Este programa de la Postgraduate diploma en Career Guidance in Schools generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

Este programa permitirá al participante abrirse a diferentes enfoques y modelos de orientación, nuevas ideas y recursos a los qué acceder de forma sencilla y ágil. Adquirirá nuevas habilidades en el aula y una nueva perspectiva sobre cómo enfocar la orientación. Los recursos que el profesional encontrará le permitirán obtener mejores resultados a medio y largo plazo tanto en la decisión vocacional como en la preparación para la vida laboral de sus alumnos. 

Para esto, TECH propone un modelo diferente y eficaz para ayudar en las etapas preuniversitarias basado en la experiencia, con una amplia muestra de adolescentes y que de una manera sencilla se puede implementar con garantías. 

Aspectos como las diferencias socioeconómicas, discapacidades o diferencias en el aprendizaje se tienen que abordar con especial interés y de forma innovadora a través de la orientación.

Esta Postgraduate diploma va dirigido a orientadores, y posgrados de Psicología o Psicopedagogía que quieran profundizar es este campo. Las ratios recomendadas de 1 orientador por cada 250 alumnos distan mucho de la realidad en toda Europa, abriendo una oportunidad laboral para los profesionales en esta área. 

Este programa hace que los profesionales de este campo aumenten su capacidad de éxito, lo que revierte, en una mejor praxis y actuación que repercutirá directamente en el tratamiento educativo, en la mejora del sistema educativo y en el beneficio social para toda la comunidad.

Un completísimo programa que te abrirá el camino hacia un tipo de intervención profesional de suma importancia en los centros educativos”

Esta Postgraduate diploma enCareer Guidance in Schools contiene el programa universitario más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de 100 casos prácticos presentados por expertos en Orientación Vocacional y Profesional
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables
• Novedades sobre Orientación Profesional y Vocacional en Centros Educativos
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Sistema interactivo de aprendizaje basado en algoritmos para la toma de decisiones sobre las situaciones planteadas
• Con especial hincapié en metodologías basadas en la evidencia en Orientación Profesional y Vocacional en Centros Educativos
• Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Esta Postgraduate diploma marca la diferencia entre un profesional con muchos conocimientos y un profesional que sabe aplicarlos el ejercicio diario de su profesión”

Incluye en su cuadro docente profesionales pertenecientes al ámbito de la Career Guidance in Schools que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirán al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un aprendizaje inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa está basado en el aprendizaje basado en problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del programa. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la Career Guidance in Schools y con gran experiencia docente.

Ponte al día comienza a realizar una intervención en orientación vocacional y profesional que sea referencia en tu centro"

Una capacitación creada para psicólogos, que te impulsará a la excelencia y que te permitirá adquirir nuevas competencias y estrategias de manera fluida y eficaz"

The contents of this program have been developed by most competent professionals in this sector, with a commitment to high quality at every stage. As such, the most relevant and important topics for the development of the program have been selected, identifying those which a priori develop the concept of Career Guidance in Schools.  

An intensive educational approach, structured in such a way that you achieve your learning goals consistently and effectively" 

Module 1. Career Guidance: Theoretical Framework 

1.1. Historical Development of Career Guidance

1.1.1. Ideological Period 
1.1.2. Empiricist Period
1.1.3. Observational Period
1.1.4. Empirical Stage Guidance as Adjustment
1.1.5. Empirical Stage Guidance as Education
1.1.6. Theoretical Stage
1.1.7. Technological Stage
1.1.8. Psychopedagogical Stage
1.1.9. From a Psychometric Model to a Humanistic Approach
1.1.10. Expansion of Guidance

