With this 100% online program, you will boost your professional career in the fight against School Bullying, backed by TECH and the best experts in the field”

As a direct consequence that profoundly affects the well-being and development of students, School Bullying has gained fundamental relevance in educational development.  Systematic bullying, whether physical, verbal, or digital, can lead to emotional problems, poor academic performance, and even school dropout. Professionals with specialized knowledge in this field can intervene effectively to prevent, detect, and mitigate the effects of these violent dynamics, promoting safe and healthy learning environments. 

Applying evidence-based strategies is key to reducing the incidence of bullying and fostering a culture of respect in the classrooms. However, achieving this requires advanced training that integrates the latest advances in psychology, pedagogy, and current regulations on school coexistence.

Based on this reality, TECH presents a School Bullying program with a practical and up-to-date approach, incorporating recent studies, intervention strategies, and digital tools for prevention and early detection. Its innovative learning model allows professionals to access advanced resources, real case studies, and intervention simulations, favoring immediate application in their work environment. This university degree covers everything from the psychological impact of bullying to managing cyberbullying, providing a comprehensive view of this phenomenon.

This academic experience stands out for its 100% online methodology, enabling knowledge updates without restrictions and with complete flexibility. Moreover, it features a teaching staff composed of experts in education, psychology, and law, offering one of the highest-level university programs available. Through the exclusive Relearning learning method, professionals will absorb knowledge progressively and effectively, adapting their studies to their own pace. All of this, with the backing that only TECH provides.

You will develop effective protocols to address bullying in educational environments, promoting school coexistence and reducing the impact on victims”

This Master's Degree in School Bullying contains the most complete and up-to-date university program on the market. Its most notable features are:

• The development of case studies presented by experts on Bullying
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Special emphasis on innovative methodologies in School Bullying
• 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

You will implement responsible educational strategies in the school setting, keeping in mind the ethical aspects related to coexistence, bullying prevention, and student safety”

The program includes a teaching staff composed of professionals from the School Bullying field, who share their practical experience, alongside renowned specialists from leading societies and prestigious universities.

The 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 learning experience designed to prepare for real-life situations.

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

The Relearning system will allow you to learn with less effort and more efficiency, enhancing your involvement in your professional specialization in School Bullying prevention"

TECH provides all its resources to help you specialize in School Bullying prevention and intervention"

The key aspects of School Bullying, from its origins in social dynamics to advanced intervention strategies, will be highly relevant in this high-level university program from TECH. The professional will develop skills to detect and prevent Bullying and Cyberbullying, manage conflicts in the classroom, and apply effective coexistence models. Additionally, the program will delve into child and adolescent psychopathology, personality disorders, and applicable legislation. Through case studies and innovative tools, students will acquire competencies to transform the educational environment into a safe space, consolidating their role in the eradication of school violence.

You will learn the most advanced techniques in mediation and conflict resolution, managing School Bullying in different educational contexts”

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. Parenting 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. School Coexistence in Addressing 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 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. The Proper Professional Development of Teachers in School 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 School 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 in School Bullying

3.1.1. Conflict in Education
3.1.3. Historical Overview
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. Interaction Between Personality and Context

3.4. Planning the Analysis of a School Bullying Situation

3.4.1. Suitability of the Mediator
3.4.2. Conflict Detection Plan

3.5. Stages of Planning 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. Implementation
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 Conflicts

3.7. School Bullying in Pre-School Education

3.7.1. Active Listening
3.7.2. Deep Exploration of the Conflict Beyond the Surface
3.7.3. Reactions of the Involved Parties
3.7.4. Experience of Emotions

3.8. School Bullying in Primary School Children

3.8.1. Active Listening
3.8.2. Deep Exploration of the Conflict Beyond the Surface
3.8.3. Elements Relating to Individuals
3.8.4. Elements Relating to the Process
3.8.5. Elements Relating to Communication

