The figure of the psychopedagogist has evolved, so it is essential to have the necessary information to grow professionally in this field”

Since its formal origin, psycho-pedagogy has managed to reach, by its own means, a place in the current scientific panorama. In this way, they have succeeded in turning their research into the subject of articles, monographs and publications at the international level. This has been fundamental to move out of the educational environment and into other sectors, such as the social and labor sectors. In the latter, it  is in charge of developing individuals in the learning that their profession demands, as well as improving their performance in a new role and adapting it optimally in the organization they work for. 

In its social variant, it has the objective of developing people in an integral manner and the re-education of psychosocial problems, focusing on the needs and issues that concern a population. To this end, an evaluation of the initial state of the social system to be modified is carried out in order to produce a favorable change or transformation.  

Based on the above, this program comprehensively addresses  the socio-community intervention for the development of more effective psycho-pedagogical techniques. In addition, to approach the work environment from an educational perspective. In terms of intervention, mediation with families has also become increasingly important. The incursion of new technologies in social, work or family life, sexual diversity, functional diversity, or any of the new paradigms are not static, but evolve and require , a competent look that sustains, guides, serves as a reference and has in turn, adequate professional support at all times.  

With this program in Educational Psychopedagogy, the professional will have a complete overview of the challenges that this type of disciplines has. All from a 100% online modality that gives the student the ease of being able to take the program comfortably, wherever and whenever he/she wants. All you need is a device with internet access to take your career one step further. A modality according to the current times with all the guarantees to position the engineer in a highly demanded sector.

Master the basic concepts and tools that will allow you to intervene early, both to prevent and address the biopsychosocial risks that affect children”

This Master's Degree in Social and Occupational Psychopedagogy contains the most complete and updated educational program on the market. Its most outstanding features are: 

• Practical cases presented by Psychopedagogy Experts 
• Graphic, Schematic, and Eminently Practical Content with which they are conceived
• Latest advancements on School Psychopedagogy
• Practical exercises where the 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 School Psychopedagogy
• 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

A Master's Degree developed by experts in psycho-pedagogy who will provide you with their many years of experience in quantitative and qualitative research”

The program’s teaching staff includes professionals from the 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 professional 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 professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts. 

Learn to apply measurement and evaluation techniques and instruments, as well as tools for information analysis in the psycho-pedagogical processes”

Supports and reflects on care during childhood for people who present biological, psychological or social risks”

To meet the requirements of excellence that every TECH graduate must have, this program has been developed in order to bring together the best of theory and practice in this discipline. With each module, the student will be able to use qualitative and quantitative measurement tools related to interventions and development of new instruments to improve socio-community and labor intervention programs. All this, from a global perspective for the sake of its application at an international level, incorporating all the fields of work involved in professional development in this type of work environment. 

Have sufficient mastery of existing educational programs to be applied in a social or work environment”

Module 1. Main Psychological Theories and Stages of 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. Sensorimotor Stage (0-2 Years)
1.1.3.4. Preoperational Stage: Preoperational Substage (2-7 Years)
1.1.3.5. Stage of Concrete Operations (7-11 Years)
1.1.3.6. Formal Operational Stage (11-12 Years and Older)

1.1.4. Sociocultural Theory of Lev Vigotsky

1.1.4.1. How to learn?
1.1.4.2. Higher Psychological Functions
1.1.4.3. Language, A Mediating Tool
1.1.4.4. Zone of Proximal 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 Care

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 Early Intervention Center (ECDIC)?

