The Postgraduate diploma in Conflict Management in School Bullying allows you to master the best techniques to resolve disputes between children of different ages and adolescents" 

In schools, conflicts between students are the order of the day, especially latent due to the popularization and use of social networks and the Internet by children and adolescents at an early age. This fact forces schools to have strategies in place to deal with them and avoid bullying situations that affect the quality of life of the youngest students. Consequently, teachers must be familiar with the techniques and strategies that allow them to solve these problems in a peaceful and solvent way, ensuring the full welfare of their students.  

That is why TECH has created this Postgraduate diploma, through which the student will increase their knowledge in the field of Addressing Conflict in Bullying, becoming a professional at the forefront of education. During 150 hours of intensive teaching, students will identify the protocols to design a coexistence program in the classroom, in order to prevent problems between students and bullying situations. Likewise, you will learn how to properly manage the risks produced by ICT in the generation of disputes or manage the resources that allow the teacher to establish a follow-up and support for the young person being bullied.  

All this, without the need to make uncomfortable daily commutes to a study center, since this program is developed through a 100% online mode of delivery. Likewise, it has a wide range of didactic formats, among which the readings, video or interactive summary stand out. Thanks to this, the student will be able to achieve individualized, enjoyable and fully effective learning.  

Manage the best techniques to establish monitoring and support the student who suffers bullying through this TECHqualification"

This Postgraduate diploma in Conflict Management in School Bullying contains the most complete and up-to-date educational program on the market. Its most notable features are:

• The development of case studies presented by experts in Psychology and Education
• The graphic, schematic, and practical contents with which they are created, provide 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 

This Postgraduate diploma has been designed by excellent experts in the field of Educational Psychology, in order to fully optimize your specialization in this area"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will allow the professional a situated and contextual learning, that is, a simulated environment that will provide an immersive training programmed to train in real situations.

The design of this program focuses on Problem-Based Learning, in which the professional will have to try to solve the different professional practice situations that will arise throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts. 

Study from wherever you want and 24 hours a day, since this program is taught 100% online"

Through this program, you will learn the protocols to create a Coexistence Plan that contributes to avoid conflicts and bullying in the classroom"

The syllabus of this Postgraduate diploma is made up of 3 modules through which the student will obtain the best knowledge for the Conflict Management in School Bullying. All the didactic contents that you will enjoy throughout this program are available in supports such as complementary readings, the explanatory video or the interactive summary. This fact, added to its 100% online methodology, guarantees that learning will be completely adapted to the educational and timetable needs of the student.  

Obtain the most updated knowledge of the pedagogical environment on the Conflict Management in School Bullying thanks to this Conflict Management in School Bullying" 

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. Parental 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. Coexistence Facing 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 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 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 the area of 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. Adequate teacher professional development in the field of 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 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 bullying

3.1. Analysis of the conflict produced in bullying

3.1.1. Conflict in Education
3.1.3. Historical journey
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 bullying

3.3.1. What is Context?
3.3.2. Personality and context interaction

3.4. Planning the analysis of a bullying situation

3.4.1. Suitability or not of the mediator
3.4.2. Conflict detection plan

3.5. Stages of the planning of 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. Commissioning
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 conflict

3.7. School bullying in children in Early Childhood Education

3.7.1. Active Listening
3.7.2. In-depth exploration of the conflict beyond the surface
3.7.3. Reactions of Parties Involved
3.7.4. Experience of emotions

3.8. Bullying in primary school children

3.8.1. Active Listening
3.8.2. In-depth exploration of the conflict beyond the surface
3.8.3. Person-Related Elements
3.8.4. Process-Related Elements
3.8.5. Communication-Related Elements

3.9. Bullying in adolescents

3.9.1. Active Listening
3.9.2. In-depth exploration of the conflict beyond the surface
3.9.3. Person-Related Elements
3.9.4. Process-Related Elements
3.9.5. Communication-Related Elements

3.10. Importance of monitoring and support in school bullying

3.10.1. Following Up
3.10.2. Different resources to support teachers

Enroll in this program and learn through the Relearning method, which will allow you to study at your own pace and without external teaching limitations"