This program includes the latest research in socio-community intervention so you can develop psychopedagogical techniques according to the most pressing issues” 

The skills required of educational psychologists vary as society and its needs change. The field's enormous effectiveness has been proven in the workplace, where ever-rising unemployment rates have forced the intervention of professionals who can provide useful job search tools. 

In this sense, this Postgraduate diploma includes new and useful psychopedagogical skills, useful not only in the workplace, but in all areas of education and learning. A program that offers innovative techniques assess, diagnose and implement strategies that will enable professionals to incorporate the most recent psycho-pedagogical theories into their field of work. 

All this is offered in a 100% online format without fixed schedules or face-to-face classes of any kind. All the material will be immediately available in the virtual classroom from any device with an Internet connection. To meet their highest professional and personal demands, our students will have the freedom to take on the course load wherever, whenever and however they wish. 

Find out how the concept of family is evolving with an in-depth syllabus, delving into the specific dynamics that favor the well-being of all its members” 

This Postgraduate diploma in Psychopedagogical Intervention contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical case studies presented by experts in psychopedagogy
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

Enroll and delve into the most appropriate ways to address the socio-labor needs arising from the growth of unemployment rates” 

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

The 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 specialization programmed to learn in real situations.  

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

You will work alongside TECH professors to develop socio-educational programs using the latest techniques"

Get up to date with the most recent casuistry in the most vulnerable groups, honing your skills for more direct action"

TECH has designed a program that approaches psycho-pedagogy from different perspectives, thus favoring multidisciplinary learning that can be extrapolated to different fields of work. Furthermore, all the contents are based on the most recent research and studies, enabling students to achieve high-quality standards in their work. Likewise, the Relearning methodology used by TECH will allow students to internalize the learning process without the need to sacrifice excessive hours of study. 

Enroll and discover what implications the information and knowledge that society is generating and what role psychopedagogy plays in this paradigm” 

Module 1. Psycho-Pedagogical Diagnosis in Social and Community Settings

1.1. Concept and Purpose of Social and Community Intervention

1.1.1. Concept, Principles and Purpose of Social and Community Intervention. Areas and Scope

1.1.1.1. Concept and Principles of Social and Community Intervention
1.1.1.2. Purpose
1.1.1.3. Areas and Scope

1.2. Agents and Recipients of Social and Community Intervention

1.2.1. Social and Community Mediation: Social Agents and Recipients

1.2.1.1. Social Agents
1.2.1.2. Recipients

1.3. A Twofold Action Framework: Non-Formal Education and Informal Education

1.3.1. Conceptualization of Non-Formal and Informal Education and Areas of Intervention

1.3.1.1. Non-Formal Education
1.3.1.2. Areas of Intervention in Non-Formal Education
1.3.1.3. Informal Education
1.3.1.4. Areas of Intervention in Informal Education

1.4. Non-Formal Education Programs: Childhood

1.4.1. Non-Formal Child Care Programs

1.4.1.1. Non-Formal Child Care Programs

1.5. Non-Formal Education Programs: Adolescence and Youth

1.5.1. Job Training Programs, Social Programs, NGO-Run and Public Programs for Teenagers and Non-Formal Education Programs: Adolescence and Early Adulthood

1.5.1.1. Work Training Programs
1.5.1.2. Social Programs
1.5.1.3. NGO Programs for Adolescents
1.5.1.4. Public Programs for Adolescents

