This Master's Degree will broaden your horizons as a psychologist and will allow you to grow personally and professionally" 

This Master's Degree provides extensive knowledge in advanced models and techniques in Educational Psychology. For this, you will have a teaching faculty that stand out for their extensive professional experience in the different psychological areas and in different sectors of the population. 

Throughout this program, you will learn about the current and latest approaches to this topic. You will learn more about the most interesting professional techniques, and you will learn about the forms of intervention and management for the different situations that you may encounter in the educational context. 

We will not only take you through the theoretical knowledge, but we will introduce you to another way of studying and learning, one which is simpler, more organic and more efficient.TECHworks to maintain motivation and to create passion for learning, helping students to think and develop critical thinking skills.

A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level. 

An educational program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively"

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

• The development of 100 case studies presented by experts in Educational Psychology
• The graphic, schematic, and practical contents provide students with scientific and practical information on the disciplines that are essential for Psychologist
• New developments and innovations in the different areas of psychology
• Practical exercises where the self-assessment 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
• Special emphasis on cutting-edge 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

Access to profound knowledge of Educational Psychology and its multiple implications, in a complete Master's Degree designed to propel you to another professional level" 

The program’s teaching staff includes professionals from the field who contribute their work experience to this 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 immersive education programmed to learn in real situations.

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

Increase your confidence as a psychologist, updating your knowledge through this Master's Degree"

This Master's Degree marks the difference between a professional with a lot of knowledge and a professional who knows how to apply it in the daily practice of his profession"

The contents of this comprehensive training program have been developed by the sector’s most competent professionals, with a high quality criterion at every stage of the course For this purpose, the most relevant and comprehensive topics have been selected, with the latest and most interesting updates.

This Master's Degree in Educational Psychology contains the most complete and up-to-date program on the market”

Module 1. Learning Psychology

1.1. The Three Brains

1.1.1. Introduction
1.1.2. The Reptilian Brain
1.1.3. The Mammal Brain
1.1.4. The Human Brain
1.1.5. Hemispheric Specialization

1.1.5.1. The Right Hemisphere
1.1.5.2. The Left Hemisphere

1.1.6. A Brain in Balance
1.1.7. Bibliography

1.2. Reptilian Brain Intelligence

1.2.1. Introduction
1.2.2. Basic Intelligence
1.2.3. Pattern Intelligence
1.2.4. Parameter Intelligence
1.2.5. Bibliography

1.3. The intelligence of the Limbic System

1.3.1. Introduction
1.3.2. Affective Intelligence
1.3.3. The intelligence of Mood
1.3.4. Motivational Intelligence
1.3.5. Bibliography

1.4. The Intelligence of Neocortex

1.4.1. Introduction
1.4.2. Rational Intelligence
1.4.3. Associative Intelligence
1.4.4. Spatial Intelligence
1.4.5. Intuitive Intelligence
1.4.6. Bibliography

1.5. Evolutionary Development

1.5.1. Phases in Brain Development

1.5.1.1. Neurogenesis
1.5.1.2. Migration
1.5.1.3. Cell Differentiation
1.5.1.4. Synaptogenesis
1.5.1.5. Apoptosis
1.5.1.6. The New Synaptic Arrangement
1.5.1.7. Myelination

1.5.2. Intrauterine Period
1.5.3. The Importance of Early Childhood
1.5.4. Bibliography

1.6. The Stress Response or Flight Attack

1.6.1. Introduction
1.6.2. Physiological Changes in the Stress Response
1.6.3. Effects of Stress on Health
1.6.4. Bibliography

1.7. What is the World? The Learning Process

1.7.1. Objective, to Survive
1.7.2. Stages in the Memorization of a Stimulus

1.7.2.1. Coding Phase
1.7.2.2. Storage Phase
1.7.2.3. Recovery Phase
1.7.2.4. Bibliography

1.8. Learning Schemes

1.8.1. What's Safe For You Is Safe For Me Too?
1.8.2. Stimulus - Emotion Scheme (E - E)
1.8.3. Behavior - Consequence Scheme (C - C)
1.8.4. So, Am I Going to Have the Same Fears as My Parents?
1.8.5. Bibliography

1.9. The Importance of the Link

1.9.1. Introduction
1.9.2. If They Love Me, They Take Care of Me. If I Am Taken Care of, I Will Survive
1.9.3. References

1.9.3.1. Primary References
1.9.3.2. Secondary References

1.9.4. Bibliography

1.10. Attachment and Parenting Styles

1.10.1. Introduction and Background
1.10.2. Types of Attachment
1.10.3. Attachment Figures and Their Impact
1.10.4. Types of Children
1.10.5. Bibliography

