Teachers must update their competencies and skills in Coaching and Emotional Intelligence to advance in their profession. In this Advanced master’s degree we give you the keys to these innovative techniques" 

This Advanced Master's Degree stands out above the rest, not only for the experience of its teachers and the quality of its content, but for covering all areas of Coaching and emotional intelligence in the academic world: from formal to non-formal education, taking into account the different evolutionary stages of the student.

The program can be divided into two main blocks: Coaching and emotional intelligence. In the case of educational Coaching, its excellent teaching program integrates uncommon disciplines such as neurolinguistic programming, neuroscience or Mindfulness, which are approached as perfectly complementary and compatible tools with a coaching process at an individual and group level. In addition, it delves into the figure of the teacher and the family, as well as the psycho-evolutionary and educational characteristics of children and adolescents during their development, through the use of practical and educational multimedia content. This will allow the future coach to quickly assimilate new tools and skills to apply in the daily practice of his profession.  

In the field of emotional intelligence for teachers, a broad and comprehensive vision of this complex world is offered from an applied perspective, starting from the theoretical and biological bases, and including the different practical approaches, so that professionals know what emotional intelligence is, how to assess and interpret it and, above all, how to apply it to their jobs. 

Thanks to the participation of several educational psychologists in the development of contents, this program offers a holistic vision of Coaching, with which to provide value to special groups. It will also provide the educator with the necessary skills to manage some of the major challenges of today's society, such as Bullying or the impact of social networks on minors. In addition, it deals with socially relevant topics such as the application of emotional intelligence to solve the main demands of parents, teachers or business leaders.

A high level scientific educational program, supported by advanced technological development and the teaching experience of the best professionals"

This Advanced master’s degree in Educational Coaching and Emotional Intelligence contains the most complete and up-to-date educational program on the market. The most important features include: 

• The latest technology in e-learning software
• Intensely visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical case studies presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Self-regulated learning: full compatibility with other occupations
• Practical exercises for self assessment and learning verification
• Support groups and educational synergies: Questions to the expert, discussion forums and knowledge
• Communication with the teacher and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection
• Supplementary documentation databases are permanently available, even after the program

An educational program created for professionals who aspire to excellence that will allow you to acquire new skills and strategies in a smooth and effective way"

Our teaching staff is made up of working professionals. In this way, TECH ensures that it delivers the intended educational update objective. A multidisciplinary team of qualified and experienced professionals in different environments, who will develop the theoretical knowledge efficiently, but, above all, will put at the service of the specialization the practical knowledge derived from their own experience: one of the differential qualities of this Advanced Master's Degree.

This command of the subject is complemented by the effectiveness of the methodological design of this Advanced Master's Degree. Developed by a multidisciplinary team of e-Learning experts, it integrates the latest advances in educational technology. In this way, you will be able to study with a range of comfortable and versatile multimedia tools, which will give you the operability you need in your specialization.

The design of this program is based on Problem-Based Learning: an approach that views learning as a highly practical process. To achieve this remotely, we will use telepractice. With the help of an innovative interactive video system and Learning from an Expert, you will be able to acquire the knowledge as if you were facing the scenario you are currently learning. A concept that will allow you to integrate and fix learning in a more realistic and permanent way.

A complete and thorough immersion in the strategies and approaches in Educational Coaching and Emotional Intelligence"

The quality of a program designed to prepare the best teachers available to you, in a unique opportunity for growth"

The contents of this specialisation have been developed by the different teachers of this Advanced Master Degree, with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field. The content of this program will allow you to learn all aspects of the different disciplines involved in this field. A comprehensive and well-structured program that will lead you to the highest standards of quality and success.

Through a very well structured development, you will be able to access the most advanced knowledge of the moment in Educational Coaching and Emotional Intelligence"

Module 1. Neurosciences and Education

1.1. Neuroscience

1.1.1. Introduction
1.1.2. Concept of Neuroscience
1.1.3. Neuromyths

1.1.3.1. We only use 10% of the Brain
1.1.3.2. Right Brain vs. Left Brain
1.1.3.3. Learning Styles
1.1.3.4. Male Brain vs. Female Brain
1.1.3.5. Critical Learning Periods

1.2. The Brain

1.2.1. Brain Structures

1.2.1.1. Cerebral Cortex
1.2.1.2. Cerebellum
1.2.1.3. Basal Ganglia
1.2.1.4. Limbic System
1.2.1.5. Brainstem
1.2.1.6. Thalamus
1.2.1.7. Spinal Cord
1.2.1.8. Main Functions of the Brain

1.2.2. Triune Model

1.2.2.1. The Reptilian Brain
1.2.2.2. The Emotional Brain
1.2.2.3. The Neocortex

1.2.3. Bilateral Model

1.2.3.1. The Right Hemisphere
1.2.3.2. The Left Hemisphere
1.2.3.3. Functioning of the Cerebral Hemispheres

1.2.4. Cognitive Brain and Emotional Brain

1.2.4.1. The Rational Brain
1.2.4.2. The Emotional Brain

1.2.5. Neurons

1.2.5.1. What are they?
1.2.5.2. Neuronal Pruning

1.2.6. What are Neurotransmitters?

1.2.6.1. Dopamine
1.2.6.2. Serotonin
1.2.6.3. Endorphin
1.2.6.4. Glutamate
1.2.6.5. Acetylcholine
1.2.6.6. Norepinephrine

1.3. Neuroscience and Learning

1.3.1. What is learning?

1.3.1.1. Learning as Memorization
1.3.1.2. Learning as Accumulation of Information
1.3.1.3. Learning as Interpretation of Reality
1.3.1.4. Learning as Action

1.3.2. Mirror Neurons

1.3.2.1. Learning by Example

1.3.3. Levels of Learning

1.3.3.1. Bloom's Taxonomy
1.3.3.2. SOLO Taxonomy
1.3.3.3. Levels of Knowledge

1.3.4. Learning Styles

1.3.4.1. Convergent
1.3.4.2. Divergent
1.3.4.3. Accommodating
1.3.4.4. Assimilator

1.3.5. Types of Learning

1.3.5.1. Implicit Learning
1.3.5.2. Explicit Learning
1.3.5.3. Associative Learning
1.3.5.4. Significant Learning
1.3.5.5. Cooperative Learning
1.3.5.6. Cooperative Learning
1.3.5.7. Emotional Learning
1.3.5.8. Rote Learning
1.3.5.9. Discovery Learning

