Educational psychologists' work has become an element present, in a standardized manner, in the socio-labor field. A presence that needs to be kept up to date Don’t get 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 presence and intervention, that make constant updating an indispensable condition.

This increasingly broad program leaves the educational center in order to reach all types of sectors, specifically socio-labor, where it becomes an invaluable asset. The new social and labor circumstances, the new educational challenges, the vertiginous evolution of cultural contexts and many other challenges, require the greatest capacity in the professionals of Psychopedagogy.

In terms of intervention, mediation with families has also become increasingly important. The incursion of new technologies in social, school, or family life, sexual or functional diversity, or any of the new paradigms are not static, but evolve and constantly require a competent look that supports, guides, and serves as a reference and, in turn, has adequate professional support.

A complete panorama of intense challenges that, in this comprehensive program, TECH tries to help to face; with the support of the most complete human and technological resources that will allow students to move forward in a safe, comfortable and efficient way.

Prepare yourself for the challenges of a constantly evolving area of work, and give your CV an unstoppable boost to compete in this field”

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

• Practical cases presented by Psychopedagogy Experts
• Designed with graphic, schematic, and eminently practical content
• News on Psychopedagogy: Sociolaboral itineraries
• Practical exercises where 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 Psychopedagogy: Sociolaboral itineraries
• 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 this Master's Degree created especially to boost your competitiveness”

The teaching staff of this Master's Degree in Social and Occupational Psychopedagogy is made up of professionals in the sector, who pour all their knowledge and experience into this program 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 allow the Professional a situated and contextual learning, through which the student will be able to study in a simulated environment in which they will be able to learn in real situations.

This program is designed based on Problem-Based Learning, so that professionals will have to try to solve different professional practice situations that arise throughout the course. To do so, they will have the help of an innovative interactive video system created by recognized experts in the field of Psychopedagogy: Socio-labor itineraries, and with great teaching experience.

A quality Master's Degree, developed by experts in the field, who will offer their professional and teaching experience to accompany you throughout your program”

Designed to allow you to combine your studies with other occupations, smoothly and comfortably, without giving anything up”

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

An educational program carefully developed to offer you a preparatory itinerary of global quality and proven effectiveness”

Module 1. Main 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 (0-2 Years)
1.1.3.4. Pre-operative Stage: Pre-operative Sub-period (2-7 Years)
1.1.3.5. Stage of Concrete Operations (7-11 Years)
1.1.3.6. Formal Operations Stage (11-12 Years and Older)

1.1.4. Sociocultural Theory of Lev Vigotsky

1.1.4.1. How Do We Learn?
1.1.4.2. Higher Psychological Functions
1.1.4.3. Language as a Mediating Tool
1.1.4.4. Proximal Zone of Development
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 an Early Childhood Development and Care Center (ECDCC)?

1.2.3.1. Concept of ECDCC
1.2.3.2. Functioning of a ECDCC
1.2.3.3. Professionals and Areas of Intervention

1.3. Developmental Aspects

1.3.1. Development from 0-3 Years of Age

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

1.3.2. Development from 3-6 Years of Age

1.3.2.1. Introduction
1.3.2.2. Motor Development
1.3.2.3. Cognitive Development
1.3.2.4. Language Development
1.3.2.5. Social Development

1.4. Milestones of Alarm in Child Development
1.5. Cognitive and Socio-affective Development from 7 to 11 Years of Age
1.6. Cognitive Development during Adolescence and Early Adulthood

Module 2. Assessment, Diagnosis, and Psychopedagogical Guidance

2.1. Guidance and Psychopedagogical Intervention: Concept, Disciplinary Area, Object of Study and Trajectory

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

2.1.1.1. Concept of Educational Diagnosis
2.1.1.2. Functions of Educational Diagnosis
2.1.1.3. Qualities of the Diagnostician

2.1.2. Dimensions, Scopes, and Areas of Action

2.1.2.1. Dimensions in Psychopedagogical Intervention
2.1.2.2. Spheres and Areas of Intervention

2.2. Psychopedagogic Evaluation: Role and nature of the evaluation

2.2.1. Concept, Purpose, and Context

2.2.1.1. Concept of Psychopedagogical Assessment
2.2.1.2. Purpose of the Psychopedagogical Assessment
2.2.1.3. Context of the Assessment

