Develops strategies to stimulate student effort and promote their ability to learn on their own and with others”

For many years, centuries even, psychology has existed as a science that studies human behavior and mental processes. Gradually it has branched out into other areas of knowledge, reaching schools as a way to deepen learning and the most suitable educational methods for students to develop their cognitive skills in the best way.

In this sense, when it comes to guiding students to make important decisions, the psychologist in the field performs a series of assessments and applies strategies that allow to evaluate all available options objectively.  

For this reason, a program has been developed with the intention of showing psychologists the application and understanding of strategies to help young people solve problems and conflicts in school environments. It also seeks to establish different tools to face the complexity of the profession in secondary education. To this end, the student will be invited to reflect and issue a conclusion on the responsibility and ethics of this field. All this, with the purpose of being able to guide young people towards a better working future.  

As the program progresses, professionals will be able to understand the different approaches to guidance and apply them to all developmental stages of children and young people. They are also expected to develop skills for the organization of ideas and motivational arguments, which will help to obtain better results with students, in addition to establishing the foundations of leadership and creativity, fostering collaborative work and improving their communication results. 

Furthermore, it is a 100% online Postgraduate Certificate that provides students with comfortable study and ease, wherever and whenever they want it. All you need is a device with internet access to take your career one step further. A modality according to the current times with all the guarantees to position the engineer in a highly demanded sector. 

Find in this Advanced master’s degree the opportunity to learn about the new guidance and counseling processes in the educational system”

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

• The development of case studies presented by experts in vocational and professional guidance
• 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 in educational and vocational orientation 
• 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

Acquire the criteria for the selection and elaboration of educational materials with the most up-to-date program on the market”

Its teaching staff includes professionals from the field of journalism, who bring to this program the experience of their work, as well as renowned specialists from reference 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 an immersive learning experience designed to prepare for real-life situations. 

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

Encourage a climate that facilitates learning and values student contributions"

Understand the importance of mentoring to guide young people in choosing an appropriate career path"

In order to know the formative and cultural value of the subjects corresponding to the specialization and the contents that are studied in the respective courses, we have the most updated and innovative program to promote the professional development of psychologists in this area. This way, the syllabus is designed for the student to participate in the definition of the educational project and in the general activities of the center according to criteria of quality improvement, attention to diversity, prevention of learning problems and coexistence. 

Develop the necessary skills and techniques to be able to adequately advise families about the development and learning process of their children” 

Module 1. Learning and Development of Personalities 

1.1. Introduction: Relationship between Learning and Development, Education and Culture 

1.1.1. Introduction 
1.1.2. The Common Concept of Psychological Development 
1.1.3. An Alternative to the Common Concept of Psychological Development: the Social and Cultural Nature of Development 
1.1.4. The Role of Education in Psychological Development 
1.1.5. Schooling as an Essential Context for Psychological Development 
1.1.6. Essential Social Factors in Learning
1.1.7. Stages of Development 
1.1.8. Key Developmental Processes 

1.2. Conceptions of Learning and Learner Development 

1.2.1. Concept of Learning 
1.2.2. Main Theories of Learning and Development 

1.2.2.1. Theories of Psychoanalysis 

1.2.2.1.1. Freud’s Theory 
1.2.2.1.2. Erikson's Psychosocial Theory 

1.2.2.2. Behaviorist Theories 

1.2.2.2.1. Pavlov's Classical Conditioning Theory 
1.2.2.2.2. Skinner's Operating Conditioning Theory 

1.2.2.3. Cognitive Theories 

1.2.2.3.1. Information Processing Theory 

1.2.2.3.1.1. Robert Gagné's Instructional Theory 

1.2.2.3.2. Constructivism 

1.2.2.3.2.1. Verbal-Meaningful Learning Theory of Dr. Ausubel 
1.2.2.3.2.2. Jean Piagetl's Genetic Epistemology 
1.2.2.3.2.3. Lev Vygotsky's Sociocultural Cognitive Theory 
1.2.2.3.2.4. Jerome Bruner's Discovery Learning 

1.2.2.4. Socio-Cognitive Theories 

1.2.2.4.1. Bandura's social-Cognitive Theory 

1.3. Characterization of the Adolescence Stage: Physical and Sexual Development 

1.3.1. Puberty and Adolescence 

1.3.1.1. Puberty 
1.3.1.2. Cardiac Catheterization 

1.3.2. Psychological Effects of Puberty 
1.3.3. Early Developing Adolescents and Late Developing Adolescents 

1.3.3.1. Precocious Puberty 
1.3.3.2. Delay of Puberty 

1.3.4. Changing Patterns of Sexual Behavior 
1.3.5. The Context and Timing of Adolescent Sexual Behavior 
1.3.6. Love Affair and Intimacy 