1.11. Basic Desires, Primary Desires

1.11.1. What Are Basic Desires?
1.11.2. Exogenous or Transferred Desires

1.11.2.1. Attachment Desires (Bowlby, 1969)
1.11.2.2. Desires for Containment
1.11.2.3. Desires for Delimitation

1.11.3. Framing or Endogenous Desires
1.11.4. Bibliography

1.12. Secondary Desires

1.12.1. Introduction
1.12.2. Narcissistic Desires
1.12.3. Desires Related to the Welfare of the Referrer
1.12.4. Wishes for Magical Acquisition
1.12.5. Desire for Constant Hedonism
1.12.6. Bibliography

1.13. Different Contexts and their Influence on Development

1.13.1. Introduction
1.13.2. The Microcontext
1.13.3. Mesocontext
1.13.4. Macro Context
1.13.5. Bibliography

1.14. Emotional Schemes and Limiting Beliefs

1.14.1. What is an Emotional Scheme
1.14.2. Formation of Emotional Schemes and Limiting Beliefs
1.14.3. Bibliography

1.15. Creating a Self-Concept

1.15.1. What is Self-Concept
1.15.2. Integrating Information
1.15.3. Bibliography

Module 2. Education in Intelligence and Affectivity

2.1. Concept of Emotional Intelligence

2.1.1. Introduction to Intelligence
2.1.2. Approach to Multiple Intelligences
2.1.3. Defining Emotional Intelligence
2.1.4. Characteristics of Emotional Intelligence
2.1.5. Relationship between Emotional Intelligence and Academic Performance

2.2. Theories and Models of Emotional Intelligence

2.2.1. Discovering the basis of intelligence
2.2.2. The Origins of Emotional Intelligence
2.2.3. New Contributions relating to Emotional Intelligence

2.3. Components of Emotional Intelligence

2.3.1. Defining the Elements of Emotional Intelligence
2.3.2. Sensation in Emotional Intelligence
2.3.3. Attention in Emotional Intelligence
2.3.4. Perception in Emotional Intelligence
2.3.5. Memories in Emotional Intelligence
2.3.6. Motivation in Emotional Intelligence
2.3.7. Language in Emotional Intelligence

2.4. Physiology of Emotional Intelligence

2.4.1. Neural Basis
2.4.2. Brain and Intelligence
2.4.3. Brain a
2.4.4. Brain and Emotional Intelligence

2.5. Evolution of Emotional Intelligence

2.5.1. The Evolution of Intelligence
2.5.2. Emotional Development
2.5.3. Emotional Intelligence Development

2.6. Evaluation of Emotional Intelligence

2.6.1. Features of the Evaluation
2.6.2. Intelligence Quotient Evaluation
2.6.3. Evaluation of Emotional Intelligence

2.7. Gender Differences of Emotional Intelligence

2.7.1. Male-Female Genetic Differences
2.7.2. The Role of Hormones in Gender Differentiation
2.7.3. Emotional Differences between Men and Women
2.7.4. Gender Differences in Compassion
2.7.5. Gender Differences in Empathy

2.8. Social Influence of Emotional Intelligence

2.8.1. Emotional Disorders in Adolescence
2.8.2. Emotional Problems within theClassroom
2.8.3. Emotional Intelligence Applied to Adolescents
2.8.4. Emotional Intelligence Training in the Classroom

2.9. Family and Emotional Intelligence

2.9.1. The Individual and Family
2.9.2. Intelligence and the Family
2.9.3. Parenting Styles
2.9.4. Family and Emotional Issues
2.9.5. Emotional Intelligence within the Family

2.10. Myths and Truths of Emotional Intelligence

2.10.1. Emotional Intelligence and Physical Health: Myths and Facts
2.10.2. Emotional Intelligence and Mental Health: Myths and Facts
2.10.3. Alexithymia, The Absence of Emotional Intelligence: Myths and Realities

Module 3. The Psychology of Attention and Perception

3.1. The Perception Process

3.1.1. An Introduction to Perception
3.1.2. Color Perception
3.1.3. Anomalous Perceptions

3.2. Motion Perception

3.2.1. Definition of Motion
3.2.2. Motion Perception Functions
3.2.3. Characteristics of Motion Perception and its Types

3.3. Perception of Speech

3.3.1. Physical Characteristics of the Signal
3.3.2. Acoustic Wave Elements
3.3.3. Theories of Speech Perception

3.4. Perception of Language

3.4.1. Perception of Vowels
3.4.2. Perception of Consonants
3.4.3. Conclusions

3.5. Introduction to the Study of Attention

3.5.1. Concept of Attention
3.5.2. Attention Characteristics
3.5.3. Determinants of Attention
3.5.4. Types of Care

3.6. Selective Attention

3.6.1. Definition and Concept of Selective Attention
3.6.2. Selective Attention Dimensions
3.6.3. Models of Selective Attention