2.2.2. Psychopedagogical Assessment Procedure. Assessment in the School and Family Context

2.2.2.1. Psychopedagogical Assessment Procedure
2.2.2.2. Assessment in the School Context
2.2.2.3. Assessment in the Family Context

2.3. Psychological and Pedagogical Diagnosis: Concept, Possibilities and Delimitation in the Framework of Psychopedagogical Action

2.3.1. The Diagnostic Process and Stages

2.3.1.1. Diagnostic Process
2.3.1.2. Stages of Diagnosis

2.4. Psychopedagogical Assessment Process according to Different Domains of Action

2.4.1. Assessment as a Process
2.4.2. Domains of Action and Areas of Intervention and Assessment in the School and Family Context

2.4.2.1. Scope and Domains of Action
2.4.2.2. Assessment Process at School
2.4.2.3. Assessment Process in Family Settings

2.5. Design and Phases in the Psychopedagogical Assessment

2.5.1. Psychopedagogical Assessment Procedure and Phases

2.5.1.1. Psychopedagogical Assessment Procedure
2.5.1.2. Psychopedagogical Assessment Phases

2.6. Psychopedagogical Assessment Techniques and Tools

2.6.1. Techniques and Instruments of Qualitative and Quantitative Assessment

2.6.1.1. Qualitative Assessment Techniques and Instruments
2.6.1.2. Quantitative Assessment Techniques and Instruments

2.7. Psychopedagogical Assessment at School

2.7.1. Assessment in Classroom, School and Family Settings

2.7.1.1. Assessment in the Classroom Context
2.7.1.2. Assessment in the Center Context
2.7.1.3. Assessment in the Family Context

2.8. Returning Information and Follow-up

2.8.1. Information Return and Follow-Up

2.8.1.1. Return
2.8.1.2. Monitoring

2.9. Psychopedagogical Guidance Models

2.9.1. Clinical Model, Consultation Model, and Program Model

2.9.1.1. Clinical Model
2.9.1.2. Consultation Model
2.9.1.3. Program Model

2.10. School Guidance: Tutorial and Family Guidance

2.10.1. School Guidance and the Tutorial Function. Tutorial Action Plan

2.10.1.1. School Guidance
2.10.1.2. Tutorial Role
2.10.1.3. Tutorial Action Plan

2.11. Vocational, Professional and Career Guidance

2.11.1. Guidance and Vocational/Professional/Career Maturity. Approaches and Interests

2.11.1.1. Vocational Orientation and Maturity
2.11.1.2. Professional Guidance and Maturity
2.11.1.3. Career Guidance and Maturity
2.11.1.4. Approaches and Interests

2.12. Guidance in Health-Social Contexts and Situations of Vulnerability or Social Exclusion

2.12.1. Definition, Purpose, and Health-Social Contexts and Situations of Vulnerability or Social Exclusion. Counseling Guidelines

2.12.1.1. Concept and Guidance Contexts in Social and Health Care and Social Vulnerability or Exclusion
2.12.1.2. Purpose of Guidance in Social and Health Care and Social Vulnerability or Exclusion

Module 3. Educational Measurement, Research and Innovation

3.1. Introduction to Education Research and Innovation

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

3.1.1.1. Innovation Concept
3.1.1.2. Research Concept
3.1.1.3. Relationship between Innovation and Research
3.1.1.4. The Need for Research and Innovation in Education

3.2. Research Planning I

3.2.1. Modalities of Educational Research and Innovation

3.2.1.1. Quantitative Approach
3.2.1.2. Qualitative Approach

3.2.2. Stages of the Research and Innovation Process

3.3. Research Planning II

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

3.3.1.1. Planning of the Research or Field Work
3.3.1.2. Development of the Research or Field Work
3.3.1.3. Dissemination of Results

3.4. Selecting a Topic and Drafting a Paper

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

3.4.1.1. Selection of the Topic of Study
3.4.1.2. Elaboration of the Theoretical Framework
3.4.1.3. Project and Final Report