1.2. Theory, Approaches and Models of Vocational Guidance

1.2.1. Non-Psychological Approaches: Chance Theory
1.2.2. Economic factors
1.2.3. Sociological Factors
1.2.4. Psychological Approaches: Trait and Factor Approach.
1.2.5. Psychodynamic Model
1.2.6. Need-Based Approaches
1.2.7. Approach to Self-Concept
1.2.8. Socio-Psychological Model of P.M. Blan
1.2.9. J.L Holland's Model
1.2.10. Dowald E. Super's Phenomenological Approach
1.2.11. Krumboltz's Social Learning Model
1.2.12. Dennis Pelletier's Activation Model

1.3. Career Guidance: Concept and Scope of Action

1.3.1. What Is Career Guidance?
1.3.2. Differences with Educational Guidance
1.3.3. Institutional Framework
1.3.4. Training Centers
1.3.5. The Family
1.3.6. Guidance Team
1.3.7. The Individual
1.3.8. The Group
1.3.9. The Company
1.3.10. Special Groups

1.4. Levels of Intervention in Career Guidance

1.4.1. Professional Vs Occupational Guidance
1.4.2. Intervention and Its Justification
1.4.3. Program Model
1.4.4. Collaborative Model
1.4.5. Clinical Model
1.4.6. Didactic Models
1.4.7. Consulting Models
1.4.8. Resource Model
1.4.9. Reactive/Proactive Intervention
1.4.10. Group/ Individual Intervention

1.5. Career Guidance in High School

1.5.1. Brief Review of Legislation
1.5.2. Current Situation  
1.5.3. Career Guidance in High School from the Perspective of Parents and Guidance Counselors
1.5.4. High School Itineraries  
1.5.5. Gender and Guidance in High School
1.5.6. Equity and Guidance in High School
1.5.7. Self-Guidance
1.5.8. The Role of the Counselor in High School
1.5.9. The Role of the Family in High School
1.5.10. Future Perspectives

1.6. Labor Integration in Young People.  Intervention Models

1.6.1. Labor Integration of Young People from a Historical Perspective
1.6.2. Current Situation 
1.6.3. Integral Nature of Employment Guidance
1.6.4. Coordination of Institutions
1.6.5. Intervention Program for University Students
1.6.6. Intervention Program for Young People with Training not Adapted to the Labor Market
1.6.7. Intervention Program for Young People with Integration Difficulties
1.6.8. Gender and Socioeconomic Variables in First Employment
1.6.9. Employability Strategies
1.6.10. Future Perspectives

1.7. The Current Labor Market and Its New Requirements

1.7.1. Historical Evolution of the Labor Market
1.7.2. Evolution of Knowledge
1.7.3. Importance of Socioemotional Competencies
1.7.4. Importance of Collaborative Learning
1.7.5. Importance of Continuous Learning
1.7.6. The New Role of Young People in Employment
1.7.7. Promotion in Work
1.7.8. Precarious Employment
1.7.9. Education-Labor Market Mismatches
1.7.10. Mismatches between University Skills and Labor Market

1.8. An Evolutionary Approach to Career Guidance

1.8.1. Theoretical Framework: Ginzberg's Model
1.8.2. Early Childhood Stage
1.8.3. Tentative Period
1.8.4. Realistic Period
1.8.5. Models of Transition to Working Life
1.8.6.  Career Development in the Business Environment
1.8.7. Career Self-Development
1.8.8. Professional Maturity and Outplacement
1.8.9. Retirement and Career Guidance

Module 2. Organizational Development of Guidance in Schools 

2.1. The Educational Center as an Area of Guidance Intervention

2.1.1. The School as an Educational Organization: The Theory of School Organization.
2.1.2. Main Theories and Authors on School Organization (I): Classical Authors
2.1.3. Main Theories and Authors on School Organization (II): Current Perspectives
2.1.4. Culture and Organization of Schools
2.1.5. Decision-Making Bodies in Schools.
2.1.6. The Center and the Classroom as Systems of Relationships
2.1.7. The School as a Community and as a Common Project
2.1.8. The Organizational Documents of the School
2.1.9. Guidance in the Center's Educational Project
2.1.10. Relevance of the Academic and Vocational Guidance Plan

