Matricúlate y trabaja con las nuevas técnicas de evaluación en función de los distintos contextos: aula, centro y familia”

A lo largo de los años, la mediación con las familias ha ido adquiriendo cada vez más importancia. En la medida en que se ha entendido que la educación de los jóvenes surge de la cooperación entre distintos agentes. Sin embargo, esta cooperación no siempre fluye de manera correcta. Debido, normalmente, a las diferencias entre los ecosistemas en que se desarrollan los agentes.

La diversidad sexual, la evolución del perfil de los jóvenes o las nuevas tecnologías son algunos de los factores que generan mayor conflicto en la intervención psicopedagógica familiar. Por ello, se hace necesario que los profesionales adquieran técnicas que les permitan abordar la complejidad de los problemas actuales. En este sentido, el programa propuesto por TECH aborda las nuevas competencias que ha de manejar el psicopedagogo. Desarrollando contenidos tan necesarios como los nuevos procedimientos de evaluación psicopedagógica o una actualización de los modelos de orientación.

Todo ello, a través de una modalidad 100% online, sin horarios y con todo el temario disponible desde el primer momento. Otorgando así la posibilidad de llevar a cabo el aprendizaje donde, como y cuando se quiera. Tan solo será necesario un dispositivo con acceso a internet.

A lo largo del programa descubrirás cómo han ido variando las etapas de desarrollo con el paso de los años, así como en los periodos de transición de unas a otras”

Esta Postgraduate diploma en Psychopedagogical Intervention in the Family Context contiene el programa universitario más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por psicopedagogos expertos en el ámbito familiar
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en metodologías innovadoras
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Esta Postgraduate diploma te permitirá conocer cómo está evolucionando el modelo de familia y elaborar planes de acción específicos”

El programa incluye, en su cuadro docente, a profesionales del sector que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso académico. Para ello, contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

A través de casos prácticos aprenderás a implementar las técnicas de trabajo más actuales incorporando la perspectiva de inclusividad”

Los docentes de TECH pondrán a tu disposición modelos de evaluación y diagnóstico basados en las investigaciones científicas más recientes”

TECH programs adapt to the needs of our students, providing an equal balance of theoretical and practical knowledge. Each module takes a different approach to the guidelines that favor family involvement in their children's education. To achieve this, the most innovative psychopedagogical techniques and strategies are addressed. Additionally, the content is delivered through the Relearning methodology, which enables learning without the need to devote an excessive number of hours to study. 

Discover different ways to implement IT in educational psychology by taking this Postgraduate diploma”

Module 1. Psychopedagogical Assessment, Diagnosis, and Counseling

1.1. Counseling and Psychopedagogical Intervention: Concept, Disciplinary Area, Object of Study, and Trajectory

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

1.1.1.1. Concept of Educational Diagnosis
1.1.1.2. Functions of Educational Diagnosis
1.1.1.3. Qualities of the Diagnostician

1.1.2. Dimensions, Scopes, and Areas of Action

1.1.2.1. Dimensions in Psychopedagogical Intervention
1.1.2.2. Spheres and Areas of Intervention

1.2. Psychopedagogical Assessment: Function and Nature

1.2.1. Concept, Purpose, and Context

1.2.1.1. Concept of Psychopedagogical Assessment
1.2.1.2. Purpose of the Psychopedagogical Assessment
1.2.1.3. Context of the Assessment

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

1.2.2.1. Psychopedagogical Assessment Procedure
1.2.2.2. Assessment in the School Context
1.2.2.3. Assessment in the Family Context

1.3. Psychopedagogical Diagnosis: Concept, Possibilities and Delimitation within the Framework of Psychopedagogical Action

1.3.1. The Diagnostic Process and Stages

1.3.1.1. Diagnostic Processes
1.3.1.2. Stages of Diagnosis

1.4. Psychopedagogical Assessment Process according to the Different Spheres of Action

1.4.1. Assessment as a Process
1.4.2. Spheres of Action and Areas of Intervention and Assessment in the School and Family Context

1.4.2.1. Scope and Domains of Action
1.4.2.2. Assessment Process at School
1.4.2.3. Assessment Process in Family Settings

1.5. Design and Phases in the Psychopedagogical Assessment

1.5.1. Psychopedagogical Assessment Procedure and Phases

1.5.1.1. Psychopedagogical Assessment Procedure
1.5.1.2. Psychopedagogical Assessment Phases

1.6. Psychopedagogical Assessment Techniques and Tools

1.6.1. Techniques and Instruments of Qualitative and Quantitative Assessment

1.6.1.1. Qualitative Assessment Techniques and Instruments
1.6.1.2. Quantitative Assessment Techniques and Instruments

1.7. Psychopedagogical Assessment at School

1.7.1. Assessment in Classroom, School and Family Settings

1.7.1.1. Assessment in the Classroom Context
1.7.1.2. Assessment in the Center Context
1.7.1.3. Assessment in the Family Context