3.5. Quantitative Designs I

3.5.1. Experimental, Intergroup, Intragroup Designs

3.5.1.1. Experimental Designs
3.5.1.2. Intergroup Designs
3.5.1.3. Intragroup Designs

3.6. Quantitative Designs II

3.6.1. Quasi-Experimental, Descriptive, and Correlational Designs

3.6.1.1. Quasi-Experimental Designs
3.6.1.2. Descriptive Designs
3.6.1.3. Correlational Designs

3.7. Qualitative Designs

3.7.1. Qualitative Research Conceptualization and Modalities

3.7.1.1. Qualitative Research Conceptualization
3.7.1.2. Ethnographic Research
3.7.1.3. The Case Study
3.7.1.4. Biographical-narrative Research
3.7.1.5. Grounded Theory
3.7.1.6. Action Research

3.8. Innovative Methodologies

3.8.1. Educational Innovation for School Improvement. Innovation and ICT

3.8.1.1. Educational Innovation for School Improvement
3.8.1.2. Innovation and ICT

3.9. Measurement and Assessment: Techniques, Tools and Information Gathering I

3.9.1. The Collection of Information: Measurement and Assessment. Data Collection Techniques and Instruments

3.9.1.1. The Collection of Information: Measurement and Assessment
3.9.1.2. Data Collection Techniques and Instruments

3.10. Measurement and Assessment: Techniques, Tools and Information Gathering II

3.10.1. Research Tools: The Tests
3.10.2. Reliability and Validity: Technical Requirements for Assessment Tools in Education

3.10.2.1. Reliability
3.10.2.2. Validity

3.11. Quantitative Information Analysis

3.11.1. Statistical Analysis. Research Variables and Hypotheses

3.11.1.1. Statistical Analysis
3.11.1.2. Variables
3.11.1.3. Hypotheses
3.11.1.4. Descriptive Statistics
3.11.1.5. Inferential Statistics

3.12. Qualitative Information Analysis

3.12.1. Qualitative Data Analysis. Criteria of Scientific Rigor

3.12.1.1. General Process of Qualitative Analysis
3.12.1.2. Criteria of Scientific Rigor

3.12.2. Categorization and Coding of Data

3.12.2.1. Data Categorization
3.12.2.2. Data Coding

Module 4. Psychopedagogical Assessment in Social and Community Contexts

4.1. Concept and Purpose of Socio-Community Intervention

4.1.1. Concept, Principles and Purpose of Socio-Community Intervention Areas and Scope

4.1.1.1. Concept and Principles of Socio-Community Intervention
4.1.1.2. Purpose
4.1.1.3. Areas and Scope

4.2. Socio-Community Intervention Agents and Recipients

4.2.1. Socio-Community Mediation: Social Agents and Target Audiences

4.2.1.1. Social Agents
4.2.1.2. Recipients

4.3. The Twofold Framework for Action: Non-Formal Education and Informal Education

4.3.1. Conceptualization of Non-Formal and Informal Education and Areas of Intervention

4.3.1.1. Non-Formal Education
4.3.1.2. Areas of Intervention in Non-Formal Education
4.3.1.3. Informal Education
4.3.1.4. Areas of Intervention in Informal Education

4.4. Non-Formal Education Programs: Childhood

4.4.1. Non-Formal Child Care Programs.

4.4.1.1. Non-Formal Child Care Programs

4.5. Non-Formal Education Programs: Adolescence and Youth

4.5.1. Job Training, Social Component, NGOs: Adolescent and Public Entity Adolescent Programs

4.5.1.1. Workforce Training Programs
4.5.1.2. Social Programs
4.5.1.3. NGO Programs for Adolescents
4.5.1.4. Public Programs for Adolescents

