Broaden the area of intervention around the students, sometimes including the relationships with the family environment. This program will enable you to be prepared to move safely in this complex field”  

Psychopedagogy has reached, by its own merits, a place of recognition in the current scientific panorama. The knowledge of this discipline has become the subject of Articles, Monographs, and Publications at International level that have shaped a Panorama of great interest for the Professional. These developments have led to advances in Techniques, Disciplines, and Modes of Presence and Intervention that make constant updating an Indispensable Condition.

This increasingly broad program leaves the educational center in order to reach all types of sectors, specifically socio-labor, where it becomes an invaluable asset. The new social and labor circumstances, the new educational challenges, the vertiginous evolution of cultural contexts and many other challenges, require the greatest capacity in the professionals of Psychopedagogy.

In terms of intervention, mediation with families has also become increasingly important. The incursion of new technologies in social, school, or family life, sexual or functional diversity, or any of the new paradigms are not static, but evolve and constantly require a competent look that supports, guides, and serves as a reference and, in turn, has adequate professional support.

A thorough overview of intense challenges that, in this comprehensive program, TECH tries to help students face. With the most complete human and technological resources that will allow us to move forward in a safe, comfortable and efficient manner.

Add extraordinary value to your CV with the knowledge and skills you will acquire during this program”

This Postgraduate diploma in Psychopedagogical Intervention in Families contains the most complete and up-to-date program on the market. Its most notable features are:

• Practical cases presented by Psychopedagogy Experts
• Graphic, Schematic, and Eminently Practical Content with which they are conceived
• Updates on School Psychopedagogy
• Practical exercises where the self-evaluation 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
• Evidence-Based Methodologies in School Psychopedagogy
• 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

New intervention methods, new approaches and protocols and the most advanced developments in this area of work, in a highly specialized program”

The teaching staff of this Postgraduate diploma in Psychopedagogical Intervention in Families is prepared by professionals in the sector, who pour all their knowledge and experience into this program to produce quality content, in addition to recognized specialists belonging to leading societies and prestigious universities.

The multimedia content has been elaborated with the latest educational technology, which will allow the Professional a situated and contextual learning, through which the student will be able to study in a simulated environment in which they will be able to learn in real situations.

The design of this program is based on Problem-Based Learning, so that the professional will have to try to solve the different situations of Professional Practice that arise throughout the training. For this reason, students will be assisted by an innovative, interactive video system created by renowned and experienced experts in the field of School Psychopedagogy with extensive teaching experience.

A program created to give you the qualification your CV needs in an increasingly demanding labor market”

With the best facilities so you can combine your studies with your personal or professional life, without any problems and with total independence”

The structure of the contents has been designed by a team of professionals from leading schools and universities. Structured in specific learning units, it allows students to prepare in a gradual and sustained way, without losing motivation during the process.

An educational program carefully developed to offer a highly effective updating and specialization process” 

Module 1. Assessment, Diagnosis, and Psycho-pedagogical Orientation

1.1. Counseling and Psychopedagogical Intervention: Concept, Disciplinary Area, Object of Study, and Trajectory

1.1.1. Concept and Functions of Educational Diagnosis Qualities of the Diagnostician

1.1.1.1. Concept of Educational Diagnosis
1.1.1.2. Functions of Educational Diagnosis
1.1.1.3. Qualities of the Diagnostician

1.1.2.  Dimensions, Scopes, and Areas of Action

1.1.2.1. Dimensions of the Psychopedagogical Intervention
1.1.2.2. Spheres and Areas of Intervention

1.2. Psychopedagogical Evaluation: Function and Nature

1.2.1. Concept, Purpose, and Context

1.2.1.1. Concept of Psychopedagogical Assessment
1.2.1.2. Purpose of the Psychopedagogical Assessment
1.2.1.3. Context of the Evaluation

1.2.2. Psychopedagogical Assessment Procedure Evaluation in the School and Family Context

1.2.2.1. Psychopedagogical Assessment Procedure
1.2.2.2. Assessment in the School Context
1.2.2.3. Assessment in the Family Context

1.3. Psychopedagogical Diagnosis: Concept, Possibilities and Delimitation within the Framework of Psychopedagogical Action