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

1.3. Developmental Aspects

1.3.1. Developmental Aspects of Development 0-3 Years

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. Developmental Aspects of Development 3-6 Years

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. Warning Signs in Child Development
1.5. Cognitive and Socio-affective Development from 7 to 11 Years
1.6. Cognitive Development during Adolescence and Early Youth

Module 2. Psychopedagogical Assessment, Diagnosis, and Counseling

2.1. Counseling 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. Psychopedagogical Assessment: Function and Nature

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
2.2.1.3. Assessment in the Family Context

2.3. Psychopedagogical Diagnosis: Concept, Possibilities and Delimitation within 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 Spheres of Action

2.4.1. Assessment as a Process
2.4.2. Spheres 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. Return of Information 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 Tutoring 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 Study Topic
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 Designs, Intergroup Designs, and 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. Conceptualization and Modalities of Qualitative Research

3.7.1.1. Conceptualization of Qualitative Research
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. Data Collection: Measurement and Assessment
3.9.1.2. Data Collection Techniques and Instruments

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

3.10.1. Research Instruments: Tests
3.10.2. Reliability and Validity: Technical Requirements of Assessment Instruments 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 Social and Community Intervention

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

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

4.2. Agents and Recipients of Social and Community Intervention

4.2.1. Social and Community Mediation: Social Agents and Recipients

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. Career Entry, Lifelong Learning, and Professional 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 Occupational Market Integration

5.5.1.1. The Context of Labor Market Integration. What Is Labor Market Integration?

5.1.2. Intervention Guidelines to Improve the Quality of Training and Social and Occupational Market Integration

5.6. Guidance to Improve Employment

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

5.6.1.1. Career Guidance
5.6.1.2. Résumé 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. Insertion Pathway Characteristics and Elaboration Elements 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 and Education in 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 Occupational Projects

6.2.1. Concept of Quality. Quality Service

6.2.1.1. Concept of Quality
6.2.1.2. Quality of Social and Occupational 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 Occupational 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 Occupational 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

6.8.1.1. People Management

6.8.2. Assessing Individuals

6.9. Financial Management: Budgeting, 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

7.4.1.1. Theoretical Approaches to Cognitive Development
7.4.1.2. Cognitive Development from 0 to 6 Years

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 Program Typology in Early Intervention 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 Hospital Psychopedagogy

8.1. Definition of Health and International Organizations

8.1.1. Definition of Health
8.1.2. International Organizations

8.2. Constructivism and Pedagogical Model in the Health Field

8.2.1. Constructivism
8.2.2. Role of the Professional as a Mediator in Health Education
8.2.3. Role of the Mediator in Health Education

8.3. Multiculturalism and Interculturalism

8.3.1. Multiculturalism
8.3.2. Interculturality

8.4. Affective Intelligence and Spiritual Intelligence

8.4.1. Affective Intelligence
8.4.2. Spiritual Intelligence

8.5. Health Education, Health Promotion, and Prevention of Disease

8.5.1. Health Education
8.5.2. Health Promotion
8.5.3. Disease Prevention

8.6. Public Health and Lifestyles. Ecology of Human Development

8.6.1. Public Health and Lifestyles
8.6.2. Ecology of Human Development

8.7. Conceptualization and Phases of Health Education Projects

8.7.1. Conceptualization of Health Education Projects
8.7.2. Phases of Health Education Projects

8.8. Diagnosis, Planning, Implementation, and Assessment of Health Education Projects

8.8.1. Diagnosis
8.8.2. Planning
8.8.3. Implementation
8.8.4. Assessment

8.9. Hospital Pedagogy, Hospital Classrooms, and Home Care

8.9.1. Hospital Pedagogy
8.9.2. Hospital Classrooms
8.9.3. Home Care

8.10. Building a Collaborative Context and Network Intervention in Psychopedagogical Work in Health Risk Situations

8.10.1. Building a Collaborative Context
8.10.2. Network Intervention

8.11. Resilience

8.11.1. Individual Resilience
8.11.2. Family Resilience
8.11.3. Social 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
9.1.2. The Family as a Context for Human Development
9.1.3. Family Functions
9.1.4. Family Dynamics and Rules
9.1.5. Roles within the Family Context

9.2. Evolution of Family Institution

9.2.1. Social Changes and New Forms of Family Coexistence
9.2.2. The Influence of Social Changes on the Family
9.2.3. New Family Forms