4.6. Non-Formal Education Programs: Seniors

4.6.1. NGO Middle-Age Programs, Public Entity Middle-Age Programs, Job Training Programs

4.6.1.1. NGO Programs for the Middle Aged
4.6.1.2. Public Programs for Middle Aged
4.6.1.3. Workforce Training Programs

4.7. Non-Formal Education Programs: Elderly

4.7.1. Active Aging. Programs for the Elderly

4.7.1.1. Active Aging
4.7.1.2. Promoting Active Aging: Programs

4.8. Mediation in Special Vulnerability Groups: People in Prisons

4.8.1. Health Mediation, Mediation Project Design and Selection and Recruitment of Health Care Workers

4.8.1.1. Health Mediation and Mediation Project Design
4.8.1.2. Selection and Recruitment of Health Care Workers

4.9. Mediation in Special Vulnerability Groups: Institutionalized Minors

4.9.1. Family Conflict. Residential Foster Care and Conflict Resolution Programs

4.9.1.1. Family Conflict
4.9.1.2. Residential Foster Care
4.9.1.3. Conflict Resolution Programs

4.10. Mediation in Special Vulnerability Groups: People in Situations of Marginalization and Extreme Poverty

4.10.1. Extreme Poverty and Human Rights. Measurement and Mediation

4.10.1.1. Extreme Poverty
4.10.1.2. Human rights
4.10.1.3. Measurement
4.10.1.4. Mediation

4.11. Mediation in Special Vulnerability Groups: Persons in a Migratory or Refugee Situation

4.11.1. Projects based on Refugee Status, Intercultural Mediators and Geographical Scope

4.11.1.1. Projects based on Refugee Status
4.11.1.2. Intercultural Mediators
4.11.1.3. Geographical Scope

4.12. Mediation in Special Vulnerability Groups: People Who Have Suffered Abuse or Mistreatment

4.12.1. Types of Maltreatment. Mediators and Social Mediation in Families

4.12.1.1. Concept of Maltreatment
4.12.1.2. Types of Maltreatment
4.12.1.3. Mediators and Social Mediation in Families

Module 5. Professional Integration, Continuing Education, and Career Development

5.1. Employment: Necessity or Difficult Reality

5.1.1. Employment in the Economic Crisis Context

5.1.1.1. Employment and Economic Crisis

5.1.2. Effects of Unemployment on Health. Resilience Facing Unemployment

5.1.2.1. Unemployment and Health
5.1.2.2. Resilience Facing Unemployment

5.2. Professional Projects

5.2.1. Professional Project Concept and Characteristics. Professional Project Creation

5.2.1.1. Professional Project Concept
5.2.1.2. Professional Project Characteristics
5.2.1.3. Professional Project Creation

5.2.2. Job Maps and Portfolios

5.2.2.1. Job Maps
5.2.2.2. Professional Project Portfolios

5.3. Skills: Personal Characteristics for Employment

5.3.1. Personal Skills and Their Assessment

5.3.1.1. Achievement Skills
5.3.1.2. Equipment and Personnel Management Skills
5.3.1.3. Cognitive Skills
5.3.1.4. Influence Skills

5.3.2. Skill Assessment

5.3.2.1. Tools and Techniques

5.4. Employability

5.4.1. Concept of Employability and its Practical Utility. Relationship Between Employability and Self-Efficacy

5.4.1.1. Employability Concept
5.4.1.2. Employability Practicality
5.4.1.3. Employability and Self-Efficacy

5.5. Labor Market Insertion: Employment Reality

5.5.1. The Context of Labor Market Integration. Intervention Guidelines to Improve the Quality of Training and Social and Labor Market Integration

5.5.1.1. The Context of Labor Market Integration. What Is Labor Market Integration?
5.5.1.2. Intervention Guidelines to Improve the Quality of Training and Social and Labor Market Integration

5.6. Guidance to Improve Employment

5.6.1. Employment Orientation: CV Innovation, Job Search Plan, Recruitment Processes

5.6.1.1. Career Guidance
5.6.1.2. CV Innovation
5.6.1.3. Job Search Plan
5.6.1.4. Recruitment Process

5.7. Guidance Programs Focused on Career Path Construction

5.7.1. Characteristics of integration pathways and elements for the elaboration of the pathway. Programs

5.7.1.1. What is a Career Integration Plan?
5.7.1.2. What Elements Are Essential for the Development of the Itinerary?
5.7.1.3. Programs