2.2. Organizational Structures of Guidance in Schools

2.2.1. Main Organizational Structures of School Guidance
2.2.2. Organization of School Guidance in Early Childhood Education
2.2.3. Organization of School Guidance in Primary Education
2.2.4. Organization of School Guidance in Secondary Education
2.2.5. Organization of the Educational Guidance in University Education
2.2.6. Organization of Educational Guidance in Adult Education Centers
2.2.7. Organization of Educational Guidance in Special Education
2.2.8. Organization of School Guidance in Special Education Centers and Occupational Training Centers
2.2.9. Organization of Guidance

2.3. Role and Position of Guidance Professionals in Schools

2.3.1. The Systemic Approach in the Educational Sphere: The Center as a System
2.3.2. Role and Position: The Counselor's Place in a School
2.3.3. The Paradoxical Situation of the Guidance Counselor in the Educational Center
2.3.4. The Magician without Magic (I): Towards an Operational Strategy for the School Counselor
2.3.5. The Magician without Magic (II): Casuistic Exemplification of the Selvini Palazzoli Working Group
2.3.6. The Magician without Magic (III): Current Case Exemplification
2.3.7. The Educational Model of Guidance and the Collaborative Relationship
2.3.8. Collaborative Strategies in School Counseling: Joint Problem-Solving
2.3.9. From My Standpoint (I): Why Is a Systemic Approach Important in Educational Guidance?
2.3.10. From my Place (II): I Like Being a Counselor

2.4. Vocational and Professional Guidance within the Functions of School Guidance

2.4.1. Academic and Vocational Fields: A Continuum Throughout Schooling
2.4.2. Fundamental Principles in Academic and Career Guidance
2.4.3. Roles of the School Counselor related to Vocational and Professional Guidance
2.4.4. Educational and Professional Guidance Planning
2.4.5. Intervention Strategies in Educational and Professional Guidance
2.4.6. Can the School Report and the Psycho-Pedagogical Assessment Act as Educational and Vocational Guidance Measures?
2.4.7. Support in the Selection of Educational and Vocational Pathways in Compulsory Schooling
2.4.8. Guidance Counseling as a Vocational Counseling Report
2.4.9. Other Functions of the School Counselor
2.4.10. The Place of Vocational and Professional Guidance within the Functions of School Guidance

2.5. Towards a Curriculum for Vocational and Professional Guidance in the School Environment

2.5.1. Let's Build Vocations from the School Environment
2.5.2. The Educational Counselor as a Curator of Relevant Content in Vocational and Professional Guidance
2.5.3. Tools for the Curation of Content Related to Vocational and Professional Guidance
2.5.4. Students' Concerns and Interests in Vocational and Career Guidance
2.5.5. Towards a School Curriculum on Vocational Guidance (I): Objectives
2.5.6. Towards a School Curriculum on Vocational Guidance (II): Contents
2.5.7. Towards a School Curriculum on Vocational Guidance (III): Key Competencies
2.5.8. Towards a School Curriculum on Vocational Guidance (IV): Standards and Assessment Criteria
2.5.9. The Vocational Guidance Curriculum within the Tutoring Role
2.5.10. Vocational and Professional Guidance as Cross-Cutting Content
2.5.11. Spaces and Times for Guidance in the School Day

2.6. From Educational Pathways to Professional Pathways: Developing a Professional Life Project

2.6.1. Accompanying Our Students to Find their 'Ikigai’
2.6.2. Accompaniment in Self-Knowledge (I): Self-Concept
2.6.3. Accompaniment in Self-Knowledge (II): Self-Competence and Self-Esteem
2.6.4. Accompaniment in the Search and Knowledge of the Educational Offer (I): Itineraries and Modalities
2.6.5. Accompaniment in the Search and Knowledge of the Educational Offer (II): Certificates
2.6.6. Accompaniment in the Search and Knowledge of the Educational Offer (III): Study Plans
2.6.7. Accompaniment in the Search and Knowledge of the Professional Offer (I): Qualifications
2.6.8. Accompaniment in the Search and Knowledge of the Educational Offer (II): Professional Competencies
2.6.9. Accompaniment in Making Vocational Decisions
2.6.10. Vocational PLE: Development of the Personal Learning Environment (PLE) Related to the Students' Vocation or Future Profession