1.6. Non-Formal Education Programs: Middle Age

1.6.1. NGO, Public and Job Training Programs for the Middle Aged

1.6.1.1. NGO Programs for the Middle Aged
1.6.1.2. Public Programs for Middle Aged
1.6.1.3. Work Training Programs

1.7. Non-Formal Education Programs: Old Age

1.7.1. Active Ageing. Programs for the Elderly

1.7.1.1. Active Aging
1.7.1.2. Promoting Active Aging: Programs

1.8. Mediation in Special Vulnerability Groups: The Prison Population

1.8.1. Health Mediation, Mediation Project Design and Selection and Recruitment of Health Care Workers

1.8.1.1. Health Mediation and Mediation Project Design
1.8.1.2. Selection and Recruitment of Health Care Workers

1.9. Mediation in Special Vulnerability Groups: Institutionalized Minors

1.9.1. Family Conflict: Residential Foster Care and Conflict Resolution Programs

1.9.1.1. Family Conflict
1.9.1.2. Residential Foster Care
1.9.1.3. Conflict Resolution Programs

1.10. Mediation in Especially Vulnerable Groups: Marginalization and Extreme Poverty

1.10.1.  Extreme Poverty and Human Rights. Measurement and Mediation

1.10.1.1. Extreme Poverty
1.10.1.2. Human Rights
1.10.1.3. Measurement
1.10.1.4. Mediation

1.11. Mediation in Special Vulnerability Groups: Migrants and Refugees

1.11.1. Projects based on Refugee Status, Intercultural Mediators and Geographical Scope

1.11.1.1. Projects based on Refugee Status
1.11.1.2. Intercultural Mediators
1.11.1.3. Geographical Scope

1.12. Mediation in Special Vulnerability Groups: Abuse and Maltreatment

1.12.1. Types of Maltreatment: Mediators and Social Mediation in Families

1.12.1.1. Concept of Maltreatment
1.12.1.2. Types of Maltreatment
1.12.1.3. Mediators and Social Mediation in Families

Module 2. Social and Labor Project Design, Management and Evaluation

2.1. Society, Socialization and Social and Educational Interaction

2.1.1. Globalization and the Information and Knowledge Society. Inequality and Education

2.1.1.1. Globalization
2.1.1.2. The Information and Knowledge Society
2.1.1.3. Inequality and Education

2.2. Quality in Social and Labor Projects

2.2.1. Concept of Quality. Quality Service

2.2.1.1. Concept of Quality
2.2.1.2. Quality of Social and Labor Services

2.3. Social Responsibility and Strategic Planning

2.3.1. Strategic and User-Oriented Organizational Models

2.3.1.1. Strategic and User-Oriented Organizational Models
2.3.1.2. Social Responsibility

2.3.2. Strategic Planning and Basic Principles in Social and Labor Projects

2.3.2.1. Strategic Planning
2.3.2.2. Basic Principles in Labor Projects

2.4. Reality Analysis and Problem Identification

2.4.1. Reality Analysis and Problem Identification. Functions and Areas

2.4.1.1. Reality Analysis and Problem Identification
2.4.1.2. Functions
2.4.1.3. Scope

2.5. Participatory Socio-Educational Diagnosis in Problem Identification

2.5.1. Diagnostic Phases
2.5.2. Object of Study, Area of Influence and Team Building

2.5.2.1. Object of Study
2.5.2.2. Area of Influence
2.5.2.3. Team Building

2.6. Planning Social and Labor Interventions

2.6.1. Justification, Problem Formulation and Objectives

2.6.1.1. Justification
2.6.1.2. Formulating Problems
2.6.1.3. General and Specific Objectives

2.6.2. Internal Planning and Management Models

2.6.2.1. Planning Models
2.6.2.2. Internal Management

2.7. Guidelines for Project Development

2.7.1. Work Plan, Organizational Elements and Resources

2.7.1.1. Work Plan
2.7.1.2. Organizational Elements and Methodology
2.7.1.3. Resources

2.8. Infrastructure and Human Resources (HR)

2.8.1. People Management and HR Policies

2.8.1.1. People Management
2.8.1.2. HR Policies

2.8.2. Assessing Individuals

2.9. Financial Management: Budgeting, Execution and Auditing

2.9.1. Budget Preparation and Execution. Audits

2.9.1.1. Budget Preparation
2.9.1.2. Budget Execution
2.9.1.3. Audits

2.10. Performance Assessment Models

2.10.1. Assessment Design

2.10.1.1. Types of Assessment Design

2.10.2. Phases in the Process, Types, Methodology and Assessment Tools

2.10.2.1. Phases in the Process
2.10.2.2. Types of Designs
2.10.2.3. Methodology
2.10.2.4. Assessment Tools

2.11. Data Collection, Systematization and Analysis

2.11.1. Types of Analysis, Techniques and Procedures. Access and Data Collection

2.11.1.1. Types of Data Analysis
2.11.1.2. Data Collection Techniques
2.11.1.3. Procedures for Data Analysis
2.11.1.4. Data Access
2.11.1.5. Data Logging