5.8. Entrepreneurship Initiatives

5.8.1. Entrepreneurship Introduction and Pedagogy
5.8.1.1. Entrepreneurship Concept
5.8.1.2. Entrepreneurship Pedagogy

5.9. Concept of Continuing Education

5.9.1. History, Strategic Plans and Promotion

5.9.1.1. Concept of Continuing Education
5.9.1.2. Background of Continuing Education
5.9.1.3. Strategic Plan
5.9.1.4. Promotion of Continuing Education and Lifelong Learning

5.10. Models of Continuing Education

5.10.1. Models in Continuing Education. Change as Lifelong Learning

5.10.1.1. Individually Oriented Training Model
5.10.1.2. Development and Improvement Model
5.10.1.3. Training or Institutional Model
5.10.1.4. Observation-Evaluation Model
5.10.1.5. Research or Inquiry Model

5.11. European Qualifications Framework

5.11.1. Professional Qualifications. Social and Educational Accreditation System Functions

5.11.1.1. Professional Qualifications Its Origins
5.11.1.2. Social and Educational Accreditation System Functions

Module 6. Design, Management, and Evaluation of Social and Occupational Projects

6.1. Society, Socialization and Social and Educational Interaction

6.1.1. Globalization and the Information and Knowledge Society. Inequality and Education

6.1.1.1. Globalization
6.1.1.2. The Information and Knowledge Society
6.1.1.3. Inequality and Education

6.2. Quality in Social and Labor Projects

6.2.1. Concept of Quality. Quality Service

6.2.1.1. Concept of Quality
6.2.1.2. Quality of Social and Labor Services

6.3. Social Responsibility and Strategic Planning

6.3.1. Strategic and User-Oriented Organizational Models

6.3.1.1. Strategic and User-Oriented Organizational Models
6.3.1.2. Social Responsibility

6.3.2. Strategic Planning and Basic Principles in Social and Labor Projects

6.3.2.1. Strategic Planning
6.3.2.2. Basic Principles in Labor Projects

6.4. Reality Analysis and Problem Identification

6.4.1. Reality Analysis and Problem Identification. Functions and Areas

6.4.1.1. Reality Analysis and Problem Identification
6.4.1.2. Functions
6.4.1.3. Scope

6.5. Participatory Socio-Educational Diagnosis in Problem Identification

6.5.1. Diagnostic Phases
6.5.2. Object of Study, Area of Influence and Team Building

6.5.2.1. Object of Study
6.5.2.2. Area of Influence
6.5.2.3. Team Building

6.6. Planning Social and Labor Interventions

6.6.1. Justification, Problem Formulation and Objectives

6.6.1.1. Justification
6.6.1.2. Problem Formulation
6.6.1.3. General and Specific Objectives

6.6.2. Internal Planning and Management Models

6.6.2.1. Planning Models
6.6.2.2. Internal Management

6.7. Guidelines for Project Development

6.7.1. Work Plan, Organizational Elements and Resources

6.7.1.1. Work Plan
6.7.1.2. Organizational Elements and Methodology
6.7.1.3. Resources

6.8. Infrastructure and Human Resources (HR)

6.8.1. People Management Resources

6.8.1.1. People Management

6.8.2. Assessing Individuals

6.9. Financial Management: Budgets, Execution, and Auditing

6.9.1. Budget Preparation and Execution. Audits

6.9.1.1. Budget Preparation
6.9.1.2. Budget Execution
6.9.1.3. Audits

6.10. Performance Assessment Models

6.10.1. Design of Assessment

6.10.1.1. Types of Assessment Design

6.10.2. Phases in the Process, Types, Methodology and Assessment Tools

6.10.2.1. Phases of the Process
6.10.2.2. Types of Designs
6.10.2.3. Study Methodology
6.10.2.4. Assessment Tools

6.11. Data Collection, Systematization and Analysis

6.11.1. Types of Analysis, Techniques and Procedures. Access and Data Collection

6.11.1.1. Types of Data Analysis
6.11.1.2. Data Collection Techniques
6.11.1.3. Procedures for Data Analysis
6.11.1.4. Access to Data
6.11.1.5. Data Logging

