Take the step and open a new avenue of development and growth to your career in teaching, specializing in Family Socio-Educational Intervention"

In this complete program, students will go through a long and effective learning process, which will allow them to deepen their knowledge of Family Socio-Educational Intervention and Intermediation, addressing the different needs of the students. Throughout these months of specialization, students will delve into the stages of the family in their educational work, that is, the education that takes place during early and second childhood. On the other hand, they will analyze the training that the school should provide to families, dedicating a specific topic to the School of Parents as a tool for preparing families. 

They will also analyze the characteristics of the family understood as a social system and the various changes that have taken place in the family institution during the last decades. Finally, they will study the role of the community with special emphasis on the media and its educational influence, values education and family orientation. 

On the other hand, this comprehensive program will study the definition of learning difficulties and the basic characteristics of students with these difficulties, in order to promote the detection of these students and to be able to design proposals to meet their educational needs. For this purpose, there will be a review of the student's evolutionary milestones and an in-depth study of the conceptualization and etiology of learning difficulties, analyzing the different existing types and offering guidelines for their detection and intervention by teachers in the regular classroom. 

Personalized education is a way of understanding education as a service to freedom and the integral development of each human being, achieving a true process of personal empowerment. This is the reason why this program will delve into the meaning of this pedagogical conception and its philosophical and anthropological foundations, studying its principles, its purposes and its implementation. 

All these processes must be materialized in a real and possible adaptation to the needs of each student. For this purpose, an intensive and comprehensive study will show how to develop educational adaptations using the most innovative tools and materials from experts with extensive experience in the sector, in order to create a process that really allows to boost students in their learning, taking into account their optimal ways of dealing with each field of study.  

Improve your education in Family Socio-Educational Intervention and Intermediation through this program, where you will find the best educational material with real cases. Learn about the latest advances in this specialty” 

This Master's Degree in Family Socio-Educational Intervention and Intermediation contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical cases presented by experts in Psychology
• 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
• 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

Be part of the most advanced, competitive and current teaching with the knowledge of an expert in Family Socio-Educational Intervention and Intermediation. You will learn from the best and with the most effective study system on the market" 

The program includes, in its teaching staff, professionals from the sector who bring to this program the experience of their work, in addition to recognized specialists from prestigious reference societies and universities.  

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

The design of this program focuses on Problem-Based Learning, by means of which professionals must try to solve the different professional practice situations that are presented to them throughout the academic year. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.  

A highly efficient program that will allow you to advance in your profession in a simple and autonomous way"

Prepare yourself for the challenges of a constantly evolving field of work and give your CV an unstoppable boost towards competitiveness"

The contents have been developed by the most competent professionals in this sector, with a high quality criterion in each of its moments. For this purpose, the most relevant and comprehensive topics have been selected, with the latest and most interesting updates.

The syllabus of this program will allow you to learn all aspects of the different disciplines involved in this field. A complete and well-structured program that will lead you to the highest standards of quality and success.   

A unique, key and decisive experience to boost your professional development and improve your teaching techniques" 

Module 1. Evolutionary Psychology

1.1. Origin and Current Status of Developmental Psychology  

1.1.1. Philosophical Background of Evolutionary Psychology
1.1.2. Twentieth Century Models of Evolutionary Psychology

1.1.2.1. The Organicist Model 
1.1.2.2. The Mechanistic Model 
1.1.2.3. The Life Cycle Model 

1.1.3. Current Models of Developmental Psychology

1.1.3.1. The Ethological Model 
1.1.3.2. The Ecological Model 
1.1.3.3. The Information Processing Model 
1.1.3.4. The Evolutionary Cognitive Model 
1.1.3.5. The Cultural-Historical Model

1.2. Developmental Psychology: Concepts and Approaches 

1.2.1. Psychological Development and its Fundamental Determinants
1.2.2. Definition and Objectives of Developmental Psychology
1.2.3. Conceptual Controversies

1.3. Developmental Research Methods and Designs 

1.3.1. Introduction and Phases of Evolutionary Research
1.3.2. Types of Research

1.3.2.1. Systematic Observation
1.3.2.2. Psychophysiological Methods
1.3.2.3. Standardized Problem Solving
1.3.2.4. Clinical Interviews 
1.3.2.5. Questionnaires, Tests, Self-Reports
1.3.2.6. Case Studies
1.3.2.7. Ethnographic Descriptions