1.3.6. Competencies for Learning

1.4. Multiple intelligences

1.4.1. Definition

1.4.1.1. According to Howard Gardner
1.4.1.2. According to other Authors

1.4.2. Classification

1.4.2.1. Linguistic Intelligence
1.4.2.2. Logical-mathematical Intelligence
1.4.2.3. Spatial Intelligence
1.4.2.4. Musical Intelligence
1.4.2.5. Body and Kinesthetic Intelligence
1.4.2.6. Intrapersonal Intelligence
1.4.2.7. Interpersonal Intelligence
1.4.2.8. Naturopathic Intelligence

1.4.3. Multiple Intelligences and Neurodidactics
1.4.4. How to Work the IIMM in the Classroom
1.4.5. Advantages and Disadvantages of Applying the IIMM in Education

1.5. Neuroscience- Education

1.5.1. Neuroeducation

1.5.1.1. Introduction
1.5.1.2. What is Neuroeducation?

1.5.2. Brain Plasticity

1.5.2.1. Synaptic Plasticity
1.5.2.2. Neurogenesis
1.5.2.3. Learning, Environment, and Experience
1.5.2.4. The Pygmalion Effect

1.5.3. Memory

1.5.3.1. What is Memory?
1.5.3.2. Types of Memory
1.5.3.3. Levels of Processing
1.5.3.4. Memory and Emotion
1.5.3.5. Memory and Motivation

1.5.4. Emotion

1.5.4.1. Binomial Emotion and Cognition
1.5.4.2. Primary Emotions
1.5.4.3. Secondary Emotions
1.5.4.4. Functions of Emotions
1.5.4.5. Emotional States and Implication in the Learning Process

1.5.5. Attention

1.5.5.1. Attentional Networks
1.5.5.2. Relationship between Attention, Memory, and Emotion
1.5.5.3. Executive Attention

1.5.6. Motivation

1.5.6.1. The 7 stages of School Motivation

1.5.7. Contributions of Neuroscience to Learning
1.5.8. What is Neurodidactics?
1.5.9. Contributions of Neurodidactics to Learning Strategies

1.6. Neuroeducation in the Classroom

1.6.1. The figure of the Neuroeducator
1.6.2. Neuroeducational and Neuropedagogical Importance
1.6.3. Mirror Neurons and Teacher Empathy
1.6.4. Empathic Attitude and Learning
1.6.5. Classroom Applications
1.6.6. Classroom Organization
1.6.7. Proposal for Classroom Improvement

1.7. Playing and New Technologies

1.7.1. Etymology of Playing
1.7.2. Benefits of Playing
1.7.3. Learning by Playing
1.7.4. The Neurocognitive Process
1.7.5. Basic Principles of Educational Games
1.7.6. Neuroeducation and Board Games
1.7.7. Educational Technology and Neuroscience

1.7.7.1. Integration of Technology in the Classroom

1.7.8. Development of Executive Functions

1.8. Body and Brain

1.8.1. The Connection between Body and Brain
1.8.2. The Social Brain
1.8.3. How do we prepare the Brain for Learning?
1.8.4. Feeding

1.8.4.1. Nutritional Habits

1.8.5. Rest

1.8.5.1. Importance of Sleep in Learning

1.8.6. Exercise

1.8.6.1. Physical Exercise and Learning

1.9. Neuroscience and School Failure

1.9.1. Benefits of Neuroscience
1.9.2. Learning Disorders
1.9.3. Elements for a Success-oriented Pedagogy
1.9.4. Some suggestions for improving the Learning Process

1.10. Reason and Emotion

1.10.1. The Binomial Reason and Emotion
1.10.2. What are Emotions good for?
1.10.3. Why Educate Emotions in the Classroom?
1.10.4. Effective Learning through Emotions

Module 2. Beliefs, Values, and Identity

2.1. Nature of Beliefs

2.1.1. Concepts about Beliefs
2.1.2. Characteristics of a Belief
2.1.3. Belief Formation
2.1.4. Behavior and Beliefs
2.1.5. Limiting Beliefs
2.1.6. Empowering Beliefs
2.1.7. Origin of Limiting Beliefs

2.2. Managing Belief Change

2.2.1. Healing the Past
2.2.2. Basis of Coping with Belief Change
2.2.3. Robert Dilts
2.2.4. Morty Lefkoe
2.2.5. “The Word”, Byron Katie

2.3. Mindset for Change and Innovation

2.3.1. Fixed Mindset
2.3.2. Growth Mindset
2.3.3. Comparing Fixed and Growth Mindsets
2.3.4. Attitude for Change and Innovation
2.3.5. Zone of Inertia
2.3.6. Learning Zone

2.4. Coaching and Change

2.4.1. Simon Sinek's Golden Circle
2.4.2. Neurological Levels of Change and Learning

2.4.2.1. Environment
2.4.2.2. Behaviour
2.4.2.3. Capacity
2.4.2.4. Values and Beliefs
2.4.2.5. Identity
2.4.2.6. Transpersonality

2.4.3. Remedial Changes
2.4.4. Generative Changes
2.4.5. Evolutionary Changes
2.4.6. Recognition of the Neurological Level

2.5. Values and Counter-Values

2.5.1. Conceptualization of Values
2.5.2. Types of Values
2.5.3. Learning of Values
2.5.4. Values and Behavior
2.5.5. Counter-values
2.5.6. Value Recognition Dynamics
2.5.7. Dynamics for Counter-value Recognition

2.6. Identity

2.6.1. Identity Traits
2.6.2. Concept of Identity
2.6.3. Tradition and Identity
2.6.4. Psychological Models and Identity
2.6.5. Identity and Science

2.7. Personality Models

2.7.1. Enneagram
2.7.2. Discovery of one's own Enneagram
2.7.3. Evolution from the Enneagram
2.7.4. Use of the Enneagram in Social and Group Interactions
2.7.5. Inner Archetypes
2.7.6. Transformational Coaching

2.8. Logical Levels

2.8.1. Human needs and Maslow's Pyramid
2.8.2. Richard Barrett's Levels of Consciousness
2.8.3. Self-realization
2.8.4. Altruism and Service
2.8.5. Alignment of Levels

2.9. Approach to Beliefs, Values, and Identity in Education

2.9.1. Beliefs for Educational Excellence
2.9.2. Pygmalion Effect
2.9.3. The Importance of High Expectations
2.9.4. Diversity: Inclusiveness
2.9.5. The Values of Positive Psychology
2.9.6. Values-based Education
2.9.7. Self-esteem and Recognition: Identity Construction

Module 3. Coaching

3.1. What is Coaching? 

3.1.1. An Objective-driven Process

3.1.1.1. The Importance of Defining the Objective
3.1.1.2. Starting from the End
3.1.1.3. How to Define a SMARTERObjective?
3.1.1.4. From Apparent to Real Objective
3.1.1.5. Target Characteristics