3.9. School Bullying in Adolescents

3.9.1. Active Listening
3.9.2. Deep Exploration of the Conflict Beyond the Surface
3.9.3. Elements Relating to Individuals
3.9.4. Elements Relating to the Process
3.9.5. Elements Relating to Communication

3.10. Importance of Follow-up and Support in School Bullying

3.10.1. Follow-up
3.10.2. Different Resources of Support for Teachers

Module 4. School Violence: Bullying and Cyberbullying

4.1. Definition of School Bullying

4.1.1. School Bullying
4.1.2. Bullying Incidence Data Worldwide
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
4.2.4. How to Approach the Minor in This Situation

4.3. How to Prevent School Bullying

4.3.1. The Role of Prevention
4.3.2. Bullying Prevention Activities

4.4. How to Act in the Case of School Bullying

4.4.1. Response to a Bullying Case
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. Cyberbullying Incidence Data Worldwide
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
4.6.4. How to Approach the Minor in This Situation

4.7. How to Prevent Cyberbullying

4.7.1. The Role of Prevention
4.7.2. Cyberbullying Prevention Activities

4.8. How to Act in Cyberbullying

4.8.1. Response to a Bullying Case
4.8.2. Responsibilities of Parents and Educators
4.8.3. How to Act in Case of Bullying
4.8.4. Responsibilities of Parents and Educators
4.8.5. Educational Centers

4.9. Definition of Grooming

4.9.1. Grooming
4.9.2. Grooming Incidence Data Worldwide
4.9.3. Characteristics of Grooming
4.9.4. Response to Grooming

4.10. Definition of Stalking

4.10.1. Stalking
4.10.2. Stalking Incidence Data Worldwide
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 May 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 the Witnesses

5.2. Communication with the Principal and the 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. Process of Collecting Information
5.3.2. Adoption of Emergency Measures
5.3.3. First Communication with Families

5.4. Educational Inspection

5.4.1. What is Educational Inspection
5.4.2. Report Referred to Educational Inspection
5.4.3. Actions of Educational Inspection

5.5. Diagnosis in the Absence of School Bullying

5.5.1. Educational Guidelines for the Prevention of School Bullying
5.5.2. Educational Approach with the Classroom
5.5.3. Tools for Addressing Risk Situations

5.6. Diagnosis of School Bullying

5.6.1. Action Procedure
5.6.2. Intervention with the Aggressor
5.6.3. Intervention with the Victim
5.6.4. Intervention with the Witnesses

5.7. Evaluation Questionnaires

5.7.1. School Bullying Questionnaires
5.7.2. Cyberbullying Questionnaires
5.7.3. Questionnaires to Evaluate Peer Relationships
5.7.4. Questionnaires to Assess Mood

5.8. Intervention Programs in School Bullying

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. The Emotion of Sadness
5.9.2. The Emotion of Joy
5.9.3. The Emotion of Anger
5.9.4. The 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 the Resolution of School Bullying

6.1. Communication in Situations of School Bullying

6.1.1. Sender
6.1.2. Receiver
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. Unequal Resolution Communicative Styles

6.3.1. Communication Styles
6.3.2. Win/Lose
6.3.3. Lose/Win

6.4. Appropriate and Empathetic Communication

6.4.1. Win/Win
6.4.2. Win and Help the Other Win

6.5. Assertive Communication in School Bullying

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

6.6. Appropriate Decision-Making to Resolve a Situation of School Bullying

6.6.1. Process of Appropriate Decision-Making
6.6.2. Variables Involved in the Decision-Making Process

6.7. Communication Agents Involved in School Bullying

6.7.1. Communication by the Student
6.7.2. Communication by the Teacher

6.8. Developing Non-Violent Communication for Addressing School Bullying

6.8.1. Non-Violent Communication
6.8.2. States of Aggressiveness
6.8.3. Indicators of Aggressiveness

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 Element 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 in the School Context