1.3.3. Types of Evolutionary Designs

1.3.3.1. Longitudinal Design
1.3.3.2. Cross-Sectional Design

1.4. Psychological Development in Early Childhood 

1.4.1. Factors Influencing the Control of the Growth Process
1.4.2. Brain Growth
1.4.3. Birth and Newborn
1.4.4. Basis of Psychomotor Development and Postural Control

1.5. Psychological Development from 2 to 6 Years of Age 

1.5.1. Psychological Development between 2 and 6 Years of Age
1.5.2. Intellectual Development and Cognitive Processes between 2 and 6 Years of Age
1.5.3. Language Development
1.5.4. Personality Development between 2 and 6 Years of Age
1.5.5. Social Awareness and Development of Standards and Values between the Ages of 2 and 6 Years
1.5.6. Social Development and Behavior from 2 to 6 Years of Age

1.6. Psychological Development from 6 to 12 Years of Age 

1.6.1. Basic Cognitive Processes and Intellectual Development between 6 Years and Adolescence

1.6.1.1. Development of Attention, Memory and Cognition
1.6.1.2. Concrete Operational Thinking

1.6.2. Personality Development from Age 6 Through Adolescence

1.6.2.1 Personality Development 
1.6.2.2. Self-Awareness
1.6.2.3. Emotional Development between 6 years of Age and Adolescence
1.6.2.4. Gender Development between Ages 6 and Adolescence

1.6.3. Social Knowledge and Development of Standards between 6 Years and Adolescence
1.6.4. Social Development and Behavior from 6 Years to Adolescence

1.7. Psychological Development in Adolescence

1.7.1. Adolescence and its Evolutionary Significance
1.7.2. From Formal Thinking to Conceptual Change
1.7.3. Personality Development in Adolescence
1.7.4. Social Development during Adolescence

1.8. Psychological Development in Adulthood

1.8.1. Change and Development in Adulthood
1.8.2. Cognitive Development in Adulthood
1.8.3. Personality Development in Adulthood
1.8.4. Social Development from Mid-Life Onwards

1.9. Psychological Development in Old Age 

1.9.1. Change and Development in Old Age
1.9.2. Cognitive Development in Old Age
1.9.3. Personality Development in Old Age

1.10. School as a Socializing Institution

1.10.1. Socialization and Learning
1.10.2. The School as a Socializing Institution
1.10.3. Tradition and Cultural Heritage

Module 2. Learning psychology 

2.1. The Three Brains

2.1.1. The Reptilian Brain
2.1.2. The Mammal Brain
2.1.3. The Human Brain

2.2. Reptilian Brain Intelligence

2.2.1. Basic Intelligence
2.2.2. Pattern Intelligence
2.2.3. Parameter Intelligence

2.3. The intelligence of the Limbic System
2.4. The Intelligence of Neocortex
2.5. Evolutionary Development
2.6. The Stress Response or Flight Attack
2.7. What is the World? The Learning Process
2.8. Learning Schemes
2.9. The Importance of the Link
2.10. Attachment and Parenting Styles
2.11. Basic Desires, Primary Desires
2.12. Secondary Desires
2.13. Different Contexts and their Influence on Development
2.14. Emotional Schemes and Limiting Beliefs
2.15. Creating a Self-Concept

Module 3. Introduction to Psychopathology for Educators 

3.1. Neurodevelopment Disorders

3.1.1. What are Neurodevelopmental Disorders? 
3.1.2. Disorders Included in the Diagnostic Category of Neurodevelopmental Disorders
3.1.3. Relevant Aspects of Neurodevelopmental Disorders in Childhood and Adolescence

3.2. Schizophrenia Spectrum Disorders and Other Psychotic Disorders

3.2.1. What are Schizophrenia Spectrum Disorders and Other Psychotic Disorders?
3.2.2. Disorders Included in the Diagnostic Category of "Schizophrenia Spectrum Disorders and Other Psychotic Disorders"
3.2.3. Childhood Schizophrenia

3.3. Bipolar and Related Disorders

3.3.1. What are Bipolar and Related Disorders? 
3.3.2. Disorders Included in the Diagnostic Category of "Bipolar and Related Disorders"