3.7. Divided Attention

3.7.1. Definition and Concept of Divided Attention
3.7.2. Split-care Models
3.7.3. Automaticity and Attentional Control

3.8. Sustained Attention

3.8.1. Definition and Concept of Sustained Attention
3.8.2. Characteristics of Sustained Attention Tasks
3.8.3. Theories of Sustained Attention

3.9. The Contribution of Attention to Experimental Studies

3.9.1. Experimental Tasks and Paradigms
3.9.2. The Stroop Task
3.9.3. Priming Tasks
3.9.4. Double Task

3.10. Neuroscience of Attention

3.10.1. Cerebral Bases of Attention
3.10.2. The P300 Component as an Electrophysiological Indicator of Attentional Processes
3.10.3. Sustained Attention andNeuroimaging
3.10.4. Individual Differences in Perception and Attention
3.10.5. Age Differences in Care

Module 4. Psychology of Thought and Language

4.1. Neurobiological Basis Involved in Language

4.1.1. Introduction
4.1.2. Language Definitions
4.1.3. Historical Background
4.1.4. Summary
4.1.5. Bibliographical References

4.2. Language Development

4.2.1. Introduction
4.2.2. Appearance of Language
4.2.3. Acquisition of Language
4.2.4. Summary
4.2.5. Bibliographical References

4.3. Neuropsychological Approaches to Language

4.3.1. Introduction
4.3.2. Brain Processes of Language
4.3.3. Brain Areas Involved
4.3.4. Neurolinguistic Processes
4.3.5. Brain Centers Involved in Comprehension
4.3.6. Summary
4.3.7. Bibliographical References

4.4. Neuropsychology of Language Comprehension

4.4.1. Introduction
4.4.2. Brain Areas Involved in Comprehension
4.4.3. Sounds
4.4.4. Syntactic Structures for Linguistic Comprehension
4.4.5. Semantic Processes and Meaningful Learning
4.4.6. Reading Comprehension
4.4.7. Summary
4.4.8. Bibliographical References

4.5. Communication Through Language

4.5.1. Introduction
4.5.2. Language as a Tool for Communication
4.5.3. Evolution of Language
4.5.4. Social Communication
4.5.5. Summary
4.5.6. Bibliographical References

4.6. Language Disorders

4.6.1. Introduction
4.6.2. Speech and Language Disorders
4.6.3. Professionals Involved in the Treatment
4.6.4. Classroom Implications
4.6.5. Summary
4.6.6. Bibliographical References

4.7. Aphasia

4.7.1. Introduction
4.7.2. Types of Aphasia
4.7.3. Diagnosis
4.7.4. Assessment
4.7.5. Summary
4.7.6. Bibliographical References

4.8. Language Stimulation

4.8.1. Introduction
4.8.2. Importance of Language Stimulation
4.8.3. Phonetic-Phonological Stimulation
4.8.4. Lexical-Semantic Stimulation
4.8.5. Morphosyntactic Stimulation
4.8.6. Pragmatic Stimulation
4.8.7. Summary
4.8.8. Bibliographical References

4.9. Reading and Writing Disorders

4.9.1. Introduction
4.9.2. Delayed Reading
4.9.3. Dyslexia
4.9.4. Dysorthographia
4.9.5. Dysgraphia
4.9.6. Treatment of Reading and Writing Disorders
4.9.7. Summary
4.9.8. Bibliographical References

4.10. Evaluation and Diagnosis of Language Difficulties

4.10.1. Introduction
4.10.2. Language Evaluation
4.10.3. Language Assessment Procedures
4.10.4. Psychological Tests for Assessing Language
4.10.5. Summary
4.10.6. Bibliographical References

4.11. Intervention in Language Disorders

4.11.1. Introduction
4.11.2. Implementation of Improvement Programs
4.11.3. Improvement Programs
4.11.4. Improvement Programs Using New Technologies
4.11.5. Summary
4.11.6. Bibliographical References

4.12. Incidence of Language Difficulties on Academic Performance

4.12.1. Introduction
4.12.2. Linguistic Processes
4.12.3. Incidence of Language Disorders
4.12.4. Relationship Between Hearing and Language
4.12.5. Summary
4.12.6. Bibliographical References

4.13. Guidance for Parents and Teachers

4.13.1. Introduction
4.13.2. Language Stimulation
4.13.3. Reading Stimulation
4.13.4. Summary
4.13.5. Bibliographical References

Module 5. Developmental Psychology

5.1. Developmental Psychology as a Science

5.1.1. Conceptual Approach
5.1.2. Development Dichotomies
5.1.3. Areas of Development
5.1.4. Life Cycle Periods
5.1.5. Theories of Development