2.7. Building of Educational and Vocational Guidance Plan

2.7.1. Introduction of Educational and Vocational Guidance Plan
2.7.2. Basic Principles of the Introduction of Educational and Vocational Guidance Plan
2.7.3. Objectives of the Educational and Vocational Guidance Plan
2.7.4. Activities and Timing of the Educational and Vocational Guidance Plan
2.7.5. Bibliographic Resources to Carry Out the Educational and Vocational Guidance Plan
2.7.6. Digital Resources to Carry Out the Educational and Vocational Guidance Plan
2.7.7. Audiovisual Resources to Carry Out the Educational and Vocational Guidance Plan
2.7.8. Human Resources to Carry Out the Educational and Vocational Guidance Plan
2.7.9. Examples for Improvement of the Educational and Vocational Guidance Plan
2.7.10. Examples of Good Practices in Educational and Vocational Guidance Plan

2.8. Vocational and Professional Guidance Activities in the Educational Center

2.8.1. Classroom Activities (I): Research and Presentation of Information
2.8.2. Classroom Activities (II): Involvement of Extracurricular Experts in the Classroom
2.8.3. Classroom Activities (III): Thematic Units Within a Subject
2.8.4. Extracurricular Activities (I): Vocational Choice Portfolio
2.8.5. Extracurricular Activities (II): Guidance Days
2.8.6. Extracurricular Activities (III): Projects and Companies
2.8.7. Extracurricular Activities (IV): Simulation Games
2.8.8. Extracurricular Activities (V): Service Learning
2.8.9. Coordinated Activities: Sponsors of Vocational Selection
2.8.10. Other Vocational and Professional Guidance Activities in the Educational Center

2.9. Complementary Activities Outside the School to Work on Vocational and Professional Guidance

2.9.1. Exploration of Family Members' Jobs
2.9.2. Visit to Companies
2.9.3. Shadowing: Professional for a Day
2.9.4. Internships in Companies
2.9.5. Job Fairs
2.9.6. Educational Cooperation Programs
2.9.7. Visit to the Employment Office or Local Employment Services
2.9.8. Visits to Professional Associations
2.9.9. Visits to Universities and Other Educational Centers
2.9.10. Visits to Museums and Exhibitions
2.9.11. Other Complementary Actions Outside the School to Work on Vocational and Professional Guidance

2.10. Assessment and Improvement of the Educational and Professional Guidance Plan

2.10.1. Change, Innovation and Improvement in Guidance
2.10.2. Who Assesses the Educational and Professional Guidance Plan? Hetero-Assessment, Co-Assessment and Self-Assessment
2.10.3. Formative or Summative Assessment of the Educational and Professional Guidance Plan?
2.10.4. What Indexes Can Assess the Effectiveness of the Educational and Professional Guidance Plan
2.10.5. Checklists for the Educational and Professional Guidance Plan
2.10.6. Rubrics to Assess the Educational and Professional Guidance Plan
2.10.7. Targets to Assess the Educational and Professional Guidance Plan
2.10.8. Surveys and Written Forms to Assess the Educational and Professional Guidance Plan
2.10.9. Surveys and Digital Forms to Assess the Educational and Professional Guidance Plan
2.10.10. The Vocational Portfolio as an Assessment of Educational and Professional Guidance Plan

Module 3. Development of Professional Skills in Career Guidance

3.1. Employability Model

3.1.1. Current Economic Context
3.1.2. Employment in the 21st Century
3.1.3. Self-Knowledge
3.1.4. The Vision
3.1.5. The mission
3.1.6. Definition of Objectives
3.1.7. New Work Models
3.1.8. Roadmap
3.1.9. Personal Brands