3.4. Depressive Disorders

3.4.1. The Universe of Depressive Disorders
3.4.2. Disorders Included in the Diagnostic Category "Depressive Disorders"

3.5. Anxiety Disorders

3.5.1. Anxiety Disorders
3.5.2. Types of Anxiety Disorders included in the DSM-V
3.5.3. Relevance of Anxiety Disorders in Childhood and Adolescence

3.6. Obsessive Compulsive Disorder and Related Disorders

3.6.1. Introduction to Obsessive-Compulsive Disorder and Related Disorders
3.6.2. Disorders Included in the Diagnostic Category of "Obsessive-Compulsive and Related Disorders"

3.7. Trauma and Stress-Related Disorders

3.7.1. What are Trauma-Related Disorders and Stressors? 
3.7.2. Disorders Included in the Diagnostic Category of "Trauma- and Stressor-Related Disorders"

3.8. Dissociative Disorders

3.8.1. Characteristics of Dissociative Disorders
3.8.2. Disorders Included in the Diagnostic Category of "Dissociative Disorders"

3.9. Somatic Symptom Disorders and Related Disorders

3.9.1. What are Somatic Symptom Disorders and Related Disorders? 
3.9.2. Disorders included in the Diagnostic Category of "Somatic Symptom Disorders and Related Disorders"
3.9.3. Evidence and Data of Relevance on Factitious Disorder as Applied to Another (in Children and Adolescents)

3.10. Eating and Food Ingestion Disorders

3.10.1. What are Eating and Food Intake Disorders? 
3.10.2. Eating and Food Intake Disorders included in the DSM-V
3.10.3. Relevant Data on Eating and Food Intake Disorders in Adolescence

Module 4. Diagnostic Techniques and Instruments 

4.1. Diagnostic Techniques and Instruments

4.1.1. Introduction and Basic Concepts of Educational Diagnostic 
4.1.2. The Process and the Variables in Educational Diagnosis 
4.1.3. Evaluation Techniques and Procedures 
4.1.4. Scope of Application 

4.2. Code of Ethics. Teachers’ Professional Guide

4.2.1. Evolution Over Time 
4.2.2. On the Professionalization of Teachers 
4.2.3. Code of Ethics of the Teaching Profession 
4.2.4. Possibilities of the Teachers’ Code of Ethics

4.3. The Report as a Tool in Evaluation and Diagnosis 

4.3.1. Concept of the Report as a Diagnostic Tool 
4.3.2. Parts of the Education Report 
4.3.3. Report Characteristics

4.4. Observation Techniques 

4.4.1. Observation as a Method 
4.4.2. Functions of the Observation 
4.4.3. Object of the Observation 
4.4.4. Designs in Observational Research 
4.4.5. Types of Observation 

4.5. Interrogation Techniques. The Interview 

4.5.1. The Interview in Educational Diagnosis 
4.5.2. Characteristics of the Interview in the Educational Environment 
4.5.3. Data Previous to the Interview 
4.5.4. Types of Interviews 

4.6. Theoretical Foundations of Psychometric Techniques 

4.6.1. Basic Principles of Psychological Measuring Techniques 
4.6.2. Techniques for the Construction of Attitude Scales 
4.6.3. Test Theory 
4.6.4. Interpretation of Scores 
4.6.5. Item Analysis 
4.6.6. Technical and Ethical Recommendations 

4.7. Standardized Tests: Evaluation and Diagnosis in Attention and Memory 

4.7.1. Introduction 
4.7.2. Types of Tests for Evaluating Attention 
4.7.3. Types of Tests for Evaluating Memory 

4.8. Standardized Tests: Evaluation and Diagnosis in Literacy and Mathematics 

4.8.1. Dyslexia 
4.8.2. Literacy and Dyslexia Evaluation Tools 
4.8.3. Standardized Tests in Mathematics 

4.9. Standardized Tests: Evaluation and Diagnosis of Intelligence 

4.9.1. Test on the Concept of Intelligence and Education 
4.9.2. Types of Standardized Tests in Diagnosis of Intelligence 
4.9.3. Theory of Multiple Intelligences 

4.10. Standardized Tests: Evaluation and Diagnosis in Attention ASD 

4.10.1. Definition and Types of ASD 
4.10.2. Evaluation of the Level of Development 
4.10.3. Rapid Assessment of Autism 
4.10.4. Extensive Assessment of Autism

Module 5. Learning Difficulties and Developmental Disorders

5.1. Developmental psychology 

5.1.1. Physical or Motor Development 
5.1.2. Cognitive Development 
5.1.3. Language Development 
5.1.4. Emotional development 