3.1.2. A Process Among People

3.1.2.1. Coaching Framework or Context
3.1.2.2. The Coaching Relationship
3.1.2.3. Influences in the Coaching Process
3.1.2.4. Trust
3.1.2.5. Respect

3.1.3. The Bond
3.1.4. A Communicative Process

3.1.4.1. The Power of Language
3.1.4.2. Active Listening
3.1.4.3. Lack of Judgment
3.1.4.4. Non-Verbal Communication

3.1.5. An Action-oriented Process

3.1.5.1. The Importance of Action
3.1.5.2. Designing an Action Plan
3.1.5.3. Monitoring
3.1.5.4. Assessment
3.1.5.5. A Creative Process
3.1.5.6. Generating Options
3.1.5.7. Choosing Options

3.2. The Origins and Background of Coaching

3.2.1. Philosophical Origins and Maieutics

3.2.1.1. Pre-Socratics
3.2.1.2. The Maieutics of Socrates
3.2.1.3. Plato
3.2.1.4. Later Philosophical Influences

3.2.2. Influences of Humanistic Psychology

3.2.2.1. The Basics of Humanistic Psychology
3.2.2.2. Confidence in the Client's Ability
3.2.2.3. Focus on Potentialities and Possibilities

3.2.3. Contributions of Positive Psychology

3.2.3.1. The Basics of Positive Psychology
3.2.3.2. Conditions for Positive Psychology
3.2.3.3. Human Strengths
3.2.3.4. Meaning and Purpose in Life

3.2.4. The Winner Game

3.2.4.1. Deliberate Practice
3.2.4.2. Improvement in Sports Performance
3.2.4.3. Galwain

3.2.5. Orientalism

3.2.5.1. Importance of the Process or Pathway
3.2.5.2. Objectives as Goals
3.2.5.3. Detachment from Expectations and Achievements
3.2.5.4. Understanding Suffering
3.2.5.5. The Power of the Present

3.2.6. Other Influences

3.2.6.1. Systemic Psychology
3.2.6.2. Gestalt Psychology
3.2.6.3. The Flow Concept
3.2.6.4. Zen Teachings
3.2.6.5. Management
3.2.6.6. Neurosciences
3.2.6.7. Epigenetics

3.3. Current Schools and Trends

3.3.1. The American School

3.3.1.1. Practical Coaching Approach
3.3.1.2. Thomas Leonard
3.3.1.3. Other Exponents

3.3.2. The European School

3.3.2.1. Humanistic Coaching
3.3.2.2. John Whitmore
3.3.2.3. Other Exponents of European Coaching

3.3.3. The Latin American School

3.3.3.1. The Ontological Coaching Approach
3.3.3.2. Rafael Echeverría and Julio Olalla
3.3.3.3. Other Exponents of Latin American Coaching

3.4. Differences Between Coaching and Other Approaches

3.4.1. Relationship Specificities in Coaching

3.4.1.1. The Coachee's Responsibility
3.4.1.2. The Role of the Coach
3.4.1.3. Achieving Objectives

3.4.2. The Limits of Coaching

3.4.2.1. Psychological Conditions of the Coachee
3.4.2.2. The Coach’s Review and Personal Work
3.4.2.3. Discomfort and Neurosis in Coaching Processes
3.4.2.4. Signs of Psychosis in the Coachee
3.4.2.5. Considerations on the Referral of the Coachee to Psychotherapy Professionals
3.4.2.6. The Approach to Coaching Processes with Coachees in Psychiatric Treatment

3.4.3. Cognitive-Behavioral

3.4.3.1. The Pychotherapeutic Approach
3.4.3.2. The Psychodynamic Approach
3.4.3.3. The Humanistic Approach
3.4.3.4. The Gestalt Approach
3.4.3.5. The Behavioral Approach
3.4.3.6. The Jungian Approach
3.4.3.7. Systemic Approach
3.4.3.8. Complementation of Psychotherapy in Coaching Processes

3.4.4. Mentoring

3.4.4.1. Mentoring Objectives
3.4.4.2. Relationships in Mentoring
3.4.4.3. The Power of Trust in Mentoring
3.4.4.4. Mentoring Advice in Mentoring
3.4.4.5. Limits of Mentoring
3.4.4.6. Complementation of Mentoring with Coaching Processes

3.4.5. Consulting

3.4.5.1. Relationships in Consulting
3.4.5.2. The Objectives of Consulting
3.4.5.3. Complementation of Consulting with Coaching processes

3.4.6. Counseling

3.4.6.1. Relationships in Councelling
3.4.6.2. Objectives and Scope
3.4.6.3. Complementation of Councelling with Coaching Processes

3.4.7. Empowerment

3.4.7.1. Definition
3.4.7.2. Processes
3.4.7.3. Types

3.4.8. Other Approaches

3.4.8.1. Art Therapy
3.4.8.2. Music Therapy
3.4.8.3. Drama Therapy
3.4.8.4. Dance Therapy
3.4.8.5. Body Therapies and Mind-Body Integrative Therapies

3.5. Areas of Coaching

3.5.1. Live Coaching

3.5.1.1. Personal
3.5.1.2. Family
3.5.1.3. Relationship

3.5.2. Sports Coaching

3.5.2.1. Professional Sports Coaching
3.5.2.2. Health and Fitness Coaching
3.5.2.3. Executive Coaching
3.5.2.4. Team Coaching
3.5.2.5. Business Coaching
3.5.2.6. Nutritional Coaching
3.5.2.7. Systemic Coaching
3.5.2.8. PsychoCoaching
3.5.2.9. Transformational Coaching
3.5.2.10. Educational Coaching

3.6. The Competences of a Coach

3.6.1. The Code of Conduct

3.6.1.1. Ecology
3.6.1.2. Confidentiality
3.6.1.3. Forming Partnerships
3.6.1.4. Creating the Bond
3.6.1.5. Honesty
3.6.1.6. Transparency
3.6.1.7. Respect
3.6.1.8. Commitment

3.6.2. In-house Skills

3.6.2.1. Self-Knowledge
3.6.2.2. Vulnerability
3.6.2.3. Being proactive
3.6.2.4. Empathy
3.6.2.5. Reflection

3.6.3. External Skills

3.6.3.1. Effective Communication
3.6.3.2. Active Listening
3.6.3.3. Admiration
3.6.3.4. Assertiveness
3.6.3.5. Feedback
3.6.3.6. Process Management
3.6.3.7. Silence
3.6.3.8. Motivation

3.6.4. Coaching Associations

3.6.4.1. International Coach Federation
3.6.4.4. International Coaching Community
3.6.4.5. International Association of Coaching and Psychology