5.2. Prenatal Development and Birth

5.2.1. Prenatal Development
5.2.2. Birth
5.2.3. First New-Born Screening: Capabilities of the New-Born
5.2.4. Reflections
5.2.5. The Activation States

5.3. Alterations in Prenatal Development

5.3.1. Early Care
5.3.2. Genetic Abnormalities
5.3.3. The Influence of Environmental Factors on Prenatal Development
5.3.4. Perinatal Disorders: Early Care
5.3.5. Conceptual Approach. Typology and Characteristics of Early Childhood Care
5.3.6. Structure and Operation

5.4. Evolutionary Characteristics of the Individual during the First Three Years of Life: Development

5.4.1. General Characteristics of the Stage and its Location in the Current Educational System
5.4.2. Physical Development
5.4.3. Cognitive Development
5.4.4. Linguistic Development
5.4.5. Socio-Emotional Development

5.5. Childhood Development (3-6 years)

5.5.1. General Characteristics of the Stage and its Location in the Current Educational System
5.5.2. Physical Development
5.5.3. Cognitive Development
5.5.4. Linguistic Development
5.5.5. Socio-Emotional Development

5.6. Developmental Disorders in the Early Childhood Education Period

5.6.1. Assessment and Intervention Guidelines
5.6.2. Sleep Disorders Eating Disorders
5.6.3. Sphincter Control
5.6.4. Separation Anxiety: Social and environmental influences
5.6.5. Mental Retardation
5.6.6. Neurodevelopment Disorders

5.7. Childhood Development (6-12 years)

5.7.1. General Characteristics of the Stage and its Location in the Current Educational System
5.7.2. Physical Development
5.7.3. Cognitive Development
5.7.4. Linguistic Development
5.7.5. Socio-Emotional Development

5.8. Developmental Disturbances in Elementary School Period

5.8.1. Assessment and Intervention
5.8.2. Behavioral Disorders
5.8.3. Socioemotional Disorders
5.8.4. Attention Deficit Hyperactivity Disorders: Assessment Tools and Intervention Programs

5.9. Development during Adolescence and Early Adulthood

5.9.1. Stage Disorders
5.9.2. General Characteristics of the Stage and its Location in the Current Educational System
5.9.3. Physical Development
5.9.4. Cognitive Development
5.9.5. Socio-Emotional Development
5.9.6. Emancipation from Family of Origin: Inclusion of Youths
5.9.7. Substance Use

5.10. Adult Development:Physical and Psychosocial

5.10.1. Development in the Elderly: Aging, Retirement and Family
5.10.2. Health and Disease in the Elderly
5.10.3. Assessment and Intervention
5.10.4. Adult Physical and Psychosocial Development: Adaptation, Changes, Stages, Crises
5.10.5. Adulthood and Family and Work Context
5.10.6. An Aging Population: Physical, Cognitive, Social, Psychological: Retirement
5.10.7. The Elderly and the Family Context
5.10.8. Physical Disorders
5.10.9. Cognitive Impairment
5.10.10. Dementias
5.10.11. Depression

Module 6. Coaching

6.1. What is Coaching?

6.1.1. An Objective-driven Process

6.1.1.1. The Importance of Defining the Objective
6.1.1.2. Starting from the End
6.1.1.3. How to Define a SMART Objective
6.1.1.4. From Apparent to Real Objective
6.1.1.5. Target Characteristics

6.1.2. A Process Among People

6.1.2.1. Coaching Framework or Context
6.1.2.2. The Coaching Relationship
6.1.2.3. Influences in the Coaching Process
6.1.2.4. Trust
6.1.2.5. Respect

6.1.3. The Bond
6.1.4. A Communicative Process

6.1.4.1. The Power of Language
6.1.4.2. Active Listening
6.1.4.3. Lack of Judgment
6.1.4.4. Non-Verbal Communication

6.1.5. An Action-oriented Process

6.1.5.1. The Importance of Action
6.1.5.2. Designing an Action Plan
6.1.5.3. Monitoring
6.1.5.4. Assessment
6.1.5.5. A Creative Process
6.1.5.6. Generating Options
6.1.5.7. Choosing Options

6.2. The Origins and Background of Coaching

6.2.1. Philosophical Origins and Maieutics

6.2.1.1. Pre-Socratics
6.2.1.2. The Maieutics of Socrates
6.2.1.3. Plato
6.2.1.4. Later Philosophical Influences

6.2.2. Influences of Humanistic Psychology

6.2.2.1. The Basics of Humanistic Psychology
6.2.2.2. Confidence in the Client's Ability
6.2.2.3. Focus on Potentialities and Possibilities

6.2.3. Contributions of Positive Psychology

6.2.3.1. The Basics of Positive Psychology
6.2.3.2. Conditions for Positive Psychology
6.2.3.3. Human Strengths
6.2.3.4. Meaning and Purpose in Life

