4.1. Political Barriers 
1.3.4.2. Cultural Barriers 
1.3.4.3. Didactic Barriers 
1.3.4.4. Strategies to Overcome Barriers 

1.4. Social Inclusion 

1.4.1. Inclusion and Social Integration 

1.4.1.1. Definition of Integration and Elements 
1.4.1.2. Concept of Social Inclusion 
1.4.1.3. Inclusion vs. Integration 

1.4.2. Inclusion in Education 

1.4.2.1. Social Inclusion at School 

1.5. Inclusive School Assessment 

1.5.1. Assessment Parameters 

1.6. ICT and UDL in Inclusive Schools 

1.6.1. Traditional Teaching Methods 
1.6.2. ICT 

1.6.2.1. Concept and Definition of ICT 
1.6.2.2. Characteristics of ICT 
1.6.2.3. Telematics Applications and Resources 
1.6.2.4. ICT in the Inclusive School 

1.6.3. Universal Design for Learning 

1.6.3.1. What is DUA? 
1.6.3.2. UDL Principles 
1.6.3.3. The Application of the UDL to the Curriculum 
1.6.3.4. Digital Resources and UDL 

1.6.4. Digital Media to Individualize Classroom Learning 

Module 2. Teacher preparation for Inclusive Schools 

2.1. Historical and Teacher Education Evolution 

2.1.1. The Old Paradigm: "Normal Schools" 

2.1.1.1. What Do We Mean by Normal Schools? 
2.1.1.2. Main Characteristics of Normal Schools 
2.1.1.3. The Moyano Law 

2.1.2. Teacher Training in the XX Century 

2.1.2.1. Teacher Training at the Beginning of the Century 
2.1.2.2. Teacher Training in 1914 
2.1.2.3. Education in the Second Republic 
2.1.2.4. Teacher Training During Franco's Dictatorship 
2.1.2.5. The General Education Law of 1970 
2.1.2.6. The Democratic Period LOGSE 

2.1.3. Teacher Training in the XXI Century 

2.1.3.1. Main Aspects of Teacher Training 
2.1.3.2. New Challenges in Education 

2.1.4. Legal Framework 

2.1.4.1. International Regulations 

2.2. Contextualization of the Inclusive School 

2.2.1. Main Features 

2.2.1.1. Basic Principles 
2.2.1.2. Objectives of Today's Inclusive School 

2.3. Teacher Training for Inclusive Education 

2.3.1. Previous Aspects to Consider 

2.3.1.1. Basis and Purpose 
2.3.1.2. Essential Elements of the Initial Training 

2.3.2. Main Theories and Models 
2.3.3. Criteria for the Design and Development of Teacher Education 
2.3.4. Continuing education 
2.3.5. Profile of the Teaching Professional 
2.3.6. Teaching Skills in Inclusive Education 

2.3.6.1. The Support Teacher Functions 
2.3.6.2. Emotional Skills 

2.4. Emotional Intelligence of Teachers 

2.4.1. Emotional Intelligence Concept 

2.4.1.1. Daniel Goleman's Theory 
2.4.1.2. The Four Phase Model 
2.4.1.3. Emotional Competencies Model 
2.4.1.4. Emotional and Social Intelligence Model 
2.4.1.5. Theory of Multiple Intelligences 

2.4.2. Basic Aspects of Teachers' Emotional Intelligence 

2.4.2.1. Emotions 
2.4.2.2. Self-esteem 
2.4.2.3. Self-Efficacy 
2.4.2.4. The Development of Emotional Skills 

2.4.3. Teacher Self-Care 

2.4.3.1. Strategies to Self-Care 

2.5. External Elements: Administrations, Resources and Family 
2.6. Quality of Inclusive Education 

2.6.1. Inclusion and Quality 

2.6.1.1. Conceptualization of Quality 
2.6.1.2. Dimensions in the Quality of Education 
2.6.1.3. Quality Parameters in the Inclusive School 