5.2. Mathematical Learning  

5.2.1. Definition and Conceptualization of Learning Difficulties (LD) 
5.2.2. Memory and Learning Difficulties 

5.3. Special Educational Needs and Inclusive Education 

5.3.1. The Inclusive School Movement Overcoming School Integration 
5.3.2. The Road to a School for All 
5.3.3. Promoting Inclusive Education in Early Childhood Education

5.4.    Learning Difficulties Related to Communication, Language, Speech and Voice Problems 

5.4.1. Oral Linguistic Pathology: Problems in the Communicative, Language, Speech and Voice domains 
5.4.2. Language Problems 
5.4.3. Speech and Articulation Disorders 

5.5. Learning Difficulties Related to Reading and Writing

5.5.1. Conceptualization of Dyslexia or Specific Reading Disorder 
5.5.2. Characteristics of Dyslexia 
5.5.3. Reading Pathways and Types of Dyslexia 
5.5.4. Intervention Guidelines for Students with Dyslexia 
5.5.5. Other Learning Difficulties Related to Reading and Writing 

5.6. Learning Difficulties Related to Mathematics 

5.6.1. Conceptualization of the Specific Learning Disorder with Difficulties in Mathematics 
5.6.2. Etiology and Course of Difficulties in the Mathematical Field 
5.6.3. Types of Specific Mathematics Learning Disorders 
5.6.4. Characteristics of Specific Mathematics Learning Disorders 
5.6.5. Classroom Intervention Guidelines for Students with Specific Mathematics Learning Disorders 

5.7. Intellectual Disability 

5.7.1. Intellectual Disability Conceptualization 
5.7.2. Detection of Intellectual Disability in the Classroom 
5.7.3. Special Educational Needs of Learners with Intellectual Disabilities 
5.7.4. Intervention Guidelines in the Classroom for Students with Intellectual Disability 

5.8. High Abilities in the Classroom: Keys to Their Identification and Educational Development 

5.8.1. Is High Ability an Educational Problem? 
5.8.2. The Concept of High-Capacity Students Is It Possible to Define? 
5.8.3. Identifying High-Capacity Students 
5.8.4. Intervention for High-Capacity Students 

5.9.  Learning Disabilities Related to Visual and Auditory Sensory Deficits 

5.9.1. Visual Impairment 
5.9.2. Developmental Characteristics of Infants with Visual Impairment 
5.9.3. Special Educational Needs of Visually Impaired Children 
5.9.4. Educational Intervention in the Classroom for Students with Visual Impairment 
5.9.5. Hearing Impairment 
5.9.6. Detection of Hearing Impaired Students in the Classroom 
5.9.7. Special Educational Needs of Hearing Impaired Children 
5.9.8. Intervention Guidelines in the Classroom for Hearing Impaired Students 

5.10. Motor Coordination Difficulties or Dyspraxias

5.10.1. Conceptualization of Motor Disability 
5.10.2. Conceptualization of Motor Coordination Difficulties or Dyspraxias 
5.10.3. Detection of Dyspraxias in the Classroom 
5.10.4. Classroom Intervention Guidelines for Students with Dyspraxias

Module 6. Social Exclusion and Policies for Inclusion 

6.1. Basic Concepts of Equality and Diversity 

6.1.1. Diversity and Equal Opportunities 
6.1.2. Social Cohesion, Exclusion, Inequality and Education 
6.1.3. Exclusion Processes in the Field of Formal and Non-Formal Education: Differential Aspects and Images of Diversity

6.2. Nature and Origin of the Main Causes of Social Exclusion and Inequalities in Modern and Contemporary Societies

6.2.1. Current Context of Social Exclusion 
6.2.2. New Sociodemographic Reality 
6.2.3. New Labor Reality 
6.2.4. Crisis of the Welfare State  
6.2.5. New Relational Forms and New Social Ties 

6.3. Exclusion in Schools

6.3.1. Epistemological Preamble 
6.3.2. Sociological References 
6.3.3. Social Context that Generates Inequalities 
6.3.4. Social Exclusion and Integration 
6.3.5. Schooling and Educational Exclusion 
6.3.6. Meritocracy and Democratization of Secondary Education 
6.3.7. Neoliberal Discourse and the Effects of Power