1.3.1. The Diagnostic Process and its Stages

1.3.1.1. Diagnostic Process
1.3.1.2. Stages of Diagnosis

1.4. Psychopedagogical Assessment Process According to Different Action Fields

1.4.1. Assessment as a Process
1.4.2. Action Fields and Areas of Intervention and Assessment in the School and Family Context

1.4.2.1. Fields and Areas of Action
1.4.2.2. Assessment Process in the School Context
1.4.2.3. Assessment Process in the Family Context

1.5. Design and Phases of Psychopedagogical Assessment

1.5.1. Psychopedagogical Assessment Procedure and its Phases

1.5.1.1. Psychopedagogical Assessment Procedure
1.5.1.2. Psychopedagogical Assessment Phases

1.6. Techniques and Instruments of Psychopedagogical Assessment

1.6.1. Techniques and Instruments of Qualitative and Quantitative Assessment

1.6.1.1. Qualitative Assessment Techniques and Instruments
1.6.1.2. Quantitative Assessment Techniques and Instruments

1.7. Psychopedagogical Assessment in the School Context

1.7.1. Assessment in the Classroom, Center and Family Context

1.7.1.1. Assessment in the Classroom Context
1.7.1.2. Assessment in the Center Context
1.7.1.3. Assessment in the Family Context

1.8. Information Return and Follow-Up

1.8.1. Information Return and Follow-Up

1.8.1.1. Return
1.8.1.2. Monitoring

1.9. Models of Psychopedagogical Orientation

1.9.1. Clinical Model, Consultation Model, and Program Model

1.9.1.1. Clinical Model
1.9.1.2. Consultation Model
1.9.1.3. Program Model

1.10. School Orientation: Tutorial and Family

1.10.1. School Guidance and the Tutorial Function Tutorial Action Plan

1.10.1.1. School Guidance
1.10.1.2. Tutorial Function
1.10.1.3. Tutorial Action Plan

1.11. Vocational, Professional and Job Orientation

1.11.1. Vocational/Professional/Labor Orientation and Maturity. Approaches and Interests

1.11.1.1. Vocational Orientation and Maturity
1.11.1.2. Professional Orientation and Maturity
1.11.1.3. Work Orientation and Maturity
1.11.1.4. Approaches and Interests

1.12. Social, Health, Vulnerability and Social Exclusion Counseling

1.12.1. Concept, Purpose, and Socio-Health Contexts, and Contexts of Vulnerability or Social Exclusion Orientation Guidelines

1.12.1.1. Counseling Concept and Context in the Social, Health and Vulnerability or Social Exclusion Field
1.12.1.2. Purpose of Social, Health, Vulnerability and Social Exclusion Counseling

Module 2. The Role of the Family and the Community in Inclusive Schooling

2.1.  The Diversity of Current Family Models

2.1.1. Definition of Family Concept
2.1.2. Evolution of Family Concept

2.1.2.1. The Family in the 21st Century

2.1.3.  Family Models

2.1.3.1. Types of Family Models
2.1.3.2. Educational Styles in Family Models

2.1.4.  Educational Attention to the Different Family Models

2.2. Family Involvement in the School

2.2.1. The Family and the School as Developmental Environments
2.2.2. The Importance of Cooperation between Educational Agents

2.2.2.1. The Management Team
2.2.2.2. The Teaching Team
2.2.2.3. The Family

2.2.3.  Types of Family Participation

2.2.3.1. Direct Participation
2.2.3.2. Indirect Participation
2.2.3.3. Non-Participation

2.2.4. Parent Schools
2.2.5. The Parent-Teacher Association (PTA)
2.2.6. Difficulties in Participation

2.2.6.1. Intrinsic Participation Difficulties
2.2.6.2. Extrinsic Participation Difficulties

2.2.7. How to improve Family Participation?

2.3. The Family and the School as Developmental Environments
2.4. Society and Inclusive School
2.5. Learning Communities

2.5.1. Conceptual Framework of Learning Communities
2.5.2. Characteristics of Learning Communities
2.5.3. Creation of a Learning Community

2.6. Creation of a Learning Community

Module 3. Psychopedagogical Counseling to 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 Education 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 Situations

3.3.2. Risk Factors vs. of Protection Factors

3.3.2.1. Risk Factors
3.3.2.2. Protective Factors

3.4. Processes of Orientation and Psychopedagogical 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. The Socio-Educational Intervention with Families

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 with 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

This is your moment; push yourself with an intensive program that will put you at the forefront of the job market”