2.6.2. Successful Experiences 

Module 3. The Role of the Family and the Community in Inclusive Schooling 

3.1. The Diversity of Current Family Models 

3.1.1. Definition of Family Concept 
3.1.2. Evolution of Family Concept 

3.1.2.1. The Family in the 21st Century 

3.1.3. Family Models 

3.1.3.1. Types of Family Models 
3.1.3.2. Educational Styles in Family Models 

3.1.4. Educational Attention to the Different Family Models 

3.2. Family Involvement in the School 

3.2.1. The Family and the School as Developmental Environments 
3.2.2. The Importance of Cooperation between Educational Agents 

3.2.2.1. The Management Team 
3.2.2.2. The Teaching Team 
3.2.2.3. The Family 

3.2.3. Types of Family Participation 

3.2.3.1. Direct Participation 
3.2.3.2. Indirect Participation 
3.2.3.3. Non-Participation 

3.2.4. Parent Schools 
3.2.5. The Parent-Teacher Association (PTA) 
3.2.6. Difficulties in Participation 

3.2.6.1. Intrinsic Participation Difficulties 
3.2.6.2. Extrinsic Participation Difficulties 

3.2.7. How to improve Family Participation? 

3.3. The Family and the School as Developmental Environments 
3.4. Society and Inclusive School 
3.5. Learning Communities 

3.5.1. Conceptual Framework of Learning Communities 
3.5.2. Characteristics of Learning Communities 
3.5.3. Creation of a Learning Community 

3.6.  Creation of a Learning Community 

Module 4. Main psychological theories and stages of evolutionary development 

4.1. Main Authors and Psychological Theories of Childhood Development 

4.1.1. Psychoanalytic Theory of Child Development by S. Freud 
4.1.2. E. Erikson's Theory of Psychosocial Development 
4.1.3. Jean Piaget's Theory of Cognitive Development 

4.1.3.1. Adaptation: The Processes of Assimilation and Accommodation lead to Equilibrium 
4.1.3.2. Stages of Cognitive Development 
4.1.3.3. Sensory-motor Stage (0-2 years) 
4.1.3.4. Pre-operative Stage: Pre-operative Sub-period (2-7 years) 
4.1.3.5. Stage of Concrete Operations (7-11 years old) 
4.1.3.6. Formal Operations Stage (11-12 years and older) 

4.1.4. Lev Vygotsky's Sociocultural Theory 

4.1.4.1. How do we Learn? 
4.1.4.2. Higher Psychological Functions 
4.1.4.3. Language as a Mediating Tool 
4.1.4.4. Proximal Development Zone 
4.1.4.5. Development and Social Context 

4.2. Introduction to Early Intervention 

4.2.1. History of Early Intervention 
4.2.2. Definition of Early Intervention 

4.2.2.1. Levels of Intervention in Early Intervention 
4.2.2.2. Main Fields of Action 

4.2.3. What is a CCDEA 

4.2.3.1. Concept of CDIAT 
4.2.3.2. Functioning of a CCDEA 
4.2.3.3. Professionals and Areas of Intervention 

4.3. Developmental Aspects 

4.3.1. Development from 0-3 years of age 

4.3.1.1. Introduction 
4.3.1.2. Motor Development 
4.3.1.3. Cognitive Development 
4.3.1.4. Language Development 
4.3.1.5. Social Development 

4.3.2. Development from 3-6 years of age 

4.3.2.1. Introduction 
4.3.2.2. Motor Development 
4.3.2.3. Cognitive Development 
4.3.2.4. Language Development 
4.3.2.5. Social Development 

4.4. Milestones of Alarm in Child Development 
4.5. Cognitive and Socio-affective Development from 7 to 11 years of age 
4.6. Cognitive Development during Adolescence and early Adulthood 