6.4. Main Factors of School Failure 

6.4.1. Definition of School failure 
6.4.2. Causes of School failure 
6.4.3. Difficulties Associated with Failure 
6.4.4. Methods of Diagnosing School Failure

6.5. Inclusive School and Interculturality 

6.5.1. Pluricultural Society and Intercultural Education 
6.5.2. Inclusive Education as a Response 
6.5.3. Democratic Coexistence in the Classroom 
6.5.4. Methodological Proposals for Inclusive Education

6.6. Practical Approaches in Attention to Diversity 

6.6.1. Inclusive Education in Spain 
6.6.2. Inclusive Education in France 
6.6.3. Inclusive Education in Latin America 

6.7. Digital Exclusion in the Digital Information Society 

6.7.1. ICTs and the Digital Divide 
6.7.2. The Possibilities of ICTs for Labor Market Insertion 
6.7.3. How to Improve the Contribution of ICTs to Social Inclusion 

6.8. The Inclusion of ICT in the Diverse School 

6.8.1. ICT as an Inclusive Resource 
6.8.2. Teacher Training, ICT and Attention to Diversity 
6.8.3. Adaptation of ICT to the Students' Needs 

6.9. Social Exclusion and Pedagogical Innovation 

6.9.1. Inclusion, a New Paradigm 
6.9.2. The Denaturalization of School Failure 
6.9.3. The Defence of Diversity 
6.9.4. Questioning Homogeneity 
6.9.5. Resignification of the Teacher's Role

6.10. Needs and Practices in Social Policies for Inclusion 

6.10.1. Inclusion Policies as a Guarantee of the Affirmation of Rights 
6.10.2. Anticipating Social Problems 
6.10.3. Social Participation 
6.10.4. Multilevel Articulation 

Module 7. Methodology of Socio-Educational Action 

7.1. Methodology of Action, Socio-Educational Intervention 

7.1.1. Social Pedagogy, Teaching and Socio-Educational Action 
7.1.2. Fields of Socio-Educational Action 
7.1.3. Functionalities of the Socio-Educational Action 
7.1.4. The Professional of the Socio-Educational Action 

7.2. The Phenomenon of Social Exclusion 

7.2.1. Exclusion as a Social Phenomenon 
7.2.2. Current Social Exclusion 
7.2.3. Factors of Social Exclusion 
7.2.4. Risks of Social Exclusion 

7.3. Intervention with Immigrant Population at Risk of Social Exclusion 

7.3.1. Initial Reception Processes 
7.3.2. Schooling Processes 
7.3.3. Relational Processes 
7.3.4. Labor Market Insertion Processes 

7.4. Socio-Educational Intervention with at-Risk Children 

7.4.1. Children at Social Risk 
7.4.2. National and International Legislation on Children 
7.4.3. Programs and Activities of Socio-Educational Intervention with Minors
7.4.4. Programs and Activities of Socio-Educational Intervention with Families 4.3.5. 

7.5. Women at Risk of Social Exclusion 

7.5.1. Gender Inequality and Social Exclusion 
7.5.2. Immigrant Women 
7.5.3. Women in Single-Parent Families 
7.5.4. Long-Term Unemployed Women 
7.5.5. Unqualified Young Women 

7.6. Intervention with People with Disabilities 

7.6.1. Disability and Social Exclusion 
7.6.2. Programs and Activities of Socio-Educational Intervention with People with Disabilities 
7.6.3. Socio-Educational Intervention Programs and Activities with Families and Caregivers 

7.7. Socio-Educational Intervention with Families 

7.7.1. Introduction
7.7.2. Systemic Family Approach 
7.7.3. Family Counselling 

7.8. Community Social Dynamization 

7.8.1. Introduction 
7.8.2. Community and Community Development 
7.8.3. Community Action Methodology and Strategies 
7.8.4. Achievements of Participation 
7.8.5. Participatory Assessment

7.9. Socio-Educational Intervention Programs 

7.9.1. Socio-Educational Intervention for Child Care 
7.9.2. Intervention with Adolescents at Risk of Social Exclusion 
7.9.3. Socio-Educational Intervention in Prisons 
7.9.4. Intervention with Women Victims of Gender-Based Violence 
7.9.5. Socio-Educational Intervention with Immigrants 