9.3. Family Educational Styles

9.3.1. Democratic Style
9.3.2. Authoritarian Style
9.3.3. Negligent Style
9.3.4. Indulgent Style

9.3. Families at Psychosocial Risk

9.3.1. Psychosocial Risk, Psychosocial Risk Assessment Criteria, and Families at Psychosocial Risk
9.3.2. What is Psychosocial Risk?
9.3.3. Psychosocial Risk Assessment Criteria
9.3.4. Families in Psychosocial Risk Situation
9.3.5. Risk Factors vs. of Protection Factors
9.3.6. Risk Factors
9.3.7. Protective Factors

9.4. Processes of Orientation and Psychopedagogical Intervention

9.4.1. Conceptualization of Psychopedagogical Intervention and Models of Psycho-Pedagogical Intervention
9.4.2. Concept of Psychopedagogical Intervention in the Family Environment
9.4.3. Models of Psychopedagogical Intervention
9.4.4. Recipients, Areas, and Contexts of Psychopedagogical Intervention
9.4.5. Recipients of the Psychopedagogical Intervention
9.4.6. Areas of the Psychopedagogical Intervention
9.4.7. 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
9.8.2. Family and School as Collaborative Environments
9.8.3. Forms of Family Participation in the School
9.8.4. Parenting School and Parental Education

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

9.9.1. The Family as a Context for Human Development
9.9.2. Family Functions
9.9.3. Family Dynamics and Rules
9.9.4. Roles within the Family Context

9.10. Social Changes and New Forms of Family Coexistence

9.10.1. The Influence of Social Changes on the Family
9.10.2. New Family Forms

9.11. Family Educational Styles

9.11.1. Democratic Style
9.11.2. Authoritarian Style
9.11.3. Negligent Style
9.11.4. Indulgent Style

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

9.12.1. What is Psychosocial Risk?
9.12.2. Psychosocial Risk Assessment Criteria
9.12.3. Families in Psychosocial Risk Situation

9.13. Risk Factors vs. of Protection Factors

9.13.1. Risk Factors
9.13.2. Protective Factors

9.14. Conceptualization of Psychoeducational Intervention and Models of Psychoeducational Intervention in the Family Environment

9.14.1. Concept of Psychopedagogical Intervention in the Family Environment
9.14.2. Models of Psychopedagogical Intervention

9.15. Recipients, Areas, and Contexts of Psychopedagogical Intervention

9.15.1. Recipients of the Psychopedagogical Intervention
9.15.2. Areas of the Psychopedagogical Intervention
9.15.3. Contexts of the Psychopedagogical Intervention

9.16. Concept, Foundations, and Models of Socio-educational Intervention with Families

9.16.1. Socio-Educational Intervention with Families
9.16.2. Principles of Psychoeducational Intervention with Families
9.16.3. Fundamentals of Socio-educational Intervention with Families: Elements, Criteria to Take into Account, and Levels of Intervention
9.16.4. Models of Socio-Educational Intervention with Families

9.17. Educational Teams of Socio-educational Intervention with Families, Professional Skills, and Instruments and Techniques

9.17.1. Educational Teams of Family Intervention
9.17.2. Professional Skills
9.17.3. Tools and Techniques

9.18. Conceptualization and Typology of Child Maltreatment in the Family

9.18.1. The Concept of Child Abuse
9.18.2. Types of Child Abuse

9.19. Actions in the Face of Child Maltreatment in the Family

9.19.1. Detection, Assessment, and Care
9.19.2. Protocols

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

9.20.1. Family and School as Collaborative Environments
9.20.2. Forms of Family Participation in the School
9.20.3. 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 Accumulation of Information
10.3.1.2. Learning as Interpretation of Reality
10.3.1.3. 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 the IIMM 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 Role 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. Creation 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 Is It 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 the 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

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