6.2.4. The Winner Game

6.2.4.1. Deliberate Practice
6.2.4.2. Improvement in Sports Performance
6.2.4.3. Galwain

6.2.5. Orientalism

6.2.5.1. Importance of the Process or Pathway
6.2.5.2. Objectives as Goals
6.2.5.3. Detachment from Expectations and Achievements
6.2.5.4. Understanding Suffering
6.2.5.5. The Power of the Present

6.2.6. Other Influences

6.2.6.1. Systemic Psychology
6.2.6.2. Gestalt Psychology
6.2.6.3. The Flow Concept
6.2.6.4. Zen Teachings
6.2.6.5. Management
6.2.6.6. Neurosciences
6.2.6.7. Epigenetics

6.3. Current Schools and Trends

6.3.1. The American School

6.3.1.1. Practical Coaching Approach
6.3.1.2. Thomas Leonard
6.3.1.3. Other Exponents

6.3.2. The European School

6.3.2.1. Humanistic Coaching
6.3.2.2. John Whitmore
6.3.2.3. Other Exponents of European Coaching

6.3.3. The Latin American School

6.3.3.1. The Ontological Coaching Approach
6.3.3.2. Rafael Echevarría and Julio Olalla
6.3.3.3. Other Exponents of Latin American Coaching

6.4. Differences Between Coaching and Other Approaches

6.4.1. Specificities of a Coaching Relationship

6.4.1.1. The Coachee's Responsibility
6.4.1.2. The Role of the Coach
6.4.1.3. Achieving Objectives

6.4.2. The Limits of Coaching

6.4.2.1. Psychological Conditions of the Coachee
6.4.2.2. The Coach’s Review and Personal Work
6.4.2.3. Discomfort and Neurosis in Coaching Processes
6.4.2.4. Signs of Psychosis in the Coachee
6.4.2.5. Considerations on the Referral of the Coachee to Psychotherapy Professionals
6.4.2.6. The Approach to Coaching Processes with Coachees in Psychiatric Treatment

6.4.3. Psychotherapy

6.4.3.1. The Pychotherapeutic Approach
6.4.3.2. The Psychodynamic Approach
6.4.3.3. The Humanistic Approach
6.4.3.4. The Gestalt Approach
6.4.3.5. The Behavioral Approach
6.4.3.6. The Jungian Approach
6.4.3.7. The Systemic Approach
6.4.3.8. Complementation of Psychotherapy in Coaching Processes

6.4.4. Mentoring

6.4.4.1. Mentoring Objectives
6.4.4.2. Relationships in Mentoring
6.4.4.3. The Power of Trust in Mentoring
6.4.4.4. Mentoring Consulting
6.4.4.5. The Limits of Mentoring
6.4.4.6. Complementation of Mentoring in Coaching Processes

6.4.5. Consulting

6.4.5.1. Consulting Relationships
6.4.5.2. The Objectives of Consulting
6.4.5.3. Complementation of Consulting in Coaching Processes

6.4.6. Counseling

6.4.6.1. Realtionships in Counseling
6.4.6.2. Objectives and Scope
6.4.6.3. Complementation of Counseling in Coaching Processes

6.4.7. Empowerment

6.4.7.1. Definition
6.4.7.2. Processes
6.4.7.3. Types

6.4.8. Other Approaches

6.4.8.1. Art Therapy
6.4.8.2. Music Therapy
6.4.8.3. Drama Therapy
6.4.8.4. Dance Therapy
6.4.8.5. Body Therapies and Mind-Body Integrative Therapies

6.5. Areas of Coaching

6.5.1. Live Coaching

6.5.1.1.Personal
6.5.1.2. Family
6.5.1.3. Relationship

6.5.2. Sports Coaching

6.5.2.1. Professional Sports Coaching
6.5.2.2. Health and Fitness Coaching
6.5.2.3. Executive Coaching
6.5.2.4. Team Coaching
6.5.2.5. Business Coaching
6.5.2.6. Nutritional Coaching
6.5.2.7. Systemic Coaching
6.5.2.8. Psycho Coaching
6.5.2.9. Transformational Coaching
6.5.2.10. Educational Coaching

6.6. The Competences of  a Coach

6.6.1. The Code of Conduct

6.6.1.1. Ecology
6.6.1.2. Confidentiality
6.6.1.3. Forming Partnerships
6.6.1.4. Creating the Bond
6.6.1.5. Honesty
6.6.1.6. Transparency
6.6.1.7. Respect
6.6.1.8. Commitment

