Specialize in School Bullying and apply the most effective intervention strategies in your psychological consultation"

Routine changes in sleep, eating habits or in the mood of children are signs that indicate a possible psychological problem, which sometimes stems from physical or verbal violence suffered by other classmates. This situation is becoming more and more frequent and requires psychology professionals who are aware of the existing conflicts, as well as their diagnosis and approach through the most effective therapy.

In this sense, it is essential to also have an extensive vision of the work done by teaching professionals in this field, the importance of the relationship with family members and communication strategies with this type of patients. All this is included in this Master's Degree in School Bullying created by TECH to provide psychologists with the best update in this area.

This is a quality program, where the graduates will obtain through video summaries, videos in detail, case studies, specialized and reflective readings, the most complete content. So, it will address from the theory of attachment, personality disorders, child and adolescent pathologies and new forms of persecution through the Internet or social networks, under the cover of anonymity.

An updating process that will be much easier to carry out thanks to the Relearning method used by this academic institution. This system, based on the reiteration of key content throughout the academic itinerary, allows students to focus on key concepts and thus reduce the long hours of study.

Undoubtedly, an excellent opportunity to pursue a quality university program that is compatible with the highest responsibilities. Students only need a digital device with an Internet connection to visualize, at any time of the day, the content hosted on the virtual platform. An avant-garde option proposed by the world's largest digital university.

Become with TECH a psychologist referent in addressing school bullying"

This Master's Degree in School Bullying 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 Psychology, Personality Psychology and Psychopathology
• Graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies 
• 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

Get an effective update on the most effective communicative styles for the resolution of school violence conflicts"

The program’s teaching staff includes professionals from sector who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities. 

Its multimedia content, developed with the latest educational technology, will provide the professionals with situated and contextual learning, i.e., a simulated environment that will provide an immersive education programmed to learn in real situations. 

The design of this program focuses on Problem-Based Learning, by means of which the professionals must try to solve the different professional practice situations that are presented throughout the academic course. This will be done with the help of an innovative system of interactive videos made by renowned experts.

Delve into the long-term psychological effects of Master's Degree through innovative didactic material"

A quality university program that is perfectly compatible with your psychological consulting activity"

The syllabus of this Master's Degree has been designed to provide students with the most current knowledge on School Bullying and its approach from the point of view of Psychology. A syllabus that will lead the graduates to understand the educational universe where physical or verbal violence is carried out, as well as the new digital forms, where patients suffer such persecution. All this, in addition, with an innovative multimedia content and accessible 24 hours a day, 7 days a week.

Enroll in a flexible program that you can access comfortably, whenever and wherever you want from your Tablet with an Internet connection"

Module 1. Importance of attachment development and social relationships in school bullying

1.1. Introduction to the Study of Affective and Social Development

1.1.1. Bowlby's attachment theory
1.1.2. Later contributions to attachment theory
1.1.3. Types of Attachment

1.2. Beginning of Affective Relationships

1.2.1. Conditions Necessary for an Attachment to Form
1.2.2. The Formation of the First Attachment
1.2.3. Components of the Attachment Relationship
1.2.4. Evolution of Attachment During Childhood

1.3. Development and Evolution of Attachment in Infancy

1.3.1. Theories on Affective Development
1.3.2. Affective Development
1.3.3. Emotional development

1.4. Development of Attachment from Adolescence to Adulthood

1.4.1. Attachment in Adolescence
1.4.2. Attachment in Young Adults
1.4.3. Attachment in middle-aged and elderly adults
1.4.4. Differences in Attachment in Adulthood

1.5. Development of Personal Identity

1.5.1. The Development of the Self-Concept
1.5.2. Self-Esteem: the Evaluation Component of Self-Esteem
1.5.3. The Development of Self-Control
1.5.4. Concept of Identity
1.5.5. Social Cognition