3.6.5. Coaching Qualifications and Preparation

3.6.5.1. Quality Preparation Requirements
3.6.5.2. Accredited Programs
3.6.5.3. Professional Coach Accreditation
3.6.5.4. Accreditation Process

3.6.6. The 11 ICF Core Competencies

3.6.6.1. Laying the Foundations
3.6.6.2. Co-Creating the Relationship
3.6.6.3. Communicating Effectively
3.6.6.4. Cultivating Learning and Growth

3.7. Session Structure

3.7.1. Coach and Coachee Roles

3.7.1.1. Role and Responsibilities of the Coach
3.7.1.2. Role and Responsibilities of the Coachee
3.7.1.3. The Coaching Process
3.7.1.4. Defining Objectives
3.7.1.5. Action Plan
3.7.1.6. Commitment
3.7.1.7. Partnerships
3.7.1.8. Assessment

3.7.2. Sponsor

3.7.2.1. Company, Management or Institution as Sponsor
3.7.2.2. Company and Coachee Objectives
3.7.2.3. Responsibility in the Coaching Process

3.7.3. Structure and Framework

3.7.3.1. Initial Situation
3.7.3.2. Desired Situation
3.7.3.3. Distance Between the Start and Coaching Goal

3.7.4. Partnership and Contract

3.7.4.1. The Suitability of a Partnership
3.7.4.2. The Contract and Contractual Matters
3.7.4.3. Differences and Complementarity Between Partnership and Contract

3.7.5. Types of Session According to their Purpose

3.7.5.1. On Contact
3.7.5.2. On the Starting Process
3.7.5.3. On Development
3.7.5.4. On Follow-up
3.7.5.5. On Assessment
3.7.5.6. On Closure

3.7.6. Closing the Relationship

3.7.6.1. Process Evaluation
3.7.6.2. Relationship Evaluation
3.7.6.3. Evaluating the Achievement of Objectives

3.8. Models

3.8.1. Wasick
3.8.2. PIE
3.8.3. STIR
3.8.4. GROWModel

3.8.4.1. Objective
3.8.4.2. Reality
3.8.4.3. Options
3.8.4.4. Action

3.8.5. OUTCOMES Model

3.8.5.1. Objectives
3.8.5.2. Reasons
3.8.5.3. Acting from Now
3.8.5.4. Clarifying the Difference
3.8.5.5. Generating Options
3.8.5.6. Motivating to action
3.8.5.7. Enthusiasm and Incentives
3.8.5.8. Support

3.8.6. ACHIEVES Model

3.8.6.1. Access Curre and Situation
3.8.6.2. Create Brainstorming of Alternatives
3.8.6.3. Home Goals
3.8.6.4. Initiate Options
3.8.6.5. Assess Options
3.8.6.6. Validate Action Program
3.8.6.7. Encourage Momentum

3.9. Coactive Coaching

3.9.1. Fundamentals of Coactive Coaching
3.9.2. The Coactive Coaching Model
3.9.3. The Coactive Coaching Relationship
3.9.4. Contexts

3.9.4.1. Listening
3.9.4.2. Intuition
3.9.4.3. Curiosity
3.9.4.4. Pushing and Deepening
3.9.4.5. Self Management

3.9.5. Principles and Practices

3.9.5.1. Fullness
3.9.5.2. Process
3.9.5.3. Balance
3.9.5.4. Combining

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

3.10.1. Current challenges for Companies and Institutions
3.10.2. Organizational Coaching
3.10.3. Company Objectives
3.10.4. Coaching Services for Companies

3.10.4.1. Executive
3.10.4.2. Specific Preparation Programs
3.10.4.3. Shadow Coaching
3.10.4.4. Group Coaching
3.10.4.5. (Systemic) Team Coaching
3.10.4.6. Psychometric Diagnostic Tools
3.10.4.7. Motivation and values

3.10.5. Psychometric Diagnostic Tools

3.10.5.1. MBTI
3.10.5.2. FIRO-B
3.10.5.3. Feedback 360
3.10.5.4. DISC
3.10.5.5. Belbin

3.10.5.5.1. Evolution in Systems and Communities
3.10.5.5.2. Change and Innovation through Coaching
3.10.5.5.3. Basic Coaching Tools

3.10.5.5.3.1. Personal Life Wheel
3.10.5.5.3.2. Teaching Wheel
3.10.5.5.3.3. Student Wheel
3.10.5.5.3.4. Personal SWOT Analysis
3.10.5.5.3.5. Johari Window
3.10.5.5.3.6. GROWScheme
3.10.5.5.3.7. Circle of Control, Influence, and Concern
3.10.5.5.3.8. Head, Heart, Belly
3.10.5.5.3.9. VAK

Module 4. Systemic Pedagogy

4.1. General Systems Theory

4.1.1. What is a System?
4.1.2. Systemic Approach to Development
4.1.3. The Person as an Open System
4.1.4. Systemic Bases and Laws
4.1.5. Interpretation of the Conceptions of Development within the Framework of Systems Theory

4.1.5.1. Vygotsky
4.1.5.2. Piaget
4.1.5.3. Bronfenbrenner

4.1.6. Systems and Cross-cultural Development

4.2. Current Systemic Currents

4.2.1. Historical Review of Systemic Psychotherapy
4.2.2. Different Schools Today

4.2.2.1. International or Palo Alto School
4.2.2.2. Strategic Structural School
4.2.2.3. Milan School

4.2.3. Contributions of the Systemic Approach to the Organizations
4.2.4. The Systemic Model Applied to the Educational Field

4.3. Bert Hellinger's Philosophy

4.3.1. Fundamentals
4.3.2. The Systemic Movements
4.3.3. Systemic Phenomenological Model
4.3.4. Good and Bad Conscience
4.3.5. Distinction between Therapeutic and Pedagogical Interventions
4.3.6. Contribution to the Educational Field

4.4. The Orders of Love and the Orders of Help

4.4.1. Educating "Ordering" and Helping Constructive Relational "Love"
4.4.4. Giving/Taking Balance: Teaching/Learning
4.4.5. Analysis for the Improvement of Coexistence

4.4.5.1. Reconciliation
4.4.5.2. Integration

4.5. The Three Systemic Intelligences

4.5.1. Transgenerational
4.5.2. Intergenerational
4.5.3. Intragenerational
4.5.4. Emotional and Cognitive from the Intergenerational and Transgenerational Point of View
4.5.5. Family Inheritance as Culture
4.5.6. Loyalties and Beliefs

4.6. Systemic Pedagogy

4.6.1. Principles

4.6.1.1. Belonging
4.6.1.2. Order
4.6.1.3. Links

4.6.2. A New Approach to Education
4.6.3. Educational Processes from Systemic Pedagogy
4.6.4. The Place of Emotions in the Educational System