2.12. Memorandums and Reports

2.12.1. Dissemination of Results, Log and Final Report

2.12.1.1. Dissemination of Results
2.12.1.2. Memory
2.12.1.3. Final Report

Module 3. Psychopedagogical Counseling for Families in Psychosocial Risk Situations

3.1. Construction of the Concept of Family

3.1.1. Concept and Theories about the Family. Functions, Dynamics, Rules, and Roles

3.1.1.1. The Family as a context for Human Development
3.1.1.2. Family Functions
3.1.1.3. Family Dynamics and Rules
3.1.1.4. Roles within the Family Context

3.2. Evolution of Family Institution

3.2.1. Social Changes and New Forms of Family Coexistence

3.2.1.1. The Influence of Social Changes on the Family
3.2.1.2. New Family Forms
3.2.2. Family Educational Styles
3.2.2.1. Democratic Style
3.2.2.2. Authoritarian Style
3.2.2.3. Negligent Style
3.2.2.4. Indulgent Style

3.3. Families at Psychosocial Risk

3.3.1. Psychosocial Risk, Psychosocial Risk Assessment Criteria, and Families at Psychosocial Risk

3.3.1.1. What is Psychosocial Risk?
3.3.1.2. Psychosocial Risk Assessment Criteria
3.3.1.3. Families in Psychosocial Risk Situation

3.3.2. Risk Factors vs. Protective Factors

3.3.2.1. Risk Factors
3.3.2.2. Protective Factors

3.4. Processes of Orientation and Psycho-Pedagogical Intervention

3.4.1. Conceptualization of Psycho-Pedagogical Intervention and Models of Psycho-Pedagogical Intervention

3.4.1.1. Concept of Psychopedagogical Intervention in the Family Environment
3.4.1.2. Models of Psychopedagogical Intervention

3.4.2. Addressees, Areas, and Contexts of Psychopedagogical Intervention

3.4.2.1. Addressees of the Psychopedagogical Intervention
3.4.2.2. Areas of the Psychopedagogical Intervention
3.4.2.3. Contexts of the Psychopedagogical Intervention

3.5. Socio-Educational Intervention in Families I

3.5.1. Concept, Foundations and Models of Family Socio-Educational Intervention

3.5.1.1. The Socio-Educational Intervention with Families
3.5.1.2. Principles of Psychoeducational Intervention with Families
3.5.1.3. Fundamentals of Socio-educational Intervention with Families: Elements, Criteria to Take into Account, and Levels of Intervention
3.5.1.4. Models of Socio-educational Intervention with Families

3.6. Socio-Educational Intervention in Families II

3.6.1. Family Intervention Educational Teams, Professional Skills and Tools and Techniques

3.6.1.1. Educational Teams of Family Intervention
3.6.1.2. Professional Skills
3.6.1.3. Tools and Techniques

3.7. Intervention in Situations of Risk and Child Abuse in the Family

3.7.1. Conceptualization and Typology of Child Abuse

3.7.1.1. The Concept of Child Abuse
3.7.1.2. Types of Child Maltreatment

3.7.2. Actions Against Child Abuse

3.7.2.1. Detection, Assessment, and Care
3.7.2.2. Protocols

3.8. Collaborative Frameworks Between Family and School

3.8.1. Family and School as Collaborative Environments. Forms of Family Participation in the School

3.8.1.1. Family and School as Collaborative Environments
3.8.1.2. Forms of Family Participation in the School
3.8.1.3. Parenting School and Parental Education

A unique, key and decisive training experience to boost your professional development"