Module 5. Attachment and affective bonds 

5.1. Attachment Theory 

5.1.1. Theoretical Basis 

5.1.1.2. John Bowlby 
5.1.1.3. Mary Ainsworth 

5.1.2. Attachment Behaviors 
5.1.3. Attachment Functions 
5.1.4. Internal Representation Models 
5.1.5. Ambivalent Insecure Attachment 
5.1.6. Avoidant Insecure Attachment 
5.1.7. Disorganized Attachment 

5.2. Attachment Styles 

5.2.1. Secure Attachment 

5.2.1.1. Characteristics of the Subject with this Attachment Style 
5.2.1.2. Characteristics of the Caregivers that Promote this Style 

5.2.2. Ambivalent Insecure Attachment 

5.2.2.1. Characteristics of the Subject with this Attachment Style 
5.2.2.2. Characteristics of the Caregivers that Promote this Style 

5.2.3. Avoidant Insecure Attachment

5.2.3.1. Characteristics of the Subject with this Attachment Style 
5.2.3.2. Characteristics of the Caregivers that Promote this Style

5.2.4. Disorganized Attachment 

5.2.4.1. Characteristics of the Subject with this Attachment Style 
5.2.4.2. Characteristics of the Caregivers that Promote this Style 

5.3. Evolution of Attachment in the Different Stages of Development 

5.3.1. Attachment During Childhood 

5.3.1.1. Attachment Development in Early Childhood 
5.3.1.2. Attachment in the Preschool Stage 
5.3.1.3. Attachment During Infancy 

5.3.2. Attachment During Adolescence 

5.3.2.1. Friendships: Evolution and Functions 

5.3.3. Adulthood 

5.3.3.1. Attachment in Adults 
5.3.3.2. Differences in Attachment During Adulthood 
5.3.3.3. Attachment Theory and Love Relationships in Adulthood 

5.3.4. Old Age 

5.3.4.1. Attachment Around Retirement 
5.3.4.2. Attachment Around the Final Years of Life 

5.4. Attachment and Parental Style 

5.4.1. The Family as a Development Context 

5.4.1.1. Parental Skills and Abilities 

5.4.2. Parental Educational Styles and Bonding Styles 

5.4.2.1. Authoritative/Democratic 
5.4.2.2. Authoritarian/Repressive 
5.4.2.3. Permissive/Indulgent 
5.4.2.4. Negligent/Independent 

5.4.3. Promotion of Socio-Affective Development from the Family Environment 

5.5. Importance of Attachment in the Educational Context 

5.5.1. Relationship of the Child with the Educator as a function of Attachment Style 

5.5.1.1. Different Styles of Students According to their Temperament 
5.5.1.2. Children who are Confident or Insecure about Learning 

5.5.2. Educational Intervention: the Educator as a Bonding Figure 

5.5.2.1. The First Bondings 
5.5.2.2. Representations About Oneself, Others and Reality 
5.5.2.3. The Importance of the Referring Teacher or Tutor 

5.5.3. The Socio-Affective Education Curriculum 

5.5.3.1. The Formal Curriculum 
5.5.3.2. The Paracurriculum 

5.5.4. Social and Emotional Development Programs in the Classroom 

5.5.4.1. Educational Intervention in the Classroom 
5.5.4.2. Relationship Between Teachers and Family/Caregivers 

5.6. Psychological Disorders Explained from Attachment Theory 

5.6.1. Behavioral disorders 

5.6.1.1. Reactive Attachment Disorder 
5.6.1.2. Attention Deficit Disorder 
5.6.1.3. Oppositional Defiant Disorder 

5.6.2. Personality Disorders 

5.6.2.1. Borderline Personality Disorder 
5.6.2.2. Dissociative Disorders 

5.6.3. Anxiety Disorders 

5.6.3.1. Separation Anxiety Disorder 
5.6.3.2. Social Anxiety Disorder 
5.6.3.3. Generalized Anxiety Disorder 
5.6.3.4. Post-Traumatic Stress Disorder 