6.12. Memorandums and Reports

6.12.1. Dissemination of Results, Log and Final Report

6.12.1.1. Dissemination of Results
6.12.1.2. Memory
6.12.1.3. Final Report

Module 7. Early Intervention

7.1. Educational Research and Innovation Introduction

7.1.1. Conceptualization and Historical Evolution of Early Care. Relationship between Development and Early Learning

7.1.1.1. Concept of Early Care
7.1.1.2. Historical Evolution of Early Care
7.1.1.3. Relationship between Development and Early Learning

7.2. Prevention and Main Areas in Early Care

7.2.1. Phases in the Research Process. Areas and Agents

7.2.1.1. Phases in the Research Process in Early Care
7.2.1.2. Areas of Early Intervention
7.2.1.3. Early Care Agents

7.2.2. Child Development and Early Care Centers

7.3. Neurodevelopment during the First Years of Life

7.3.1. Major Biological and Social Risk Factors. Compensation Tools

7.3.1.1. Main Biological Risk Factors
7.3.1.2. Main Social Risk Factors
7.3.1.3. Compensation Tools

7.3.2. Plasticity and Brain Function

7.3.2.1. Concept of Brain Plasticity
7.3.2.2. Brain Function

7.4. Psychoeducational Early Intervention in Social-Cognitive Development

7.4.1. Theoretical Approaches to Cognitive Development. Cognitive Development from 0 to 6 years old

7.4.1.1. Theoretical Approaches to Cognitive Development
7.4.1.2. Cognitive Development from 0 to 6 years old

7.4.2. The Preoperational Period

7.4.2.1. Development in the Preoperational Period

7.5. Psychoeducational Early Intervention in Social-Linguistic Development

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

7.5.1.1. Early Language Development
7.5.1.2. Warning Signs during Early Language Development
7.5.1.3. Early Language Intervention

7.6. Early Psychoeducational Intervention in Social-Emotional Competence

7.6.1. Social-Emotional Development and Early Intervention in Social-Emotional Development

7.6.1.1. Social-Emotional Development
7.6.1.2. Social Contexts and Interactions in Childhood
7.6.1.3. Early Intervention in Social-Emotional Development

7.7. Early Psychoeducational Intervention in Children at Social Risk

7.7.1. Situations of Social Risk. Typology of Maltreatment during Childhood

7.7.1.1. Social Risk in Childhood
7.7.1.2. Types of Maltreatment During Childhood

7.7.2. Methodological and Adaptation Strategies in Risk Situations

7.7.2.1. Early Intervention Strategies
7.7.2.2. Adaptation and Coping Strategies in Social Risk Situations

7.8. Early Care Intervention Programs

7.8.1. Intervention Models and Types of Early Care Programs. Assessment

7.8.1.1. Early Intervention Models
7.8.1.2. Types of Early Care Programs
7.8.1.3. Program Assessment in Early Care

Module 8. Health Education and Psychopedagogy in Hospitals

8.1. Global and Local Health Framework 

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

8.2. Role of the Health Educators 

8.2.1. Constructivism. Pedagogical Model 
8.2.2. Role of the Professional as a Mediator in Health Education 
8.2.3. Significant Learning 
8.2.4. Cooperative Learning 

8.3. Culture and Health 

8.3.1. Multiculturalism and Interculturalism 
8.3.2. Health as a Complex Phenomenon 
8.3.3. Affective Intelligence 
8.3.4. Spiritual Intelligence 

8.4. Health Education 

8.4.1. Health Education 
8.4.2. Health Promotion 
8.4.3. Disease Prevention 

8.5. Lifestyles and Human Development 

8.5.1. Public Health 
8.5.2. Lifestyles and Health 
8.5.3. Human Development Ecology 

8.6. Health Education Projects 

8.6.1. What Is a Health Education Project? 
8.6.2. Phases. Diagnosis, Planning, Implementation and Assessment 

8.7. Psychopedagogical Aspects Associated with Hospitalization 

8.7.1. Hospital Pedagogy 
8.7.2. Pedagogical Experiences. Hospital Classrooms and Home Care 
8.7.3. Life Coping and Non-Normative Events 
8.7.4. Creativity in Psycho-pedagogical Intervention 