6.6.2. In-house Skills

6.6.2.1. Self-Knowledge
6.6.2.2. Vulnerability
6.6.2.3. Being Proactive
6.6.2.4. Empathy
6.6.2.5. Reflection

6.6.3. External Skills

6.6.3.1. Effective Communication
6.6.3.2. Active Listening
6.6.3.3. Admiration
6.6.3.4. Assertiveness
6.6.3.5. Feedback
6.6.3.6. Process Management
6.6.3.7. Silence
6.6.3.8. Motivation

6.6.4. Coaching Associations

6.6.4.1. International Coach Federation
6.6.4.2. International Coaching Community
6.6.4.3. International Association of Coaching and Psychology

6.6.5. Coaching Qualifications and Preparation

6.6.5.1. Quality Preparation Requirements
6.6.5.2. Accredited Programs
6.6.5.3. Professional Coach Accreditation
6.6.5.4. Accreditation Process

6.6.6. The 11 ICF Core Competencies

6.6.6.1. Laying the Foundations
6.6.6.2. Co-Creating the Relationship
6.6.6.3. Communicating Effectively
6.6.6.4. Cultivating Learning and Growth

6.7. Session Structure

6.7.1. Coach and Coachee Roles

6.7.1.1. Role and Responsibilities of the Coach
6.7.1.2. Role and Responsibilities of the Coachee
6.7.1.3. The Coaching Process
6.7.1.4. Defining Objectives
6.7.1.5. Action Plan
6.7.1.6. Commitment
6.7.1.7. Partnerships
6.7.1.8. Assessment

6.7.2. Sponsor

6.7.2.1. Company, Management or Institution as Sponsor
6.7.2.2. Company and Coachee Objectives
6.7.2.3. Responsibility in the Coaching Process

6.7.3. Structure and Framework

6.7.3.1. Initial Situation
6.7.3.2. Desired Situation
6.7.3.3. Distance Between the Start and Coaching Goal

6.7.4. Partnership and Contract

6.7.4.1. The Suitability of a Partnership
6.7.4.2. The Contract and Contractual Matters
6.7.4.3. Differences and Complementarity Between Partnership and Contract

6.7.5. Types of Session According to their Purpose

6.7.5.1. On Contact
6.7.5.2. On the Starting Process
6.7.5.3. On Development
6.7.5.4. On Follow-up
6.7.5.5. On Assessment
6.7.5.6. On Closure

6.7.6. Closing the Relationship

6.7.6.1. Process Evaluation
6.7.6.2. Relationship Evaluation
6.7.6.3. Evaluating the Achievement of Objectives

6.8. Models

6.8.1. Wasick
6.8.2. PIE
6.8.3. STIR
6.8.4. GROW Model

6.8.4.1. Objective
6.8.4.2. Reality
6.8.4.3. Options
6.8.4.4. Action
6.8.4.5. OUTCOMES Model
6.8.4.6. Objectives
6.8.4.7. Reasons
6.8.4.8. Acting from Now
6.8.4.9. Clarifying the Difference
6.8.4.10. Generating Options
6.8.4.11. Motivating to action
6.8.4.12. Enthusiasm and Incentives
6.8.4.13. Support

6.8.5. ACHIEVES Model

6.8.5.1. Assess, Cure and Situation
6.8.5.2. Create Brainstorming of Alternatives
6.8.5.3. Hone Goals
6.8.5.4. Initiate Options
6.8.5.5. Assess Options
6.8.5.6. Validate Action Program
6.8.5.7. Entourage Momentum

6.9. Coactive Coaching

6.9.1. Fundamentals of Coactive Coaching
6.9.2. The Coactive Coaching Model
6.9.3. The Coactive Coaching Relationship
6.9.4. Contexts

6.9.4.1. Listening
6.9.4.2. Intuition
6.9.4.3. Curiosity
6.9.4.4. Pushing and Deepening

6.9.5. Self Management

6.9.5.1. Principles and Practices
6.9.5.2. Fullness
6.9.5.3. Process
6.9.5.4. Balance
6.9.5.5. Combining

6.10. Coaching as a tool for the development of Groups, Companies and Communities

6.10.1. Current challenges for Companies and Institutions
6.10.2. Organizational Coaching
6.10.3. Company Objectives
6.10.4. Coaching Services for Companies

6.10.4.1. Executive
6.10.4.2. Specific Preparation Programs
6.10.4.3. Shadow Coaching
6.10.4.4. Group Coaching
6.10.4.5. (Systemic) Team Coaching

6.10.5. Psychometric Diagnostic Tools

6.10.5.1. Motivation and values
6.10.5.2. Psychometric Diagnostic Tools
6.10.5.3. MBTI
6.10.5.4. FIRO-B
6.10.5.5. Feedback 360
6.10.5.6. DISC
6.10.5.7. Belbin
6.10.5.8. Evolution in Systems and Communities
6.10.5.9. Change and Innovation through Coaching
6.10.5.10. Basic Coaching Tools