1.6. Peer-to-Peer Relationships

1.6.1. Relationships between colleagues
1.6.2. Sibling relationships
1.6.3. Relationships between friends
1.6.4. Social interactions in play, aggression, and prosocial behavior
1.6.5. Peer power relationships
1.6.6. Factors of social experience

1.7. Social Development in Adolescence

1.7.1. Theories of development of social relationships
1.7.2. Self-Concept and Self-Esteem
1.7.3. Family Relationships
1.7.4. Relationships with Peers

1.8. Moral in Childhood

1.8.1. Development of Moral Concept
1.8.2. Moral Thinking
1.8.3. Moral Behavior
1.8.4. Values

1.9. Early Promotion of Emotional Development

1.9.1. Factors that Determine Parental Performance
1.9.2. Intervention Models
1.9.3. Parental Educational Styles

1.10. Intervention in Social Development

1.10.1. Family Education and Social Competence
1.10.2. Assessment of social competence in children
1.10.3. Development of social competence in children
1.10.4. Prevention of Antisocial Behavior

Module 2. Coexistence Facing Bullying

2.1. School Coexistence as a Main Strategy

2.1.1. Definition of Coexistence
2.1.2. Models on School Coexistence
2.1.3. Development of Basic Skills for Good Coexistence
2.1.4. School Spaces for Coexistence

2.2. Coexistence Plan as the main prevention strategy

2.2.1. The Coexistence Plan
2.2.2. Objectives of the Coexistence Plan
2.2.3. Phases of the Coexistence Plan
2.2.4. Actions of the Coexistence Plan
2.2.5. Evaluation of the follow-up of the Coexistence Plan

2.3. The discrimination process in school bullying

2.3.1. Concept of Discrimination
2.3.2. Types of Discrimination
2.3.3. Causes of Discrimination and How to Detect It
2.3.4. Guidelines for Detecting Situations of Discrimination 

2.4. Peculiarities of school conflict

2.4.1. The Definition of Conflict
2.4.2. Causes of the Conflict
2.4.3. Characteristics of the Conflict 
2.4.4. Types of School Conflict
2.4.5. Forms of Positive Conflict Resolution 

2.5. Prevention, intervention and search for alternatives

2.5.1. School Conflict Prevention Programs
2.5.2. Negotiation at School
2.5.3. School Mediation
2.5.4. Intervention in Cases Detected

2.6. The Importance of Families and School in the School Bullying

2.6.1. Family-school Relationship
2.6.2. Influence of the Family on School Coexistence 
2.6.3. Conflict Between the Family and the Education Center
2.6.4. Action Protocol for School Conflict
2.6.5. Recommendations for Families

2.7. Media and technologies as generators of conflict

2.7.1. The Technological Era and its Influence in Social Relationships
2.7.2. Advantages and Disadvantages of ICTs for Coexistence
2.7.3. Influence of ICTs on School Conflict
2.7.4. Cyber Risks in the Student Body
2.7.5. Educational Tools for the Responsible Use of ICTs

2.8. Programs used for teacher professional development in the area of school bullying

2.8.1. Principles Guiding Effectiveness
2.8.2. The Student as an Indicator 
2.8.3. Program Evaluation and Program Improvement
2.8.4. Use of ICTs to improve coexistence

2.9. Adequate teacher professional development in the field of bullying 

2.9.1. Premises and Basic Principles of Teacher Professional Development
2.9.2. Elements for achieving excellence
2.9.3. Educational policies for improving teacher professional development

2.10. Continuing teacher education on bullying

2.10.1. Continuing Education Concept
2.10.2. The Teacher as an Object of Research
2.10.3. Methodological Approach
2.10.4. Motivations for Carrying Out Continuing Education Activities
2.10.5. Level of Participation in Educational Activities