1.4. Psychological Dimensions related to School Learning: Social and Moral Development 

1.4.1. Main Socializing Agents 

1.4.1.1. The Family 

1.4.1.1.1. The Concept of Family 
1.4.1.1.2. The Adolescent and their Family 

1.4.1.2. The Peer Group 
1.4.1.3. Educational Centers 
1.4.1.4. The media 

1.4.2. Risks of Social Media 
1.4.3. Development of Moral Concepts. Various Theoretical Models 

1.4.3.1. Piaget 
1.4.3.2. Kohlberg 

1.4.4. Factors Influencing Adolescent Moral Development 

1.4.4.1. Differences Between Genders 
1.4.4.2. Intelligence 
1.4.4.3. At Home 
1.4.4.4. Friends 

1.5. Psychological Dimensions Related to School Learning: Intelligence 

1.5.1. The Advent of Formal Thinking 

1.5.1.1. Characteristics of Formal Thinking 
1.5.1.2. Hypothetic-Deductive Thinking and Propositional Reasoning 

1.5.2. Criticisms to Piaget's View 
1.5.3. Cognitive Changes 

1.5.3.1. The Development of Memory 

1.5.3.1.1. Sensory Memory 
1.5.3.1.2. Short-Term Memory (STM) 
1.5.3.1.3. Long-Term Memory (LTM) 

1.5.3.2. The Development of Memory Strategies 
1.5.3.3. The Development of Metacognition 

1.5.3.3.1. The Development of Metacognition 
1.5.3.3.2. Knowledge and Metacognitive Control 

1.5.4. Intelligence 

1.5.4.1. Cattell's Fluid and Crystallized Intelligence 
1.5.4.2. Sternberg Triarchic Theory 
1.5.4.3. Gardner's Multiple Intelligences 
1.5.4.4. Goleman's Emotional Intelligence 
1.5.4.5. Wechsler Scale 

1.6. Psychological Dimensions related to School Learning: Identity, Self-Concept, and Motivation 

1.6.1. Self-Concept 

1.6.1.1. Definition of Self-Concept 
1.6.1.2. Factors Associated with the Development of Self-Concept 

1.6.2. Self-esteem 
1.6.3. Theoretical Approaches to Identity Development 

1.6.3.1. Different Ways of Elaborating Identity 

1.6.4. Motivation and Learning 

1.7. The Teaching-Learning Process in Adolescence: General Principles 

1.7.1. Ausubel's Theory of Meaningful Verbal Learning 

1.7.1.1. Types of Learning in the School Context 
1.7.1.2. What is Already Known and the Desire to Learn: Conditions for Constructing Meaning 
1.7.1.3. The Processes of Assimilation of New Contents 
1.7.1.4. A Review of the Theory Thirty Years Later 

1.7.2. Processes of Knowledge Construction: The Constructivist Theory of Teaching and Learning 

1.7.2.1. School Education: A Social and Socializing Practice 
1.7.2.2. The Construction of Knowledge in the School Context: The Interactive Triangle 
1.7.2.3. The Processes of Knowledge Construction and the Mechanisms of Educational Influence 

1.7.3. Why Do Only Humans Have Teaching? 

1.8. The Teaching-Learning Process in Adolescence: Construction of knowledge in the classroom and teacher/student interaction

1.8.1. Teacher Effectiveness 
1.8.2. Teaching Styles 
1.8.3. Teaching Models 
1.8.4. The Role of the Teacher 
1.8.5. Expectations of the Teacher and the Student 

1.9. The Teaching-Learning Process in Adolescence. Processes of Knowledge Construction and Peer-to-Peer Interaction 

1.9.1. Peer Interaction and Cognitive Development 
1.9.2. Cooperative Learning 

1.9.2.1. The Use of Cooperative Learning as a Didactic Method 

1.10. Attention to Diversity and Educational Needs in the Adolescence Stage 

1.10.1. Historical Background 
1.10.2. The Warnock Report 
1.10.3. The Concept of Special Educational Needs 
1.10.4. The Causes of SEN 
1.10.5. Classification of SEN 
1.10.6. Learning Difficulties derived from Motor, Visual and Hearing Impairment. Educational Intervention 
1.10.7. Learning Difficulties derived from Autism (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Intellectual Disabilities (IDD) and High Abilities. Educational Intervention 
1.10.8. Behavioral Disorders in Childhood and Adolescence 

1.10.8.1. Epidemiology and Risk Factors for Behavioral Disorders 
1.10.8.2. Clinical Features and Forms of Presentation 

1.10.9. Main Manifestations of Behavioral Disorders 

1.10.9.1. Attention Deficit Hyperactivity Disorder (ADHD) 
1.10.9.2. Dissocial Disorder (DD) 
1.10.9.3. Oppositional Defiant Disorder (ODD) 