7.10. Towards a Socio-Educational Pedagogy of Death 

7.10.1. Concept of Death 
7.10.2. Pedagogy of Death in the School Environment 
7.10.3. Teaching Proposal 

Module 8. Pedagogical Advice to Social Institutions 

8.1. Pedagogy, Counseling and the Third Social Sector 

8.1.1. Third Sector and Education
8.1.2. Keys to Pedagogical Counseling and the Third Social Sector
8.1.3. Example of Pedagogical Counseling Programs for the Third Social Sector

8.2. The Figure of the Pedagogical Advisor for Social Organizations

8.2.1. Characteristics of the Educational Advisor 
8.2.2. Pedagogical Advisor and Social Entities 
8.2.3. Roles of the Educational Advisor outside the Formal Education Context 

8.3. Contexts and Social Entities for Pedagogical Counseling

8.3.1. Introduction 
8.3.2. Non-Educational Contexts for Pedagogical Counseling 
8.3.3. Social Entities and Pedagogical Counseling 
8.3.4. Conclusions 

8.4. Design of Social Projects and Pedagogical Counseling 

8.4.1. Current Concept of Social Project Planning and Counseling 
8.4.2. Phases to Elaborate a Social Project 
8.4.3. Conclusions 

8.5. Sustainability of Social Entities and Pedagogical Counseling 

8.5.1. Introduction to Sustainability of Social Organizations 
8.5.2. Professional Learning Communities 
8.5.3. External Counseling to the School on Sustainable Innovation 
8.5.4. Continuous Improvement and Participation in Pedagogical Counseling 

8.6. Pedagogical Counseling to Social Institutions in the Field of Education 

8.6.1. Introduction 
8.6.2. The Pedagogical Counselor in Educational Matters 
8.6.3. Example of Educational Counseling 

8.7. Pedagogical Counseling to Social Institutions in the Field of Employment and Social and Labor Inclusion Projects 

8.7.1. Introduction 
8.7.2. The Educational Counselor for Employment 
8.7.3. Example of Employment Counseling 

8.8. Pedagogical Counseling to Social Institutions in the Field of Entrepreneurship and Social Innovation

8.8.1. Introduction 
8.8.2. The Pedagogical Counselor in the Field of Entrepreneurship 
8.8.3. Example of Entrepreneurship Counseling 

8.9. Pedagogical Counseling to Social Institutions on Equal Opportunities, Sustainability and the Environment 

8.9.1. Introduction 
8.9.2. The Pedagogical Advisor on Equality
8.9.3. Example of Entrepreneurship Counseling 

8.10. Good Practices in Pedagogical Counseling for Social Entities 

8.10.1. Counseling and Improvement 
8.10.2. Strategies for Good Counseling 
8.10.3. Conclusions

Module 9. Teaching and Learning in the Family, Social and School Context 

9.1. Education, Family and Society

9.1.1. Introduction to the Categorization of Formal, Non-Formal and Informal Education 
9.1.2. Concepts of Formal, Non-Formal and Informal Education 
9.1.3. Latest Information of Formal and Non-Formal Education
9.1.4. Fields of Non-Formal Education

9.2. Family Education in a World of Change

9.2.1. Family and School: Two Educational Contexts 
9.2.2. Family and School Relationships 
9.2.3. The School and the Information Society 
9.2.4. The Role of the Media 

9.3.  The Educating Family 

9.3.1. Main Dimensions in the Study of Socialization 
9.3.2. Agents of Socialization 
9.3.3. The Concept of Family and Its Functions 
9.3.4. Family Education 

9.4. Education, Family and Community 

9.4.1. Community and Family Educating 
9.4.2. Education in Values  

9.5. School for Parents 

9.5.1. Communication with the Families  
9.5.2. The School for Parents 
9.5.3. Program of a School of Parents 
9.5.4. The Methodology of Family Workshops 

9.6. Family Educational Practices 

9.6.1. Family Characteristics 
9.6.2. The Family: Its Social Changes and New Models 
9.6.3. The Family as a Social System 
9.6.4. Discipline in the Family 
9.6.5. Family Educational Styles 

9.7. The Media and Its Educational Influence 

9.7.1. Media Culture 
9.7.2. Education through Media 

9.8. Family Counselling 

9.8.1. Educational Counselling 
9.8.2. Educating in Social Skills and in Childhood 

9.9. Social Change, School and Teachers 

9.9.1. An Evolving Economy  
9.9.2. Networked Organizations  
9.9.3. New Family Configurations  
9.9.4. Cultural and Ethnic Diversity  
9.9.5. Knowledge with an Expiry Date  
9.9.6. The Teacher: An Agent in Crisis  
9.9.7. Teaching: The Profession of Knowledge