Module 3. Conflict as the basis of school bullying

3.1. Analysis of the conflict produced in school bullying

3.1.1. Conflict in Education
3.1.3. Historical journey
3.1.4. Learning from conflict

3.2. Conflict theory applied to school bullying

3.2.1. The Conflict
3.2.2. Data Collection
3.2.3. Perspectives of the conflict

3.3. Contextual approach to school bullying

3.3.1. What is Context? 
3.3.2. Personality and context interaction

3.4. Planning the analysis of a school bullying situation

3.4.1. Suitability or not of the mediator
3.4.2. Conflict detection plan

3.5. Stages of the planning of the intervention in school bullying

3.5.1. Target Population
3.5.2. Use of instruments
3.5.3. Design of data collection
3.5.4. Commissioning
3.5.5. Results and conclusions

3.6. Didactic models involved in school bullying

3.6.1. The dyadic conflict
3.6.2. Data on dyadic conflict

3.7. Bullying in Early Childhood Education

3.7.1. Active Listening
3.7.2. In-depth exploration of the conflict beyond the surface
3.7.3. Reactions of Parties Involved
3.7.4. Experience of emotions

3.8. Bullying in Primary School Children

3.8.1. Active Listening
3.8.2. In-depth exploration of the conflict beyond the surface
3.8.3. Person-Related Elements
3.8.4. Process-Related Elements
3.8.5. Communication-Related Elements

3.9. Bullying in adolescents

3.9.1. Active Listening
3.9.2. In-depth exploration of the conflict beyond the surface
3.9.3. Person-Related Elements
3.9.4. Process-Related Elements
3.9.5. Communication-Related Elements

3.10. Importance of monitoring and support in school bullying

3.10.1. Following Up
3.10.2. Different resources to support teachers

Module 4. School violence: Bullying and Cyberbullying

4.1. Definition of school bullying

4.1.1. Bullying
4.1.2. Data on the incidence of school bullying at the international level
4.1.3. Characteristics of school bullying

4.2. How to detect school bullying

4.2.1. Detection of school bullying
4.2.2. Characteristics of some of the profiles involved
4.2.3. How it manifests itself
4.2.4. How to approach the child in this situation

4.3. How to prevent school bullying

4.3.1. The work of prevention
4.3.2. Bullying prevention activities

4.4. How to deal with school bullying

4.4.1. Responding to a case of bullying
4.4.2. Responsibilities of parents and educators
4.4.3. How to act in case of bullying
4.4.5. Educational Centers

4.5. Definition of cyberbullying

4.5.1. Cyberbullying
4.5.2. Data on the incidence of Cyberbullying at the international level
4.5.3. Characteristics of cyberbullying

4.6. How to detect cyberbullying

4.6.1. Detection of cyberbullying
4.6.2. Characteristics of some of the profiles involved
4.6.3. How it manifests itself
4.6.4. How to approach the child in this situation

4.7. How to prevent cyberbullying

4.7.1. Prevention work
4.7.2. Cyberbullying prevention activities

4.8. How to act in cyberbullying

4.8.1. Responding to a case of bullying
4.8.2. Responsibilities of parents and educators
4.8.3. How to act in case of bullying
4.8.4. Responsibilities of the parents and educators
4.8.5. Educational Centers

4.9. Definition of grooming

4.9.1. Grooming 
4.9.2. Data on the incidence of Grooming at the international level
4.9.3. Characteristics of grooming
4.9.4. Response to grooming

4.10. Definition of stalking

4.10.1. Stalking
4.10.2. Data on the incidence of stalking at the international level
4.10.3. Characteristics of stalking
4.10.4. Response to stalking

Module 5. The teacher, the school and the counseling service

5.1. Observation of behaviors that can constitute school bullying

5.1.1. Observation of behaviors in the aggressor
5.1.2. Observation of behaviors in the victim
5.1.3. Observation of behaviors in witnesses

5.2. Communication to the director and management team

5.2.1. Coexistence plan
5.2.2. Action Protocol
5.2.3. Activation of the action protocol

5.3. Collection and analysis of information

5.3.1. Information Gathering Process
5.3.2. Adoption of emergency measures
5.3.3. First communication to families

5.4. Educational Inspection

5.4.1. What is Educational Inspection
5.4.2. Report referred to Educational Inspection
5.4.3. Action taken by the Educational Inspection