6.10.5.10.1. Personal Life Wheel
6.10.5.10.2. Teaching Wheel
6.10.5.10.3. Student Wheel
6.10.5.10.4. Personal SWOT Analysis
6.10.5.10.5. Johari Window
6.10.5.10.6. The GROW Model
6.10.5.10.7. Circle of Control, Influence, and Concern
6.10.5.10.8. Head, Heart, Belly
6.10.5.10.9. VAK

Module 7. Developmental and Educational Optimization

7.1. Main Authors and Psychological Theories of Childhood Development

7.1.1. Psychoanalytic Theory of Child Development by S. Freud
7.1.2. E. Erikson's Theory of Psychosocial Development
7.1.3. Jean Piaget's Theory of Cognitive Development

7.1.3.1. Adaptation: The Processes of Assimilation and Accommodation lead to Equilibrium
7.1.3.2. Stages of Cognitive Development
7.1.3.3. Sensory-motor Stage (0-2 years)
7.1.3.4. Pre-operative Stage: Pre-operative Sub-period (2-7 years)
7.1.3.5. Stage of Concrete Operations (7-11 years)
7.1.3.6. Formal Operations Stage (11-12 years and older)

7.1.4. Sociocultural Theory of Lev Vigotsky

7.1.4.1. How Do Ee Learn?
7.1.4.2. Higher Psychological Functions
7.1.4.3. Language as a Mediating Tool
7.1.4.4. Proximal Development Zone
7.1.4.5. Development and Social Context

7.2. Introduction to Early Intervention

7.2.1. History of Early Intervention
7.2.2. Definition of Early Intervention

7.2.2.1. Levels of Intervention in Early Intervention
7.2.2.2. Main Fields of Action

7.2.3. What is a CCDEA

7.2.3.1. Concept of CCDEA
7.2.3.2. Functioning of a CCDEA
7.2.3.3. Professionals and Areas of Intervention

7.3. Developmental Aspects

7.3.1. Development from 0-3 Years of Age

7.3.1.1. Introduction
7.3.1.2. Motor Development
7.3.1.3. Cognitive Development
7.3.1.4. Language Development
7.3.1.5. Social Development

7.3.2. Development from 3-6 Years of Age

7.3.2.1. Introduction
7.3.2.2. Motor Development
7.3.2.3. Cognitive Development
7.3.2.4. Language Development
7.3.2.5. Social Development

7.4. Milestones of Alarm in Child Development

7.4.1. Introduction
7.4.2. Warning Signs in Infants 0 to 2 Years of Age
7.4.3. Warning Signs in Infants 2 to 7 Years of Age

7.5. Cognitive and Socio-affective Development from 7 to 11 Years of Age

7.5.1. Development from 7-11 years of age
7.5.2. Introduction
7.5.3. Motor Development
7.5.4. Cognitive Development
7.5.5. Language Development
7.5.6. Social Development

7.6. Cognitive Development during Adolescence and early Adulthood

7.6.1. Development in Adolescence and Early Youth
7.6.2. Introduction
7.6.3. Motor Development
7.6.4. Cognitive Development
7.6.5. Language Development
7.6.6. Social Development

Module 8. Disorders in Language Development

8.1. Introduction
8.2. Thought and Language: TheirRelationships

8.2.1. Theories Explaining its Development
8.2.2. Thought and Language. Interdependence
8.2.3. The Place of Language in Learning

8.3. Relationship between Language and Learning Difficulties

8.3.1. Communication, Language, Speech and Language
8.3.2. Language Development General
8.3.3. Language Impairment Prevention

8.4. Language Developmental Delay and its Implications in Learning Difficulties

8.4.1. Conceptualization of Language Development Delay and its Characterization
8.4.2. Causes of Language Developmental Delay
8.4.3. Importance of Early Identification and Care at School
8.4.4. Delayed Language Development as a Risk Factor for Learning Difficulties

8.5. Most Common Language Disorders in Students

8.5.1. Concepts and Delimitations
8.5.2. Speech Disorders. Its Features in the Following Components: Phonetic, Phonological, Morpho-lexical, Syntactic, Semantic and Pragmatic
8.5.3. Speech Disorders: Dyslalia, Dysarthria, Rhinolalia, Dysphonia, and Stuttering

8.6. Language Evaluation

8.6.1. Assessment Tools
8.6.2. Components to be Evaluated
8.6.3. Evaluation Report

8.7. Attention to Language Disorders in Educational Institutions

8.7.1. Language Disorders
8.7.2. Speech Disorders

8.8. Activities for the Integration of Knowledge and its Practical Application
8.9. Recommending Readings
8.10. Bibliography