9.10. Some Constants in Teaching

9.10.1. The Content Taught Generates Identity  
9.10.2. Some Knowledge Is Worth More Than Others  
9.10.3. Teaching Is Learning to Teach 
9.10.4. "Every Teacher Has Their Own Little Book"  
9.10.5. Students at the Center of Motivation  
9.10.6. Whoever Leaves the Classroom Does Not Return

Module 10. Personalized Education: Anthropological, Philosophical, and Psychologica Foundations 

10.1. The Human Person 

10.1.1. Educating Taking Into Account The Person 
10.1.2. Person and Human Nature 
10.1.3. Attributes or Radical Properties of the Person 
10.1.4. Strategies to Favor the Unfolding of the Person's Radical Attributes or Properties
10.1.5. The Human Person as a Dynamic System 
10.1.6. The Person and the Meaning That They Can Give to their Life 

10.2. Pedagogical Foundations of Personalized Education 

10.2.1. The Educability of the Human Being as a Capacity for Integration and Growth 
10.2.2. What Is and What Is Not Personalized Education 
10.2.3. Purposes of Personalized Education 
10.2.4. The Personal Teacher-Student Encounter 
10.2.5. Protagonists and Mediators 
10.2.6. The principles of Personalized Education 

10.3. Learning situations in Personalized Education 

10.3.1. The Personalized Vision of the Learning Process 
10.3.2. Operational and Participatory Methodologies and their General Characteristics 
10.3.3. Learning Situations and their Personalization 
10.3.4. Role of Materials and Resources 
10.3.5. Evaluation as a Learning Situation 
10.3.6. The Personalized Educational Style and its Five Manifestations 
10.3.7. Promoting the Five Manifestations of the Personalized Educational Style 

10.4. Motivation: A Key Aspect of Personalized Learning 

10.4.1. Influence of Affectivity and Intelligence in the Learning Process 
10.4.2. Definition and Types of Motivation 
10.4.3. Motivation and Values 
10.4.4. Strategies to Make the Learning Process More Attractive
10.4.5. The Playful Aspect of Schoolwork 

10.5. Metacognitive Learning 

10.5.1. What Should Students Be Taught in Personalized Education 
10.5.2. Meaning of Metacognition and Metacognitive Learning 
10.5.3. Metacognitive Learning Strategies 
10.5.4. Consequences of Learning in a Metacognitive Way
10.5.5. The Evaluation of the Significant Learning of the Learner 
10.5.6. Keys To Educate in Creativity 

10.6. Personalizing the Organization of the School Center 

10.6.1. Factors in the Organization of a School 
10.6.2. The Personalized School Environment 
10.6.3. The Student Body 
10.6.4. The Teaching Staff 
10.6.5. The Families 
10.6.6. The School Center as an Organization and as a Unit 
10.6.7. Indicators to Evaluate the Educational Personalization of a School Center

10.7. Identity and Profession   

10.7.1. Personal Identity: A Personal and Collective Construction  
10.7.2. Lack of Social Valuation 
10.7.3. Cracking and Identity Crisis 
10.7.4. Professionalization Under Debate 
10.7.5. Between Vocation and Expert Knowledge 
10.7.6. Teachers as Artisans 
10.7.7. Fast Food Behavior  
10.7.8. Unrecognized Good Guys and Unknown Bad Guys 
10.7.9. Teachers Have Competitors  

10.8. The Process of Becoming a Teacher   

10.8.1. Initial Training Matters 
10.8.2. At the Beginning, the More Difficult, the Better 
10.8.3. Between Routine and Adaptation 
10.8.4. Different Stages, Different Needs  

10.9. Characteristics of Effective Teachers   

10.9.1. The Literature on Effective Teachers 
10.9.2. Value-Added Methods 
10.9.3. Classroom Observation and Ethnographic Approaches
10.9.4. The Dream of Having Countries with Good Teachers  

10.10. Beliefs and Change   

10.10.1. Analysis of Beliefs in the Teaching Profession 
10.10.2. Many Actions and Little Impact 
10.10.3. The Search for Models in the Teaching Profession

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