5.5. Diagnosis with absence of school bullying

5.5.1. Educational guidelines on school bullying prevention
5.5.2. Educational approach with the classroom
5.5.3. Tools for dealing with at-risk situations

5.6. Bullying diagnosis

5.6.1. Procedure for Action
5.6.2. Intervention with the aggressor
5.6.3. Intervention with the victim
5.6.4. Intervention with witnesses

5.7. Evaluation questionnaires

5.7.1. Bullying questionnaires
5.7.2. Cyberbullying questionnaires
5.7.3. Questionnaires to assess peer relationships
5.7.4. Questionnaires to assess mood

5.8. Bullying intervention programs

5.8.1. Kiva program
5.8.2. Zero Program
5.8.3. Mybullying Program
5.8.4. AVE Program

5.9. Emotional Education

5.9.1. Emotion of sadness
5.9.2. Emotion of joy
5.9.3. Anger emotion
5.9.4. Emotion of fear
5.9.5. Empathy
5.9.6. Psychological treatment in school bullying

5.10. Consequences of school bullying

5.10.1. Psychological effects of school bullying
5.10.2. Long-term effects of school bullying
5.10.3. Comorbidity in school bullying

Module 6. Communicative styles in school bullying resolution

6.1. Communication in school bullying situations

6.1.1. Emitter
6.1.2. Receptor
6.1.3. Message
6.1.4. Communication Channels

6.2. Styles of Verbal, Non-Verbal and Paraverbal Communication

6.2.1. Verbal Communication 
6.2.2. Non-Verbal Communication
6.2.3. Paraverbal Communication

6.3. Communicative styles of unequal resolution

6.3.1. Communication Styles
6.3.2. Win/lose
6.3.3. Losing/winning

6.4. Adequate and empathic communication 

6.4.1. Win/win
6.4.2. Winning and helping the other person to win

6.5. Assertive Communication in Bullying

6.5.1. Assertive Communication in Conflicts
6.5.2. Benefits of Assertive Communication

6.6. Making appropriate decisions to resolve a bullying situation

6.6.1. Appropriate decision making process
6.6.1. Variables involved in the decision making process 

6.7. Communication agents involved in school bullying

6.7.1. Communication on the part of the student
6.7.2. Communication on the part of the Professor

6.8. Development of non-violent communication for dealing with bullying

6.8.1. Non-Violent Communication
6.8.2. Aggressive states
6.8.3. Aggressiveness indicators

6.9. ICTs and preventive communication strategies

6.9.1. The role of technologies in communication
6.9.2. Appropriate forms of communication through ICTs

6.10. Active listening as a key in school bullying

6.10.1. Active Listening
6.10.2. Empathic Listening
6.10.3. Signs of active listening

Module 7. The group, roles and the resolution of school conflicts

7.1. The group at school level

7.1.1. What is a Group? 
7.1.2. Characteristics of a Group 
7.1.3. Recognition of groups

7.2. Group dynamics in school interactions 

7.2.1. Group activities
7.2.2. Competencies in group activities
7.2.3. Techniques used in group dynamics

7.3. Types of roles involved in school conflicts

7.3.1. Conflict generation
7.3.2. Mediation of the students
7.3.3. The role of the helper of the aggressor and the victim

7.4. Strategies for identifying school roles

7.4.1. Techniques to Identify the Different Roles
7.4.2. Indicators for determining roles

7.5. Differentiation of roles at the individual and group level

7.5.1. The role occupied by an individual
7.5.2. The role attributed to them by peers
7.5.3. The role one wishes to have

7.6. The role of the teacher as an agent of change

7.6.1. Activities in which the teacher's role predominates
7.6.2. Activities in which the teacher and students participate
7.6.3. Activities according to the group objective