5.6.4. Affective Disorders 

5.6.4.1. Major Depression Disorder 
5.6.4.2. Dysthymia 
5.6.4.3. Bipolar Disorder 

5.7. Creating Safe Contexts: Coping Capacities 

5.7.1. Protective Factors and Coping Strategies 
5.7.2. Risk and Vulnerability Factors 
5.7.3. Coping Concepts 

5.7.3.1. Resilience 
5.7.3.2. Coping (Stress Coping) 
5.7.3.3. Positive Parenting 

Module 6. The Educational System as an Area of Social Exclusion 

6.1. Exclusion in Education 

6.1.1. Conception of Current Education 

6.1.1.1. Traditional Education 
6.1.1.2. Evolution and Problems; European Schools 
6.1.1.3. Other Educational Models 

6.1.2. Educational Exclusion 

6.1.2.1. Concept of Educational Exclusion 
6.1.2.2. Justifications for Exclusion 

6.2. Inclusive Schools and Attention to Diversity 

6.2.1. Current School Model (Successful Educational Actions in Compulsory Centers, Special Education Centers, Singular Educational Performance Centers)

6.2.1.1. Educational Inclusion 
6.2.1.2. Attention to Diversity 

6.2.2. Organization of the Educational Response 

6.2.2.1. At the Educational System level 
6.2.2.2. At Center Level 
6.2.2.3. At Classroom Level 
6.2.2.4. At Student Level

6.3. Students with SEN 

6.3.1. Evolution of EE in the Last Decades 

6.3.1.1. The Institutionalization of Special Education (Medical Model) 
6.3.1.2. Clinical Model 
6.3.1.3. Standardization of Services 
6.3.1.4. Pedagogical Model 
6.3.1.5. Particular Features that Have Characterized the Evolution of Special Education 

6.3.2. Definition of Children with SEN 

6.3.2.1. At the Educational Level 
6.3.2.2. At Social Level 

6.3.3. Students with SEN in the Educational Environment 

6.3.3.1. Specific Learning Difficulties 
6.3.3.2. ADHD
6.3.3.3. High Intellectual Potential 
6.3.3.4. Late Incorporation into the Educational System 
6.3.3.5. Personal or School History Conditions 
6.3.3.6. Students with SEN 

6.3.4. Organization of the Educational Response for this Student Body 
6.3.5. Main SEN by Areas of Development of the Students with Special Education Needs 

6.4. Students with High Abilities 

6.4.1. Models Definition 
6.4.2. Precocity, Talent, Giftedness 
6.4.3. Identification and SEN 
6.4.4. Educational Response 
6.4.4. Acceleration 
6.4.4. Grouping 
6.4.4. Enrichment Programs 
6.4.4. Ordinary Measures Center 
6.4.4. Ordinary Measures Classroom 
6.4.4. Extraordinary Measures 

6.5. Inclusion and Multiculturalism 

6.5.1. Conceptualization 
6.5.2. Strategies to Respond to Multiculturality 

6.5.2.1. Classroom Strategies 
6.5.2.2. Internal and External Classroom Support 
6.5.2.3. Adequacy to the Curriculum 
6.5.2.4. Organizational Aspects 
6.5.2.5. Center-Environment Cooperation 
6.5.2.6. Collaboration from the Institution 

6.6. Cooperative Learning 

6.6.1. Theoretical Basis/Approaches 

6.6.1.1. Socio-Cognitive Conflict 
6.6.1.2. Conceptual Controversies 
6.6.1.3. Help Between Schoolchildren 
6.6.1.4. Interaction and Cognitive Processes 

6.6.2. Cooperative Learning 

6.6.2.1. Concept 
6.6.2.2. Features 
6.6.2.3. Components 
6.6.2.4. Advantages 

6.6.3. Training of the Teaching Staff 
6.6.4. Cooperative Learning Techniques 

6.6.4.1. Jigsaw Technique 
6.6.4.2. Team Learning 
6.6.4.3. Learning Together 
6.6.4.4. Group Research 
6.6.4.5. Co-op co-op 
6.6.4.6. Guided or Structured Cooperation 