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. Generation of Conflict
7.3.2. Peer Mediation
7.3.3. The Role of the Aggressor’s Assistant and the Victim’s Assistant

7.4. Strategies for Identifying School Roles

7.4.1. Techniques to Identify the Different Roles
7.4.2. Indicators to Determine Roles

7.5. Role Differentiation at Individual and Group Level

7.5.2. The Role Occupied by an Individual
7.5.3. The Role Attributed by Peers
7.5.4. The Desired Role

7.6. The Teacher’s Role as an Agent of Change

7.6.1. Activities in which the Teacher’s Role Prevails
7.6.2. Activities in which Teacher and Students Participate Together
7.6.3. Activities According to the Group Objective

7.7. Training for Conflict Resolution in Bullying Situations

7.7.1. Conflict Resolution 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 for Conflict Resolution

7.9. Strategies for Addressing Conflicts through Humor

7.9.1. The Sense of Humor
7.9.2. Therapeutic Use of Humor
7.9.3. The Use of Humor in School Bullying

7.10. The Educational 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 Mistreatment for Awareness
7.10.4. Use of Serious and Relevant Data to Address School Bullying

Module 8. Law Applied to School Bullying

8.1. Legal Classification of the Main Behaviors of School Bullying

8.1.1. Common Elements
8.1.2. Legal Classification 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. Schools

8.3. Legal Protection of Minors at the International Level

8.3.1. Characteristics of Legal Protection of Minors
8.3.2. Basic Concepts of Legal Protection of Minors
8.3.3. Application of Laws Directed Toward the Protection of Minors

8.4. Legislative Framework for the Protection of Children at the International Level

8.4.1. Legislative Responses for the Protection of Children in Educational Centers, the Family Environment, and on the Internet Across 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 of Educational Centers to Address School Bullying

8.5.1. Prevention Instruments
8.5.2. Action Instruments

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 Psychopedagogical Report

8.7.1. School Report
8.7.2. Reasons for Assessment
8.7.3. Drafting of Results
8.7.4. Drafting of Conclusions

8.8. The Clinical Report

8.8.1. Clinical Report
8.8.2. Reason for Interview
8.8.3. Results and Conclusions
8.8.4. Proposed Intervention

8.9. Expert Evaluation of Minors

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

8.10. Expert Evaluation of Abuse

8.10.1. Profile of the Abuser
8.10.2. Profile of the Victim
8.10.3. Dynamics of the Abusive Relationship
8.10.4. Types of Aggressions

Module 9. Childhood and Adolescent Psychopathology

9.1. Neurodevelopmental 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 and Other Psychotic Disorders

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

9.3. Bipolar Disorder and Related Disorders

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

9.4. Depressive Disorders

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

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 Stressor-Related Disorders

9.7.1. What Are Trauma- and Stressor-Related Disorders?
9.7.2. Disorders Included in the Diagnostic Category of Trauma- and Stressor-Related Disorders
9.7.3. Trauma-Related 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 and Related Disorders?
9.9.2. Disorders Included in the Diagnostic Category of Somatic Symptom and Related Disorders
9.9.3. Somatic Symptomatology in Childhood and Adolescence

9.10. Feeding and Eating Disorders

9.10.1. What Are Feeding and Eating Disorders?
9.10.2. Feeding and Eating Disorders Included in the DSM-5
9.10.3. Relevant Data on Feeding and Eating 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. Differences with Adults

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 Disorder
10.8.2. Diagnostic Criteria
10.8.3. Avoidant Personality and Its Relation to Childhood and Adolescence

10.9. Dependent Personality Disorder

10.9.1. Introduction to Dependent Personality Disorder
10.9.2. Diagnostic Criteria
10.9.3. Dependent Personality and Its Relation to Childhood and Adolescence
10.9.4. Implications of 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

You will delve into key communicative styles in conflict resolution, gaining an understanding of the social relationships involved in the emergence of School Bullying”