7.7. Education for solving conflicts for bullying

7.7.1. Conflict Solving Strategies
7.7.2. Conflict Resolution Skills

7.8. Playful strategies for conflict resolution in school bullying

7.8.1. Use of play in conflict resolution  
7.8.2. Role Playing in Conflict Resolution

7.9. Strategies for dealing with conflicts using humor

7.9.1. Sense of Humor
7.9.2. Therapeutic use of humor
7.9.3. The use of humor in school bullying

7.10. The educating role of the role of the victim of school bullying

7.10.1. Meaning of victim
7.10.2. Empathy with the victim
7.10.3. Use of daily abuse in awareness-raising
7.10.4. Use of relevant serious data to work on school bullying

Module 8. Law as applied to school bullying

8.1. Legal qualification of the main behaviors of school bullying

8.1.1. Common elements
8.1.2. Legal qualification of bullying

8.2. Criminal and civil liability of minors at the international level

8.2.1. Minors
8.2.2. Parents and legal guardians
8.2.3. International legal protection of minors

8.3. Legal protection of minors at the international level

8.3.1. Characteristics of the legal protection of minors
8.3.2. Basic concepts of the legal protection of minors
8.3.3. Application of the laws directed towards the protection of minors

8.4. Legislative framework for the protection of children at the international level

8.4.1. Legislative response for child protection in educational centers, in the family environment and on the Internet in different countries
8.4.2. Civil liability in school bullying across different countries
8.4.3. Subsidiary liability of schools in different countries

8.5. Instruments for schools to deal with school bullying

8.5.1. Prevention tools
8.5.2. Instruments for action

8.6. Juvenile Justice at the international level

8.6.1. Legal procedure
8.6.2. Legal measures
8.6.3. Phases of the judicial process

8.7. The psycho-pedagogical report

8.7.1. School Report
8.7.2. Reasons for appraisal
8.7.3. Writing the results
8.7.4. Writing the conclusions

8.8. Clinical Report

8.8.1. Clinical Report
8.8.2. Reason for interview
8.8.3. Results and conclusions
8.8.4. Intervention proposal

8.9. Expertise of minors

8.9.1. The Interview
8.9.2. Measuring Tools
8.9.3. Report Structure and Content
8.9.4. Characteristics in Juvenile Offenders
8.9.5. Observation in the Judicial Context

8.10. Expertise of mistreatment

8.10.1. The profile of the abuser
8.10.2. The profile of the victim
8.10.3. The Dynamics of the Abusive Relationship
8.10.4. Types of aggression

Module 9. Childhood and Adolescent Psychopathology

9.1. Neurodevelopment Disorders

9.1.1. What are Neurodevelopmental Disorders?
9.1.2. Disorders Included in the Diagnostic Category of Neurodevelopmental Disorders
9.1.3. Relevant Aspects of Neurodevelopmental Disorders in Childhood and Adolescence

9.2. Schizophrenia Spectrum Disorders and Other Psychotic Disorders

9.2.1. What are Schizophrenia Spectrum Disorders and other Psychotic Disorders?
9.2.2. Disorders Included in the Diagnostic Category of Schizophrenia Spectrum Disorders and Other Psychotic Disorders”
9.2.3. Childhood Schizophrenia

9.3. Bipolar and Related Disorders

9.3.1. What are Bipolar and Related Disorders?
9.3.2. Disorders Included in the Diagnostic Category of Bipolar and Related Disorders”
9.3.3. Bipolar Disorders in Childhood and Adolescence

9.4. Depressive Disorders

9.4.1. Types of depressive disorders
9.4.2. Disorders Included in the Diagnostic Category "Depressive Disorders"
9.4.3. Childhood depressive disorders

9.5. Anxiety Disorders

9.5.1. Anxiety Disorders
9.5.2. Types of Anxiety Disorders included in the DSM-V
9.5.3. Relevance of Anxiety Disorders in Childhood and Adolescence