4.7. Systemic Pedagogy

4.7.1. Features
4.7.2. Functions
4.7.3. Academic Autobiography
4.7.4. Work Autobiography

4.8. The Family System

4.8.1. The Genogram
4.8.2. The Systemic Approach to Couple and Child Relationships
4.8.3. Family History
4.8.4. Occupying the Place in the Family

4.9. The School System

4.9.1. Creating Bridges between Family and School
4.9.2. New Family Models and their Influence in the Classroom
4.9.3. The Educational Project of the Centers from the Perspective of Systemic Pedagogy
4.9.4. Life Project in Relation to Feelings and Transgenerational Vision of the Educational Centers

Module 5. Communication

5.1. Communication

5.1.1. Components of Communication

5.1.1.1. Language
5.1.1.2. Emotionality
5.1.1.3. Body

5.1.2. Elements of Communication

5.1.2.1. Emitter
5.1.2.2. Receptor
5.1.2.3. Message
5.1.2.4. Channel
5.1.2.5. Context
5.1.2.6. Codes
5.1.2.7. Feedback

5.1.3. Communication Styles

5.1.3.1. Hierarchical
5.1.3.2. Aggressive
5.1.3.3. Passive
5.1.3.4. Assertive

5.1.4. Benefits of Assertive Communication

5.1.4.1. Connection
5.1.4.2. Link
5.1.4.3. Trust

5.1.5. Purpose of Communication

5.2. Levels of Communication

5.2.1. Intrapersonal

5.2.1.1. Psychic Instances
5.2.1.2. Self-Dialogue
5.2.1.3. Recognition of Internal Characters and Self-Dialogues
5.2.1.4. Internal Relations
5.2.1.5. Effects of Self-Dialogues on Internal States Management
5.2.1.6. The Interior Assistant

5.2.2. Interpersonal
5.2.3. Coherence and Congruence of Levels

5.3. Linguistic Acts

5.3.1. Declaration

5.3.1.1. Definition of Statement
5.3.1.2. Facts and Agreements
5.3.1.3. Authority and Standards

5.3.2. Pledge

5.3.2.1. Definition of Promise
5.3.2.2. Commitment
5.3.2.3. The Trust Equation

5.3.3. Trial

5.3.3.1. Definition of Trial
5.3.3.2. According to the Authority
5.3.3.3. According to Tradition

5.3.4. Affirmation

5.3.4.1. Definition of Affirmation
5.3.4.2. Designation

5.3.5. Language as a Reality Builder

5.4. Active Listening

5.4.1. What is Active Listening?
5.4.2. Components of Active Listening

5.4.2.1. Willingness and Attitude
5.4.2.2. Intention
5.4.2.3. Empathy
5.4.2.4. Respect
5.4.2.5. Positive Feedback

5.4.3. Active Listening in Learning Environments

5.4.3.1. Purpose of Active Listening
5.4.3.2. Benefits

5.4.4. Intention of Active Listening

5.4.4.1. Awareness
5.4.4.2. Responsibility
5.4.4.3. Action

5.5. Calibration

5.5.1. Calibration Concept
5.5.2. Calibration Process

5.5.2.1. Body Observation
5.5.2.2. Emotionality
5.5.2.3. Language

5.5.3. Calibration Applications in Coaching and Education

5.5.3.1. Observation of Group States
5.5.3.2. Observation of Subgroups and Individuals
5.5.3.3. Understanding and Acceptance
5.5.3.4. Assessment
5.5.3.5. Being Aware
5.5.3.6. Acting from the Needs of Others

5.6. Rapport

5.6.1. Concept of Rapport
5.6.2. The Art of Taming Horses
5.6.3. Uses of Rapport
5.6.4. Procedures to Generate Rapport

5.6.4.1. Movements and Gestures
5.6.4.2. Words and Language
5.6.4.3. Emotions
5.6.4.4. Energy
5.6.4.5. Application of Rapport in Coaching
5.6.4.6. Application of Rapport in Education

5.7. Feedback

5.7.1. Concept of Feedback
5.7.2. Purpose of Good Feedback

5.7.2.1. Nurturing the Communication Process
5.7.2.2. Self-esteem
5.7.2.3. Motivation
5.7.2.4. Information

5.7.3. Feedback as Communication Reinforcement
5.7.4. The Need for Good Feedback in Education

Module 6. Educational Coaching 

6.1. What is Educational Coaching? Basis and Foundations

6.1.1. Definition and Connection with Educational and Psychological Theories
6.1.2. Educating in the Will of Meaning
6.1.3. Nonodynamics and Coaching
6.1.4. Logopedagogy, Coaching and Education in the Self
6.1.5. Challenges for the Education of the Self from Coaching and Logopedagogy
6.1.6. Coaching at the Service of the Dialogic Encounter between Teacher and Student. Pedagogy of Otherness
6.1.7. Helping Relationship Styles and Coaching

6.2. Areas of Application of Coaching in Education

6.2.1. Coaching in the Context of the Teacher-Student Relationship Shared Tutoring
6.2.2. Coaching in the Context of the Student-Student Relationship. Peer Tutoring
6.2.3. Coaching for the Development of the Teaching Profession
6.2.4. Teaching Teams and Faculty Team Spirit, Synergies
6.2.5. Management Teams and the Development of Executive Tools
6.2.6. Coaching for Parents

6.3. Benefits of its Application in Educational Contexts

6.3.1. Coaching and Development of Executive Functions and Metacognition
6.3.2. Coaching and Educational Support Needs
6.3.3. Coaching to Achieve Excellence
6.3.4. Self-Esteem and Self-Concept Development

6.4. Pedagogies Based on Cooperation and Autonomy Development and Coaching

6.4.1. Collaborative Pedagogies
6.4.2. Advantages of Collaborative Learning (CL)
6.4.3. How to Work with AC?
6.4.4. AC Techniques

6.5. Helping Relationship Styles and Coaching

6.5.1. The Teacher as a Coach
6.5.2. Competencies of the Teacher as a "Coach" of the Student Body
6.5.3. Coaching in the Framework of Shared Mentoring
6.5.4. Teacher Skills as a Facilitator of Change
6.5.5. Classroom Group Applications
6.5.6. Teaching Teams and Faculty Team Spirit, Synergies
6.5.7. Management Teams and the Development of Executive Tools

Module 7. Talent, vocation, and creativity 

7.1. Talent and its Educational Importance

7.1.1. Talent
7.1.2. Components
7.1.3. Talent is Diverse
7.1.4. Measuring and Discovering Talent
7.1.5. Gallup Test
7.1.6. Garp Test
7.1.7. Career Scope
7.1.8. MBTI
7.1.9. Success DNA