6.7. Coeducation 

6.7.1. What is Meant by Coeducation? 

6.7.1.1. Homophobia 
6.7.1.2. Transphobia 
6.7.1.3. Gender-Based Violence 
6.7.1.4. How to Work on Equality in the Classroom? (Prevention from the Classroom) 

6.8. The Social Climate in the Classroom 

6.8.1. Definition 
6.8.2. Influencing Factors 

6.8.2.1. Social Factors 
6.8.2.2. Economic factors 
6.8.2.3. Demographic Factors 

6.8.3. Key Agents 

6.8.3.1. The Role of the Teacher 
6.8.3.2. The Role of the Student 
6.8.3.3. The Importance of Families 

6.8.4. Assessment 
6.8.5. Intervention Programs 

Module 7. The child protection system 

7.1. Legislative and Conceptual Framework 

7.1.1. International Regulations 

7.1.1.1. Declaration of Rights of the Child 
7.1.1.2. Principles of the United Nations General Assembly 
7.1.1.3. United Nations Convention on the Rights of the Child 
7.1.1.4. Other Regulations 

7.1.2. Legislative Developments in Spain 

7.1.2.1. The Spanish Constitution BORRAR 
7.1.2.2. Organic Law 1/96 on the Legal Protection of Minors 
7.1.2.3. The Civil Code and Law 21/87 from Which it is Modified 
7.1.2.4. Organic Law 8/2015, on the Modification of the Child and Adolescent Protection System 
7.1.2.5. Law 26/2015 on the Modification of the Child and Adolescent Protection System 

7.1.3. Basic Principles of Protective Intervention 
7.1.4. Basic Concepts of the Child Protection System 

7.1.4.1. Concept of Protection 
7.1.4.2. Concept of Vulnerability 
7.1.4.3. Risk Situations 
7.1.4.4. Helpless Situation 
7.1.4.5. Safeguarding 
7.1.4.6. Guardianship 
7.1.4.7. The Best Interest of the Child 

7.2. Foster Care for Minors 

7.2.1. Theoretical and Conceptual Framework 

7.2.1.1. Evolution Over Time 
7.2.1.2. Theories of Intervention with Families 

7.2.2. Types of Family Foster Care 

7.2.2.1. Kinship Foster Care 
7.2.2.2. Family Placement Foster Care 

7.2.3. Stages of Family Foster Care 

7.2.3.1. Purpose of the Family Foster Care 
7.2.3.2. Principles of Action 
7.2.3.3. Stages of the Intervention 

7.2.4. Foster Care from the Children's Perspective

7.2.4.1. Preparation for Foster Care 
7.2.4.2. Fears and Resistance 
7.2.4.3. Family Foster Care  and Family of Origin 

7.3. Residential Foster Care for Minors 

7.3.1. Definition and Typology of Juvenile Centers 

7.3.1.1. Reception Centers 
7.3.1.2. Reception Centers II 
7.3.1.3. Functional Homes 
7.3.1.4. Emancipation Centers 
7.3.1.5. Day Centers for Labor Market Insertion 
7.3.1.6. Day Care Centers for Convivial and Educational Support 
7.3.1.7. Reform Centers 

7.3.2. Residential Care Principles and Criteria 

7.3.2.1. Protective Factors 
7.3.2.2. Resident Children's Needs 

7.3.3. Main Areas of Intervention from the Centers 

7.3.3.1. Stages of the Intervention 
7.3.3.2. Rights and Duties of the Children 
7.3.3.3. Group Intervention 
7.3.3.4. Individual Intervention 

7.3.4. Profiles of Children Served 

7.3.4.1. Behavioral and Mental Health Problems 
7.3.4.2. Filio-Parental Violence 
7.3.4.3. Juvenile Offenders 
7.3.4.4. Unaccompanied Foreign Minors 
7.3.4.5. Accompanied Foreign Minors 
7.3.4.6. Preparation for Independent Living 

7.4. Adoption of Children 

Module 8. The Educational Environment in Relation to the Students Under Guardianship 