8.8. Social Support in Health Risk Situations 

8.8.1. Collaborative Context Building 
8.8.2. Network Intervention in Psychopedagogical Work 
8.8.3. Resilience, Family Resilience and Community Resilience

Module 9. Psychopedagogical Counseling for Families at Psychosocial Risk

9.1. Construction of the Concept of Family 

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

9.1.1.1. The Family as a Context for Human Development 
9.1.1.2. Family Functions 
9.1.1.3. Family Dynamics and Rules 
9.1.1.4. Roles within the Family Context 

9.2. Evolution of Family Institution 

9.2.1. Social Changes and New Forms of Family Coexistence 

9.2.1.1. The Influence of Social Changes on the Family 
9.2.1.2. New Family Forms 

9.2.2. Family Educational Styles 

9.2.2.1. Democratic Style 
9.2.2.2. Authoritarian Style 
9.2.2.3. Negligent Style 
9.2.2.4. Indulgent Style 

9.3. Families at Psychosocial Risk 

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

9.3.1.1. What is Psychosocial Risk? 
9.3.1.2. Psychosocial Risk Assessment Criteria 
9.3.1.3. Families in Psychosocial Risk Situation 

9.3.2. Risk Factors vs. Protective Factors 

9.3.2.1. Risk Factors 
9.3.2.2. Protective Factors 

9.4. Processes of Orientation and Psychopedagogical Intervention 

9.4.1. Conceptualization of Psycho-Pedagogical Intervention and Models of Psycho-Pedagogical Intervention 

9.4.1.1. Concept of Psychopedagogical Intervention in the Family Environment 
9.4.1.2. Models of Psychopedagogical Intervention 

9.4.2. Recipients, Areas, and Contexts of Psychopedagogical Intervention 

9.4.2.1. Recipients of the Psychopedagogical Intervention 
9.4.2.2. Areas of the Psychopedagogical Intervention 
9.4.2.3. Contexts of the Psychopedagogical Intervention 

9.5. Socio-Educational Intervention with Families 

9.5.1. Concept, Foundations and Models of Family SocioEducational Intervention 

9.5.1.1. Socio-Educational Intervention with Families 
9.5.1.2. Principles of Psychoeducational Intervention with Families 
9.5.1.3. Fundamentals of Socio-educational Intervention with Families: Elements, Criteria to Take into Account, and Levels of Intervention 
9.5.1.4. Models of Socio-Educational Intervention with Families 

9.6. Socio-Educational Intervention with Families (II) 

9.6.1. Family Intervention Educational Teams, Professional Skills and Tools and Techniques 

9.6.1.1. Educational Teams of Family Intervention 
9.6.1.2. Professional Skills 
9.6.1.3. Tools and Techniques 

9.7. Intervention in Situations of Risk and Child Abuse in the Family 

9.7.1. Conceptualization and Typology of Child Abuse 

9.7.1.1. The Concept of Child Abuse 
9.7.1.2. Types of Child Abuse 

9.7.2. Actions Against Child Abuse 

9.7.2.1. Detection, Assessment, and Care 
9.7.2.2. Protocols 

9.8. Collaborative Frameworks Between Family and School 

9.8. 1 Family and School as Collaborative Environments. Forms of Family Participation in the School 

9.8.1.1. Family and School as Collaborative Environments 
9.8.1.2. Forms of Family Participation in the School 
9.8.1.3. 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 Multiple Intelligences in the Classroom? 
10.4.5. Advantages and Disadvantages of Applying Multiple Intelligences 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 Playing 
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 Our Emotions Good for? 
10.10.3. Why Educate Emotions in the Classroom? 
10.10.4. Effective Learning through Emotions 

Module 11. Technological Innovation in Teaching

11.1. Advantages and Disadvantages of the Use of Technology in Education 

11.1.1. Technology as a Means of Education 
11.1.2. Advantages of Using It 
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. Export of Projects 

11.4. Introduction to the Flipped Classroom 

11.4.1. What It Is Based On? 
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 Apps in AR 

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

This is your moment; push yourself with an intensive program that will put you at the forefront of the job market”