7.2. Talent and Key Competencies

7.2.1. Key Competencies Paradigm
7.2.2. Key Competencies
7.2.3. The role of the Intelligences
7.2.4. Knowledge: Uses and Abuses in Education
7.2.5. The Importance of Skills
7.2.6. The Differentiating Factor of Attitude
7.2.7. Relationship between Talent and Key Competencies

7.3. Talent Development

7.3.1. Learning modalities. Richard fields
7.3.2. The Element
7.3.3. Talent Development Procedures
7.3.4. Mentor Dynamics
7.3.5. Talent and Educational Approach

7.4. Motivation Mechanisms

7.4.1. Needs, Desires and Motivations
7.4.2. Decision Making
7.4.3. Executive Capabilities
7.4.4. Procrastination
7.4.5. Duty, Love and Pleasure in Education
7.4.6. Emotional Habits for Motivation
7.4.7. Motivational Beliefs
7.4.8. Values for Motivation

7.5. Vocation, Meaning and Purpose

7.5.1. The Importance of Vocation
7.5.2. Meaning and Purpose
7.5.3. Vision, Mission, Commitment
7.5.4. Exploring Vocation
7.5.5. Teaching Vocation
7.5.6. Educating for Vocation

7.6. Towards a Definition of Creativity

7.6.1. Creativity
7.6.2. Brain Functioning and Creativity
7.6.3. Intelligences, Talents and Creativity
7.6.4. Emotions and Creativity
7.6.5. Beliefs and Creativity
7.6.6. Divergent Thinking
7.6.7. Convergent Thinking
7.6.8. The Creative Process and its Phases
7.6.9. Disney Dynamics

7.7. Why Creativity?

7.7.1. Arguments for Creativity Today
7.7.2. Personal creativity for Life
7.7.3. Creativity in Art
7.7.4. Creativity for Problem Solving
7.7.5. Creativity for Professional Development
7.7.6. Creativity in the Coaching Process

7.8. Creativity Development

7.8.1. Conditions for Creativity
7.8.2. Artistic Disciplines as Precursors of Creativity
7.8.3. The Art Therapy Approach
7.8.4. Creativity Applied to Challenges and Problem Solving
7.8.5. Relational Thinking
7.8.6. Edward de Bono's Hats

7.9. Creativity as a Value in Education

7.9.1. The Need to Encourage Creativity in Education
7.9.2. Active Methodologies and Novelty
7.9.3. Educational Models that Value Creativity
7.9.4. Means, Times and Spaces to Apply Creativity in the Classroom
7.9.5. Disruptive Education
7.9.6. Pensamiento Visual
7.9.7. Design Thinking

Module 8. Active methodologies and innovation 

8.1. Active Methodologies

8.1.1. What are Active Methodologies?
8.1.2. Keys for Methodological Development from the Students Activity
8.1.3. Relationship Between Learning and Active Methodologies
8.1.4. History of Active Methodologies

8.1.4.1. From Socrates to Pestalozzi
8.1.4.2. Dewey
8.1.4.3. Institutions Promoting Active Methodologies

8.1.4.3.1. The Free Institution of Education
8.1.4.3.2. The New School
8.1.4.3.3. The Unique Republican School

8.2. Project Based Learning, Problems and Challenges

8.2.1. Travel Companions Cooperation Between Teachers
8.2.2. Phases of PBL Design

8.2.2.1. Tasks, Activities and Exercises
8.2.2.2. Rich Socialization
8.2.2.3. Research Tasks

8.2.3. Phases of PBL Development

8.2.3.1. Benjamin Bloom’s Theories
8.2.3.2. Blooms Taxonomy
8.2.3.3. Bloom’s Taxonomy Revised
8.2.3.4. Bloom’s Pyramid
8.2.3.5. David A. Kolb’s Theory: Experience-Based Learning
8.2.3.6. Kolb’s Cycle

8.2.4. The Final Product

8.2.4.1. Types of Final Product

8.2.5. Evaluation in PBL

8.2.5.1. Evaluation Techniques and Instruments
8.2.5.2. Observation
8.2.5.3. Performance
8.2.5.4. Questions

8.2.6. Practical Examples PBL Projects

8.3. Thought Based Learning

8.3.1. Basic Principles

8.3.1.1. Why, How and Where to Improve Thought?
8.3.1.2. Thought Organizers
8.3.1.3. The Infusion with the Academic Curriculum
8.3.1.4. Attention to Skills, Processes and Disposition
8.3.1.5. The Importance of Being Explicit
8.3.1.6. Attention to Metacognition
8.3.1.7. Learning Transfer
8.3.1.8. Construct an Infused Program
8.3.1.9. The Need for Continuous Personal Development

8.3.2. Teach to Think TBL

8.3.2.1. Collaborative Creation of Thought Maps
8.3.2.2. Thinking Skills
8.3.2.3. Metacognition
8.3.2.4. Thought Design

8.4. Event Based Learning

8.4.1. Approach to the Concept
8.4.2. Basis and Foundations
8.4.3. The Pedagogy of Sustainability
8.4.4. Benefits of Learning

8.5. Play Based Learning

8.5.1. Games as Learning Resources
8.5.2. Gamification

8.5.2.1. What is Gamification?
8.5.2.2. Fundamentals
8.5.2.3. Narration
8.5.2.4. Dynamics
8.5.2.5. Mechanisms
8.5.2.6. Components
8.5.2.7. Insignias
8.5.2.8. Gamification Apps
8.5.2.9. Examples:
8.5.2.10. Criticisms of Gamification, Limitations and Common Errors

8.5.3. Why use Videogames in Education?
8.5.4. Types of Players According to the Richard Bartle Theory
8.5.5. The Scaperoom/Breakedu, an Organizational Way of Understanding Education

8.6. Flipped Classroom

8.6.1. Organization of Working Time
8.6.2. Advantages of the Flipped Classroom

8.6.2.1. How can I Effectively Teach using Flipped Classrooms?

8.6.3. Disadvantages of the Flipped Classroom Focus
8.6.4. The Four Pillars of the Flipped Classroom
8.6.5. Resources and Tools
8.6.6. Practical Examples

8.7. Other Trends in Education

8.7.1. Robotics and Programming in Education
8.7.2. E-learning, Micro-learning and Other Trends in Networked Methodologies
8.7.3. Neuro-education Based Learning