9.6. Obsessive Compulsive Disorder and Related Disorders

9.6.1. Introduction to Obsessive-Compulsive Disorder and Related Disorders
9.6.2. Disorders Included in the Diagnostic Category of Obsessive-Compulsive Disorder and Related Disorders”
9.6.3. Obsessive-Compulsive Disorder in Childhood and Adolescence

9.7. Trauma and Stress-Related Disorders

9.7.1. What are Trauma-Related Disorders and Stressors?
9.7.2. Disorders Included in the Diagnostic Category of “Disorders Related to Trauma and Stressors”
9.7.3. Traumatic Disorders in Childhood and Adolescence

9.8. Dissociative Disorders

9.8.1. Characteristics of Dissociative Disorders
9.8.2. Disorders Included in the Diagnostic Category of "Dissociative Disorders"
9.8.3. Dissociative Disorders in Childhood and Adolescence

9.9. Somatic Symptom Disorders and Related Disorders

9.9.1. What are Somatic Symptom Disorders and Related Disorders?
9.9.2. Disorders included in the Diagnostic Category of "Somatic Symptom Disorders and Related Disorders"
9.9.3. Somatic symptomatology in childhood and adolescence

9.10. Eating and Food Ingestion Disorders

9.10.1. What are Eating and Food Intake Disorders?
9.10.2. Eating and Food Intake Disorders included in the DSM-V
9.10.3. Relevant Data on Eating and Food Intake Disorders in Childhood and Adolescence

Module 10. Personality Disorders

10.1. Paranoid Personality Disorder

10.1.1. Introduction to Paranoid Personality Disorder
10.1.2. Diagnostic Criteria
10.1.3. Paranoid Personality in Childhood

10.2. Schizoid Personality Disorder

10.2.1. Introduction to Schizoid Personality Disorder
10.2.2. Diagnostic Criteria
10.2.3. Schizoid Personality in Childhood and Adolescence

10.3. Schizotypal Personality Disorder

10.3.1. Introduction to Schizotypal Personality Disorder
10.3.2. Diagnostic Criteria
10.3.3. Schizotypal Personality in Minors How It Differs from Adult Neuropathology

10.4. Borderline Personality Disorder

10.4.1. Introduction to Borderline Personality Disorder
10.4.2. Diagnostic Criteria
10.4.3. Borderline Personality in Childhood and Adolescents

10.5. Narcissistic Personality Disorder

10.5.1. Introduction to Narcissistic Personality Disorder
10.5.2. Diagnostic Criteria
10.5.3. Narcissist Personality in Children

10.6. Antisocial Personality Disorder

10.6.1. Introduction to Antisocial Personality Disorder
10.6.2. Diagnostic Criteria
10.6.3. Antisocial Personality in Minors

10.7. Histrionic Personality Disorder

10.7.1. Introduction to Histrionic Personality Disorder
10.7.2. Diagnostic Criteria
10.7.3. Histrionic Personality in Childhood and Adolescence

10.8. Avoidant Personality Disorder

10.8.1. Introduction to Avoidant Personality
10.8.2. Diagnostic Criteria
10.8.3. Avoidant Personality and its Relation to Childhood and Adolescence Stage

10.9. Dependent Personality Disorder

10.9.1. Introduction to Dependent Personality
10.9.2. Diagnostic Criteria
10.9.3. Avoidant Personality and  its Relation to Childhood and Adolescence Stage
10.9.4. Implications of the Dependent Personality in Adulthood

10.10. Obsessive Compulsive Personality Disorder

10.10.1.  Introduction to the Concept of Obsessions and Compulsions
10.10.2. The concept of Obsessive-Compulsive Personality Disorder and diagnostic criteria
10.10.3. Obsessive-Compulsive Personality in Childhood and Adolescence

With this university program, it explores the main personality disorders present in patients in childhood and adolescence"