8.1. Characteristics of the Supervised Student 

8.1.1. Characteristics of Supervised Children 
8.1.2. How Does the Profile of Supervised Children Affect the School Setting? 
8.1.3. The Approach from the Educational System 

8.2. Students in Foster Care and Adoption 

8.2.1. The Process of Adaptation and Integration to the School 
8.2.2. Student Needs 

8.2.2.1. Needs of Adopted Children 
8.2.2.2. Needs of Children in Foster Care 

8.2.3. Collaboration Between School and Families 

8.2.3.1. School and Adoptive Families 
8.2.3.2. School and Foster Families 

8.2.4. Coordination Between the Social Agents Involved 

8.2.4.1. The School and the Protection System (Administrations, Monitoring Entities) 
8.2.4.2. The School and the Health System 
8.2.4.3. School and Community Services 

8.3. Students Coming from Reception Centers 

8.3.1. The Integration and Adaptation in School 
8.3.2. Needs of Children in Foster Care 
8.3.3. Collaboration Between School and Protection Centers 

8.3.3.1. Collaboration Between Administrations 
8.3.3.2. Collaboration Between the Teaching Team and the Center's Educational Team 

8.4. Life History Work 

8.4.1. What Do We Mean by Life History? 

8.4.1.1. Areas to be Covered in the Life History 

8.4.2. Support in Life History Work 

8.4.2.1. Technical Support 
8.4.2.2. Family Support 

8.5. Educational Itineraries 

8.5.1. Compulsory Education 

8.5.1.1. The Legislative treatment of Students in Guardianship or at Risk of Exclusion 

8.5.2. Secondary Education 

8.5.2.1. Intermediate Level Training Cycles 
8.5.2.2. High School 

8.5.3. Higher Education 

8.6. Alternatives After Reaching Legal Age 

8.6.1. Socio-Labor Insertion 

8.6.1.1. The Concept of Socio-Labor Insertion 
8.6.1.2. Orientation 
8.6.1.3. Professional Training and Education 

8.6.2. Other Alternatives 

Module 9. Action by schools in the event of child abuse situations 

9.1. Child Abuse

9.1.1. Definition and Conceptualization of Child Abuse 

9.1.1.1. Definition 
9.1.1.2. Conceptualization of Abuse in Terms of: 

9.1.1.2.1. Time of Development at Which it Occurs 
9.1.1.2.2. Who Causes the Abuse? (Context in Which They Take Place) 
9.1.1.2.3. The Specific Action or Omission that is Occurring 
9.1.1.2.4. Intentionality of Abuse 

9.1.2. The Social Importance of Identifying Child Abuse 

9.1.2.1. Basic Needs in Childhood 
9.1.2.2. Risk and Protective Factors 
9.1.2.3. Intergenerational Transmission of Abuse 

9.1.3. Situation of Risk and Situation of Helplessness 

9.1.3.1. Concept of Risk 
9.1.3.2. Concept of Helplessness 
9.1.3.3. Risk Assessment Protocol 

9.2. Child Abuse: General Characteristics and Main Types 

9.2.1. Passive Abuse: Omission, Neglect or Abandonment 

9.2.1.1. Definition and Alarm Indicators 
9.2.1.2. Incidence and Prevalence 

9.2.2. Physical Abuse 

9.2.2.1. Definition and Alarm Indicators 
9.2.2.2. Incidence and Prevalence 

9.2.3. Abuse and Emotional Neglect 

9.2.3.1. Definition and Alarm Indicators 
9.2.3.2. Incidence and Prevalence 

9.2.4. Sexual Abuse 

9.2.4.1. Definition and Alarm Indicators 
9.2.4.2. Incidence and Prevalence 

9.2.5. Other Types of Abuse 

9.2.5.1. Children Victims of Gender Violence 
9.2.5.2. Transgenerational Cycle of Child Abuse 
9.2.5.3. Münchhausen Syndrome by Proxy 
9.2.5.4. Harassment and Violence through Social Networks 
9.2.5.5. Peer Abuse: Bullying 
9.2.5.6. Filioparental Violence 
9.2.5.7. Parental Alienation 
9.2.5.8. Institutional Abuse 