1.8. Returning Information and Follow-up

1.8.1. Return of Information and Follow-up

1.8.1.1. Return
1.8.1.2. Monitoring

1.9. Psychopedagogical Guidance Models

1.9.1. Clinical Model, Consultation Model, and Program Model

1.9.1.1. Clinical Model
1.9.1.2. Consultation Model
1.9.1.3. Program Model

1.10. School Guidance: Tutorial and Family Guidance

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

1.10.1.1. School Guidance
1.10.1.2. Tutorial Role
1.10.1.3. Tutorial Action Plan

1.11. Vocational, Professional and Career Guidance

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

1.11.1.1. Vocational Orientation and Maturity
1.11.1.2. Professional Guidance and Maturity
1.11.1.3. Career Guidance and Maturity
1.11.1.4. Approaches and Interests

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

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

1.12.1.1. Concept and Guidance Contexts in Social and Health Care and Social Vulnerability or Exclusion
1.12.1.2. Purpose of Guidance in Social and Health Care and Social Vulnerability or Exclusion

Module 2. The Role of the Family and the Community in Inclusive Education

2.1. The Diversity of Current Family Models

2.1.1. Definition of Family Concept
2.1.2. Evolution of Family Concept

2.1.2.1. The Family in the 21st Century

2.1.3. Family Models

2.1.3.1. Types of Family Models
2.1.3.2. Educational Styles in Family Models

2.1.4. Educational Attention to the Different Family Models

2.2. Family Involvement in the School

2.2.1. The Family and the School as Developmental Environments
2.2.2. The Importance of Cooperation between Educational Agents

2.2.2.1. The Management Team
2.2.2.2. The Teaching Team
2.2.2.3. The Family

2.2.3. Types of Family Participation

2.2.3.1. Direct Participation
2.2.3.2. Indirect Participation
2.2.3.3. Non-Participation

2.2.4. Parent Schools
2.2.5. The Parent-Teacher Association (PTA)
2.2.6. Difficulties in Participation

2.2.6.1. Intrinsic Participation Difficulties
2.2.6.2. Extrinsic Participation Difficulties

2.2.7. How to improve Family Participation?

2.3. The Family and the School as Developmental Environments
2.4. Society and Inclusive School
2.5. Learning Communities

2.5.1. Conceptual Framework of Learning Communities
2.5.2. Characteristics of Learning Communities
2.5.3. Creation of a Learning Community

2.6. Creation of a Learning Community

Module 3. Psychopedagogical Counseling for Families at Psychosocial Risk

3.1. Construction of the Concept of Family

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

3.1.1.1. The Family as a Context for Human Development
3.1.1.2. Family Functions
3.1.1.3. Family Dynamics and Rules
3.1.1.4. Roles within the Family Context

3.2. Evolution of Family Institution

3.2.1. Social Changes and New Forms of Family Coexistence

3.2.1.1. The Influence of Social Changes on the Family
3.2.1.2. New Family Structures

3.2.2. Family Educational Styles

3.2.2.1. Democratic Style
3.2.2.2. Authoritarian Style
3.2.2.3. Negligent Style
3.2.2.4. Indulgent Style

3.3. Families at Psychosocial Risk

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

3.3.1.1. What is Psychosocial Risk?
3.3.1.2. Psychosocial Risk Assessment Criteria
3.3.1.3. Families in Psychosocial Risk Situation

3.3.2. Risk Factors vs. Protective Factors

3.3.2.1. Risk Factors
3.3.2.2. Protective Factors

3.4. Processes of Orientation and Psychopedagogical Intervention

3.4.1. Conceptualization of Psychopedagogical Intervention and Models of Psycho-Pedagogical Intervention

3.4.1.1. Concept of Psychopedagogical Intervention in the Family Environment
3.4.1.2. Models of Psychopedagogical Intervention

3.4.2. Recipients, Areas, and Contexts of Psychopedagogical Intervention

3.4.2.1. Recipients of the Psychopedagogical Intervention
3.4.2.2. Areas of the Psychopedagogical Intervention
3.4.2.3. Contexts of the Psychopedagogical Intervention

3.5. Socio-Educational Intervention in Families (I)

3.5.1. Concept, Foundations, and Models of Family Socioeducational Intervention

3.5.1.1. Socio-Educational Intervention with Families
3.5.1.2. Principles of Psychoeducational Intervention with Families
3.5.1.3. Fundamentals of Socio-educational Intervention with Families: Elements, Criteria to Take into Account, and Levels of Intervention
3.5.1.4. Models of Socio-Educational Intervention with Families

3.6. Socio-Educational Intervention with Families (II)

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

3.6.1.1. Educational Teams of Family Intervention
3.6.1.2. Professional Skills
3.6.1.3. Tools and Techniques

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

3.7.1. Conceptualization and Typology of Child Abuse

3.7.1.1. The Concept of Child Abuse
3.7.1.2. Types of Child Abuse

3.7.2. Actions Against Child Abuse

3.7.2.1. Detection, Assessment, and Care
3.7.2.2. Protocols

3.8. Collaborative Frameworks Between Family and School

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

3.8.1.1. Family and School as Collaborative Environments
3.8.1.2. Forms of Family Participation in the School
3.8.1.3. Parenting School and Parental Education

The Relearning methodology employed at TECH will allow you to internalize learning without the need to devote excessive hours to study”