1.10.10. An Example of an Instrument to Detect Behavioral Disorders in the Classroom 
1.10.11. Proposals for Therapeutic Intervention in the Classroom 

1.10.11.1. Attention Deficit Hyperactivity Disorder (ADHD) 
1.10.11.2. Oppositional Defiant Disorder (ODD) and Dissocial Disorder (DD) 

1.11. Relationships in Adolescence and Conflict Management in the Classroom 

1.11.1. What is Mediation 

1.11.1.1. Types of Mediation 

1.11.1.1.1. School Mediation 
1.11.1.1.2. Family Mediation 

1.11.1.2. Insight Theory 
1.11.1.3. The Enneagram 

1.11.2. Strengths and Weaknesses of Implementing a Mediation Program 

1.12. Principle of Personalized Education and Forms of Action 

1.12.1. Historical Evolution of Special Education 

1.12.1.1. The United Nations (UN) 
1.12.1.2. The Universal Declaration of Human Rights (UDHR) 

1.12.2. The Localization Dilemma 
1.12.3. Educational Inclusion 
1.12.4. The Dilemma of Differences 
1.12.5. Personalized Education 
1.12.6. Personal Learning Design 
1.12.7. Conclusions 

1.12.7.1. Learning by Doing 

Module 2. Society, Family and Education 

2.1. The Guidance Function of the Educational Center 

2.1.1. Educational Counselling 

2.1.1.1. Introduction 
2.1.1.2. Concept of Educational Guidance 
2.1.1.3. Guidance Functions in the Educational Center 
2.1.1.4. Origin of Educational Guidance 
2.1.1.5. Areas of Intervention 

2.1.1.5.1. Professional Guidance 
2.1.1.5.2. Development Guidance 
2.1.1.5.3. School Guidance  
2.1.1.5.4. Guidance in the Attention to Diversity 

2.1.1.6. Intervention Models 

2.1.1.6.1. Counseling Model 
2.1.1.6.2. Services Model 
2.1.1.6.3. Program Model 
2.1.1.6.4. Consultation Model 
2.1.1.6.5. Technological Model 

2.1.2. Principles of Guiding Action 

2.2. The Tutor-Teacher and the Tutorial Action 

2.2.1. The Tutor's Profile and Competences 
2.2.2. Tutorial Action 
2.2.3. The Guidance Department 

2.2.3.1. Organization of the Guidance Department 
2.2.3.2. Composition of the Guidance Department 
2.2.3.3. Functions of the Guidance Department 
2.2.3.4. Functions of the Members of the Guidance Department 

2.2.3.4.1. Functions of the Head of the Guidance Department 
2.2.3.4.2. Functions of the Support Teacher 
2.2.3.4.3. Therapeutic Pedagogy and Hearing and Language Therapy Teachers 
2.2.3.4.4. Functions of the Teacher of Occupational Training and Guidance 

2.2.4. Guidance and Tutorial Action in Occupational Training 
2.2.5. The Holland Typology’s Model 

2.3. Tutorial Action Tools 

2.3.1. Introduction 
2.3.2. The Tutorial Action Plan (TAP) 

2.3.2.1. Modalities of Autonomy 

2.3.2.1.1. Pedagogical Autonomy 
2.3.2.1.2. Managerial Autonomy 
2.3.2.1.3. Organizational Autonomy 

2.3.3. Information and Communication Technologies (ICT) in Tutorial Action 

2.3.3.1. Social Changes 
2.3.3.2. Changes in Education 
2.3.3.3. ICT used in Tutorial Action 

2.3.3.3.1. Webquests 
2.3.3.3.2. Blogs 
2.3.3.3.3. Webinars 
2.3.3.3.4. Wikis 
2.3.3.3.5. E-mail 
2.3.3.3.6. Discussion Forums 

2.3.3.4. Advantages of Using ICT in Tutorial Action 
2.3.3.5. Disadvantages of the Use of ICT in Tutorial Action 

2.4. The Relationship of the Teacher-Tutor with the Student 

2.4.1. The Individualized Interview as the Main Tool 

2.4.1.1. Importance of Communication 
2.4.1.2. Interview between the Tutor Teacher and the Student 
2.4.1.3. The Interview in the Aid Relationship 
2.4.1.4. Interviewer Skills 
2.4.1.5. Types of Interviews 

2.4.1.5.1. According to the Number of Participants 
2.4.1.5.2. According to the Format 
2.4.1.5.3. According to the Mode or Channel 

2.4.2. Group Dynamics 

2.4.2.1. Group Dynamics: Some Examples of Techniques 

2.4.2.1.1. Discussion Groups 
2.4.2.1.2. Role-Playing 
2.4.2.1.3. Dialogical Pedagogical Discussion 
2.4.2.1.4. Cineforum 