9.3. Consequences of Child Abuse 

9.3.1. Indicators of Abuse 

9.3.1.1. Physical Indicators 
9.3.1.2. Psychological, Behavioral and Emotional Indicators 

9.3.2. Consequences of Abuse 

9.3.2.1. Impact of Physical and Functional Development 
9.3.2.2. Consequences on Cognitive Development and School Performance 
9.3.2.3. Effects on Socialization and Social Cognition 
9.3.2.4. Disorders in the Development of Attachment and Affection, Emotional Relationship Development 
9.3.2.5. Behavioral Problems 
9.3.2.6. Childhood Trauma and Post-Traumatic Stress Disorder 

9.4. Intervention Against Abuse in Schools: Prevention, Detection and Reporting 

9.4.1. Prevention and Detection 
9.4.2. Action Protocol 

9.4.2.1. Identification 
9.4.2.2. Immediate Actions 
9.4.2.3. Notification 
9.4.2.4. Communication of the Situation 
9.4.2.5. Emergency Procedure 

9.4.3. School Intervention in Child Abuse Cases 

9.5. Peer Abuse: Bullying 

9.5.1. Risk Factors and Protective Factors of School Violence 
9.5.2. Protocols of Action from the School Center 
9.5.3. Guidelines for its Prevention and Treatment 

9.6. Filioparental Violence 

9.6.1. Explanatory Theories 

9.6.1.1. The Cycle of Violence 

9.6.2. Prevention and Intervention Against Filioparental Violence 

9.7. Networking: School, Family and Social Services 

Module 10. School mediation as a tool for inclusion 

10.1. Conflicts in the Educational Environment 

10.1.1. Conceptualization of Conflict 

10.1.1.1. Theorizing About Conflict 
10.1.1.2. Types of Conflicts 
10.1.1.3. Psychological Aspects of Conflict 

10.1.2. The Conflict in the Classroom 

10.1.2.1. School Climate 
10.1.2.2. Why Do Conflicts Arise in the Classroom? 
10.1.2.3. Types of Conflict in the Classroom 
10.1.2.4. Conflicts that Can Be Mediated 
10.1.2.5. The Importance of Communication and Dialogue 

10.2. Mediation and School Mediation 

10.2.1. Concept of Mediation 

10.2.1.1. Legislative Aspects 

10.2.2. Models of Mediation 

10.2.2.1. The Traditional Model 
10.2.2.2. The Narrative Model 
10.2.2.3. The Transforming Model 

10.2.3. School Mediation 

10.2.3.1. Evolution of School Mediation 
10.2.3.2. Main Features 
10.2.3.3. Principles of School Mediation 
10.2.3.4. Pedagogical Dimension and Benefits of Mediation 

10.3. Phases of School Mediation 

10.3.1. Premediation 

10.3.1.1. Techniques and Strategies 

10.3.2. Entrance 

10.3.2.1. Techniques and Strategies 

10.3.3. Tell Me About It 

10.3.3.1. Techniques and Strategies 

10.3.4. Situating the Conflict 

10.3.4.1. Techniques and Strategies 

10.3.5. Search for Solutions 

10.3.5.1. Techniques and Strategies 

10.3.6. The Agreement 

10.3.6.1. Techniques and Strategies 

10.4. The Implementation of school Mediation Programs 

10.4.1. Program Types 
10.4.2. Program Implementation and Equipment Selection 

10.4.2.1. Mediator Training 

10.4.3. Organization, Coordination and Monitoring 
10.4.4. Program Assessment 

10.4.4.1. Assessment Criteria 

10.5. Other Conflict Resolution Techniques

You will be able to download all the teaching material directly from any device with an internet connection, giving you the necessary freedom to take on the teaching load at your own pace”