8.8. Free, Natural Methodologies based on Individual Development

8.8.1. Waldorf Pedagogy

8.8.1.1. Methodological Basis
8.8.1.2. Strengths, Opportunities and Weaknesses

8.8.2. Maria Montessori, the Pedagogy of Responsibility

8.8.2.1. Methodological Basis
8.8.2.2. Strengths, Opportunities and Weaknesses

8.8.3. Summerhill, a Radical View on How to Educate Methodological Foundations

8.8.3.1. Methodological Basis
8.8.3.2. Strengths, Opportunities and Weaknesses

8.9. Educational Inclusion

8.9.1. Is there Innovation without Inclusion?
8.9.2. Cooperative Learning

8.9.2.1. Principles
8.9.2.2. Group Cohesion
8.9.2.3. Simple and Complex Dynamics

8.9.3. Shared Teaching

8.9.3.1. Ratio and Attention to Students
8.9.3.2. Teaching coordination as a strategy for student improvement

8.9.4. Multilevel Teaching

8.9.4.1. Definition
8.9.4.2. Models

8.9.5. Universal Learning Design

8.9.5.1. Principles
8.9.5.2. Guidelines

8.9.6. Inclusive Experiences

8.9.6.1. Rome Project
8.9.6.2. Interactive Groups
8.9.6.3. Dialogue Talks
8.9.6.4. Learning Communities
8.9.6.5. Includ-ED Project

Module 9. Coaching for innovation and educational excellence 

9.1. Well-Being as a Factor of Excellence in Educational Communities

9.1.1. Evolution of Society and its Impact on Education

9.1.1.1. Characteristics of Today's Society
9.1.1.2. Challenges of Today's Society
9.1.1.3. New Educational Needs

9.1.2. Social Factors
9.1.3. Professional Factors
9.1.4. Wellness and Excellence
9.1.5. Factors for Educational Well-Being
9.1.6. Inclusivity as a Reality
9.1.7. School and Family

9.2. Professional Development and Teacher Welfare Plan

9.2.1. Teacher Unrest
9.2.2. Teacher Welfare
9.2.3. Teaching and Personal Development
9.2.4. Personal and Professional Life
9.2.5. Teacher Review and Evaluation
9.2.6. Teacher Welfare as a Factor of Educational Excellence
9.2.7. Inspired to Inspire Life Paths
9.2.8. Teacher Welfare Plan

9.3. Educational Excellence

9.3.1. Towards a Concept of Excellence in Education
9.3.2. Teaching vs. Learning
9.3.3. Excellence Based on Needs
9.3.4. Demand and Excellence
9.3.5. Measurements and Factors
9.3.6. Management for Educational Excellence

9.4. Coaching for Innovation

9.4.1. Processes of Educational Innovation through Coaching

9.4.1.1. In Apprenticeships
9.4.1.2. In the Groups
9.4.1.3. In Teachers
9.4.1.4. In Executive Management
9.4.1.5. In the Center

9.4.2. Evaluation as a Tool for Innovation
9.4.3. What, When and How to Asses?
9.4.4. Objectives for Innovation
9.4.5. Establish Achievement Indicators
9.4.6. Process Monitoring
9.4.7. Celebrating Achievements
9.4.8. Educational Innovation Plan

9.5. Educating in the Will of Meaning

9.5.1. Approach to the Concept
9.5.2. The Thought of Viktor Frankl
9.5.3. Logotherapy and Education

9.6. Towards a Pedagogy of Interiority

9.6.1. Spirituality and Pedagogy
9.6.2. "Learning to Be."

9.7. Coaching for Integrative Education

9.7.1. Towards a Pedagogy of Interiority
9.7.2. Educating the Whole Person
9.7.3. Educating for the Three Centers
9.7.4. Duty and Pleasure in Education
9.7.5. Educating Integratively
9.7.6. Conclusions: a Road Ahead
9.7.7. An Educational Project based on Educational Coaching

9.8. Meaning and Purpose of Education

9.8.1. The Golden Circle
9.8.2. Why and What For?
9.8.3. The How
9.8.4. The What
9.8.5. Alignment of Levels in Education
9.8.6. Educating in the Will of Meaning
9.8.7. Challenges for the Education of the Self from Coaching and Logopedagogy
9.8.8. Tools for the Alignment of Educational Levels

9.9. Educate to Be

9.9.1. Pedagogical Contributions in Education to Be
9.9.2. Report of the Faure Commission for UNESCO
9.9.3. Jacques Delors Report
9.9.4. Decalogue of an Education to Be
9.9.5. Beyond Knowledge
9.9.6. Educating for Life
9.9.7. Educating Integratively
9.9.8. Inhabiting the Inside
9.9.9. Educating Ego and Self
9.9.10. Developing a Sense
9.9.11. Inclusivity and the Common Good
9.9.12. Self-Realization and Service
9.9.13. Transformation

Module 10. The Emotional Brain

10.1. The Emotional Brain
10.2. Positive Emotions vs. Negative
10.3. Arounsal vs. Valence
10.4. Emotional Intelligence and the Education of Emotions According to the Mayer and Salovey Model
10.5. Other Models of Emotional Intelligence and Emotional Transformation
10.6. Socio-Emotional Skills and Creativity According to Level of Intelligence
10.7. Emotional Coefficient vs. Intelligence
10.8. Alexithymia vs. Hyperemotiveness
10.9. Emotional Health
10.10. The Social Brain

Module 11. Emotional Intelligence I

11.1. Definition of Emotional Intelligence

11.1.1. Historical Background of EI
11.1.3. Different Authors who have Coined a Definition of EI
11.1.4. Thorndike and Social Intelligence
11.1.5. Salovey and Mayer
11.1.6. Daniel Goleman
11.1.7. Definition of Emotional Intelligence
11.1.8. Components of Emotional Intelligence
11.1.9. Characteristics of EI Capabilities
11.1.10. Keys to Develop Emotional Intelligence

11.2. Emotions

11.2.1. Emotion? the Road to a Definition
11.2.2. What are Emotions for?
11.2.3. Emotional Process

11.2.3.1. Difference between Emotion and Feeling

11.2.4. Classification and Types of Emotions

11.3. Emotions, Attitude, and Competence

11.3.1. Attitude

11.3.1.1. What is Attitude?
11.3.1.2. Components of Attitude

11.3.2. Optimism
11.3.3. Emotional Competencies
11.3.4. Social Skills or Interpersonal Relationships

11.4. Emotional Management

11.4.1. What does Emotional Management Consist of?
11.4.2. Self-Knowledge
11.4.3. Emotional Awareness
11.4.4. Self-Appraisal