Module 9. Educational Psychology

9.1. History, Concept and Current Trends in Educational Psychology

9.1.1. History: Beginning, Birth and Consolidation of Educational Psychology
9.1.2. Conceptual Issues and Epistemological Diversity
9.1.3. Educational Research Methodology

9.2. Nature, Characteristics and Approaches to Learning

9.2.1. Introduction
9.2.2. Learning Metaphors
9.2.3. Conclusions

9.3. Behavioral Theories and Implications for Education

9.3.1. Classical Conditioning in the Educational Context
9.3.2. Instrumental Conditioning in the Educational Context
9.3.3. Operant Conditioning in the Educational Context
9.3.4. Social Learning by Bandura
9.3.5. Techniques of Behavior Modification Based on Conditionings

9.4. Theories of Information Processing

9.4.1. Beginnings, Influence Centers and Consolidation Period
9.4.2. Adaptive Thought Control Theory
9.4.3. Theory of Schemes
9.4.4. Information Processing Theory

9.5. Cognitive Learning Theories

9.5.1. Classic Theories
9.5.2. Current Theories
9.5.3. Implications in the Current Educational Context

9.6. Intelligence

9.6.1. Conceptualization
9.6.2. Psychometric Approach Theories
9.6.3. Assessment Tools
9.6.4. Cognitive/Actual Theories
9.6.5. Current Theories
9.6.6. Feuerstein's Model
9.6.7. Sternberg Triarchic Theory
9.6.8. Gardner's Theory of Multiple Intelligences
9.6.9. Emotional Intelligence by Salovey, Mayer and Caruso
9.6.10. Assessment Tools
9.6.11. Intervention Programs

9.7. Learning Styles and Thinking

9.7.1. Conceptualization
9.7.2. Typologies, Features and Differential Criteria
9.7.3. Assessment Tools

9.8. School Motivation and Learning

9.8.1. Conceptualization and Explanatory Models of Motivation
9.8.2. Types of Motivation
9.8.3. Academic Goals
9.8.4. Motivation for Achievement
9.8.5. Assessment Tools
9.8.6. Intervention Models

9.9. Creativity Conceptual Approach

9.9.1. Classic Models
9.9.2. Current Models
9.9.3. Assessment Tools
9.9.4. Educational Applications

9.10. Interpersonal Relationships and Social Skills

9.10.1. Classroom Group Processes
9.10.2. Classroom Dynamics
9.10.3. Conclusions

Module 10.  Instructional Psychology

10.1. Historical Development and Current Trends in Instructional Psychology

10.1.1. Historical Development: Roots, Birth and Development
10.1.2. Classical and Modern Theories
10.1.3. Conceptualization of the Psychology of Instruction

10.2. Methodology and Instructional Research

10.2.1. Scientific Knowledge, Theories and Research in Educational Psychology and Instructional Psychology
10.2.2. Types of Designs
10.2.3. Types of Research Methodology

10.3. Instructional Design

10.3.1. Conceptualization
10.3.2. Design Dimensions and Components
10.3.3. Instructional Design Levels
10.3.4. Instructional Design Phases
10.3.5. Instructional Design Types

10.4. Teacher Instructional Mediation: Teaching Styles. Assessment and Intervention

10.4.1. Conceptual Approach
10.4.2. Typologies: Classic and Modern
10.4.3. Assessment Tools
10.4.4. Intervention Proposals in the Instructional Context

10.5. Learner Mediation: Learning Strategies. Assessment and Intervention

10.5.1. Conceptual Approach
10.5.2. Analysis of the Current State of Research
10.5.3. Typological Diversity
10.5.4. Assessment Tools
10.5.5. Intervention Programs for Learning Strategies

10.6. Peer Mediation. Cooperative Learning

10.6.1. Conceptual Approach and Variables Involved in Cooperative Learning
10.6.2. Cooperative Learning Models and Structures
10.6.3. Implications in the Instructional Context

10.7. Context Mediation. Situation Variables

10.7.1. Identification of Situational Variables
10.7.2. Physical Environment and Material Resources
10.7.3. Conclusions

10.8. Instructional Design in Learning Content. Evaluation and Intervention Programs

10.8.1. Written Language
10.8.2. Mathematical Language
10.8.3. Evaluation Instruments in the Instructional Context
10.8.4. Intervention Programs

10.9. Instructional Design in Values

10.9.1. Evaluation and Intervention Identification of Values
10.9.2. Analysis of Values in the Instructional Context
10.9.3. Evaluation Instruments and Intervention Proposals

10.10. Instructional Design and Attention to Diversity. Evaluation and Intervention Proposals 

10.10.1. Conceptualization and Identification of Diversity in the Instructional Context
10.10.2. Analysis of Diversity in the Instructional Context Assessment Tools and Intervention Proposals 
10.10.3. Conclusions

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