3.2. Development of Competencies

3.2.1. Characteristics of the Competencies
3.2.2. Capabilities, Skills and Competencies
3.2.3. Competencies that will be in Demand in the 21st Century
3.2.4. Personal Competencies
3.2.5. Professional Competencies
3.2.6. Competency Training
3.2.7. Maturity Levels of a Competency
3.2.8. Assessment of Competencies (Indicators)

3.3. Collaborative Work

3.3.1. Teamwork
3.3.2. Characteristics of Collaborative Work
3.3.3. The Power of Teamwork
3.3.4. Structures and Models for Collaborative Work
3.3.5. Communities of Practice
3.3.6. Tools for Collaborative Work
3.3.7. Empathy
3.3.8. Assertiveness
3.3.9. Trust
3.3.10. Self-Organized Teams

3.4. Project Work

3.4.1. Work Models
3.4.2. Results Oriented
3.4.3. Organization of Work
3.4.4. Project definition
3.4.5. Project Life Cycle
3.4.6. Project Management
3.4.7. The Figure of the Project Manager
3.4.8. Methodologies for Project Management
3.4.9. Difference between Project Development and Product Development
3.4.10. Product Design and Creation

3.5. Communication.

3.5.1. Basic Characteristics of Communication
3.5.2. Effective Communication
3.5.3. Active Listening
3.5.4. Intrapersonal Communication
3.5.5. Interpersonal Communication
3.5.6. Online Interpersonal Communication (e-mail, Social Networks)
3.5.7. Effective Presentations
3.5.8. Visual Communication
3.5.9. Body Communication (Non-Verbal Language)
3.5.10. Speaking in Public

3.6. Adaptation to Change

3.6.1. Context and Basic Concepts
3.6.2. Main Characteristics of Adaptation to Change
3.6.3. Unlearning to Relearn
3.6.4. Flexibility and Versatility
3.6.5. Change Management Process
3.6.6. Factors Favoring Adaptation to Change
3.6.7. Negative Factors or Factors that do not Help Adaptation to Change
3.6.8. Comfort Zone
3.6.9. The Everett Rogers Curve
3.5.10. Moore's Law

3.7. Business Models

3.7.1. Definition and Fundamental Concepts
3.7.2. Business Canvas I
3.7.3. Business Canvas II
3.7.4. Examples of Business Model
3.7.5. Innovation
3.7.6. Innovative Business Models
3.7.7. Basic Organizational Models

3.8. Entrepreneurship

3.8.1. Personal Business Models
3.8.2. Startups
3.8.3. Strategic Business Planning
3.8.4. Lean Canvas
3.8.5. Lean Startup Method
3.8.6. Internet Strategy (Digital Business, Digital Marketing)
3.8.7. Entrepreneurship Skills
3.8.8. Social Entrepreneurship
3.8.9. Corporate Enterprise
3.8.10. The Concept of Added Value

3.9. Leadership.

3.9.1. What is Leadership?
3.9.2. What Does It Take to Be a Leader?
3.9.3. Types of Leadership
3.9.4. Self-Leadership
3.9.5. Mindfulness
3.9.6. Tribes
3.9.7. Followers
3.9.8. Feedback
3.9.9. Coaching
3.9.10. Emotional Intelligence

3.10. Creativity Development

3.10.1. Fundamental Concepts
3.10.2. Factors that Favor the Development of Creativity
3.10.3. Factors that do not Favor Creativity
3.10.4. Lateral Thinking
3.10.5. Exploration and Management of Ideas
3.10.6. Development and Monitoring of Ideas
3.10.7. Divergent Thinking
3.10.8. Convergent Thinking

"Our syllabus has been designed with teaching effectiveness in mind: so that you learn faster, more stimulatingly, and on a more permanent basis"