11.4.4.1. Our Strengths and Weaknesses

11.4.5. Internal Communication
11.4.6. External Communication

11.4.6.1. The Power of Words

11.4.7. Assertiveness

11.4.7.1. Communicative Styles

11.4.8. Non-verbal Language
11.4.9. Posture and Emotions

11.5. Emotional Intelligence and Education

11.5.1. Emotional Intelligence in the Classroom
11.5.2. Advantages of EI in the Classroom
11.5.3. Benefits of Emotional Intelligence
11.5.4. Emotional Intelligence in Students
11.5.5. Classroom Climate

11.5.5.1. The Relationship between the Teacher and the Students
11.5.5.2. The Relationship between Students in the Classroom

11.5.6. Emotional Understanding in the Classroom
11.5.7. Emotional Intelligence and Academic Performance
11.5.8. Emotional Learning
11.5.9. Tools for Classroom Management

11.6. Thinking Skills

11.6.1. Approach to the Concept
11.6.2. Types of Capabilities and Links between Them

11.7. Self-Motivation and Achievement Capabilities

11.7.1. Emotional Education in Teacher Training
11.7.2. Emotions in Teaching Practice

11.8. Teacher Welfare

11.8.1. The Keys to Teacher Well-being
11.8.2. Emotional Education and the Role of the Teacher
11.8.3. The Emotional Thinking Method

11.8.3.1. Self-Knowledge
11.8.3.2. Self-esteem
11.8.3.3. Emotional Control
11.8.3.4. Motivation
11.8.3.5. Empathy
11.8.3.6. Leadership
11.8.3.7. The Emotionally Intelligent Teacher
11.8.3.8. Empathy and Communication with Students
11.8.3.9. Techniques to Obtain Enriching Feedback

11.9. Habits of People with High Emotional Intelligence

11.9.1. What is a Person with High Emotional Intelligence?
11.9.2. The Triad of Success
11.9.3. Personal Vision
11.9.4. Personal Leadership
11.9.5. Personal Administration and Management
11.9.6. Interpersonal Leadership
11.9.7. Synergy
11.9.8. Flexibility and Creative Adaptation
11.9.9. Resilience
11.9.10. Elements that Generate High Performance

11.10. Highly Sensitive People

11.10.1. Approach to the Concept
11.10.2. High Sensitivity and Other Personality Traits

Module 12. Emotional Intelligence II

12.1. Emotional Intelligence Theories and Models
12.2. Components of Emotional Intelligence
12.3. Physiology of Emotional Intelligence
12.4. Evolution of Emotional Intelligence
12.5. Emotional Intelligence Assessment
12.6. Emotional Intelligence Gender Differences
12.7. The social influence of Emotional Intelligence
12.8. Family and Emotional Intelligence
12.9. Myths and Truths of Emotional Intelligence

Module 13. Educational Leadership

13.1. Structures of Power in an Education Center
13.2. Election and Functions of the Leader
13.3. Workplace Environment
13.4. School Conflict Among Teachers
13.5. Conflict with Students
13.6. Group Intervention Techniques
13.7. Leadership Techniques
13.8. Intervention Among Teachers
13.9. Intervention in the Classroom
13.10. Change in the Classroom

Module 14. Emotional Intelligence in Childhood 0-6 Years Old

14.1. Characteristics of Childhood
14.2. Emotions in Childhood
14.3. The Role of Parents in Childhood
14.4. The Role of Others in Childhood
14.5. Development of Childhood
14.6. Emotional Disturbances in Childhood
14.7. Diagnosis in Childhood
14.8. EI Tools for Early Childhood Intervention
14.9. EI Intervention in Childhood
14.10. EI Efficacy Evaluation in Childhood

Module 15. Emotional Intelligence in Early Childhood Teachers

15.1. The Role of an Early Childhood Teacher
15.2. Functions and Limits of an Early Childhood Teacher
15.3. Early Childhood Teacher Detection and Diagnosis
15.4. EI Tools for Early Childhood Teachers
15.5. EI Intervention of the Early Childhood Teacher
15.6. EI Intervention Effectiveness of Early Childhood Teachers
15.7. Early Childhood Teacher Conflict with Colleagues
15.8. Early Childhood Teacher Conflict with Parents
15.9. EI Intervention in Early Childhood Teacher Conflict
15.10. EI Intervention in the Work Environment of Early Childhood Teachers

Module 16. Emotional Intelligence in Primary School 6-12 Years Old

16.1. Characteristics of Elementary School
16.2. Emotions in Elementary School
16.3. The Role of Parents in Elementary School
16.4. The Role of Others in Elementary School
16.5. Develop of Elementary School
16.6. Emotional Disturbances in Elementary School
16.7. Diagnosis in Elementary School
16.8. EI Intervention Tools in Elementary School
16.9. EI Intervention in Primary School
16.10. EI Efficacy Evaluation in Primary School

Module 17. Emotional Intelligence in Elementary School Teachers

17.1. The Role of an Elementary School Teacher
17.2. Functions and Limits of an Elementary School Teacher
17.3. Elementary School Teacher Detection and Diagnosis
17.4. Primary School Teacher Emotional Intelligence Tools
17.5. Primary School Teacher Intervention in Emotional Intelligence
17.6. Effectiveness of Primary School Teacher Intervention in EI
17.7. Elementary School Teacher Conflict with Colleagues
17.8. Elementary School Teacher Conflict with Parents
17.9. Intervention of Emotional Intelligence in the Conflict of an Elementary School Teacher
17.10. Intervention of Emotional Intelligence in the Work Environment of a Primary School Teacher

Module 18. Emotional Intelligence in Middle School and High School 12-16 Years Old

18.1. Characteristics of Middle School and High School
18.2. Emotions in Middle School and High School
18.3. The Role of Parents in Middle School and High School
18.4. The Role of Others in Middle School and High School
18.5. Development in Middle School and High School
18.6. Emotional Disturbances in Middle School and High School
18.7. Diagnosis in Middle School and High School
18.8. Emotional Intelligence Intervention Tools in High School
18.9. Intervention with Emotional Intelligence in High School
18.10. Evaluation of the Efficiency of Emotional Intelligence in High School

Module 19. Emotional Intelligence in Middle School and High School Teachers

19.1. The Role of a Middle School and High School Teacher
19.2. Functions and Limits of a Middle School and High School Teacher
19.3. Middle School and High School Teacher Detection and Diagnosis
19.4. Emotional Intelligence Tools of High School Teachers
19.5. Intervention in Emotional IE of High School Teachers
19.6. Effectiveness of Intervention in Emotional IE of High School Teachers
19.7. Middle School and High School Teacher Conflict with Colleagues
19.8. Middle School and High School Teacher Conflict with Parents
19.9. Intervention of Emotional Intelligence in the Conflict of a High School Teacher
19.10. Intervention of Emotional Intelligence in the Work Environment of a High Schoo

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