2.4.2.2. Benefits of Applying Group Dynamics 

2.4.3. Techniques for the Management of Coexistence 

2.4.3.1. Learning Values and Norms 
2.4.3.2. Social Emotional Education and Classroom Climate 
2.4.3.3. Strategies that Facilitate School Coexistence 
2.4.3.4. Programs to Educate in Coexistence 

2.5. Family and School Centers 

2.5.1. Introduction 
2.5.2. The Evolution of the Family and Society 
2.5.3. Demands Made by the Family to the Educational Center and Vice-Versa 

2.5.3.1. Demands from the School to the Family 
2.5.3.2. Demands from the Family to the School 

2.5.4. Family-Educational Center Communication Channels: the School for Parents 

2.5.4.1. School for Parents 

2.6. The Family Interview 

2.6.1. Introduction 

2.6.1.1. The Ecological Theory of Bronfenbrenner 

2.6.2. The Family Interview 

2.6.2.1. Keys to an Effective Interview 
2.6.2.2. Emotional Education
2.6.2.3. Classification of Interviews 

2.6.3. Structure of Interviews 
2.6.4. Factors Involved in Family Interview 
2.6.5. Steps in Family Interview 
2.6.6. Interview Techniques 

2.6.6.1. Educational Coaching 
2.6.6.2. Context 
2.6.6.3. Origins of Coaching 
2.6.6.4. Principles of Coaching 
2.6.6.5. Models of Coaching 
2.6.6.6. Agents Involved in the Coaching Process 
2.6.6.7. Benefits of Coaching 

Module 3. The fields of educational guidance and psycho-pedagogical counseling 

3.1. General conceptualization of educational guidance 

3.1.1. What Is educational guidance?  
3.1.2. Review of the main milestones of educational guidance in legislation

3.2. Vocational and Professional Guidance within the Functions of School Guidance 

3.2.1. Academic and Vocational Fields: A Continuum Throughout Schooling  
3.2.2. Fundamental Principles in Academic and Career Guidance  
3.2.3. Roles of the School Counselor related to Vocational and Professional Guidance  
3.2.4. Educational and Professional Guidance Planning  
3.2.5. Intervention Strategies in Educational and Professional Guidance  
3.2.6. Can the Schooling Report and the Psycho-Pedagogical Assessment be Educational and Vocational Guidance Measures?  
3.2.7. Support in the Selection of Educational and Vocational Pathways in Compulsory Schooling  
3.2.8. Guidance Counseling as a Vocational Counseling Report  
3.2.9. Other Functions of the School Counselor  
3.2.10. The Place of Vocational and Professional Guidance within the Functions of School Guidance 

3.3. Organizational Structures of Guidance in Schools 

3.3.1. Main Organizational Structures of School Guidance  
3.3.2. Organization of School Guidance in Early Childhood Education  
3.3.3. Organization of School Guidance in Pre-School Education  
3.3.4. Organization of School Guidance in Primary Education  
3.3.5. Organization of School Guidance in Vocational Training  
3.3.6. Organization of the Educational Guidance in University Education  
3.3.7. Organization of Educational Guidance in Adult Education Centers  
3.3.8. Organization of Educational Guidance in Special Education  
3.3.9. Organization of School Guidance in Special Education Centers and Occupational Training Centers  
3.3.10. Organization of Counseling 

3.4. Tutorial Action 

3.4.1. Work of the tutor  
3.4.2. Difficulties of the tutor 

3.5. Main social and personal situations that have an impact on school coexistence 

3.5.1. Socio-educationally disadvantaged students  
3.5.2. Cultural diversity in the educational center  
3.5.3. Situations of bullying in schools 

3.6. Resources and strategies for the management of coexistence in the educational center 

3.6.1. Regulation of coexistence in the educational center  
3.6.2. School mediation programs 

3.7. Educational guidance for the promotion and transition of school stages

3.7.1. Orientation for students who are promoted from kindergarten to elementary school  
3.7.2. Orientation for students who are promoted from primary to high school 

3.8. Vocational orientation. Prevention  and intervention measures to prevent school failure or dropout 

3.8.1. Vocational guidance for students who finish secondary school and enter post-compulsory studies  
3.8.2. Prevention and intervention measures for school failure or dropout

3.9. Career guidance and job placement 

3.9.1. The academic and professional orientation plan  
3.9.2. Vocational assessment and counseling of students 

3.10. Some guidance and ICT projects and experiences 

3.10.1. H.O.L.A. Project (Tool for labor orientation in Asturias) 
3.10.2. "My vocational e-portfolio" (myvip)  
3.10.3. Mywaypass. Free Online Platforms for Decision-Making   
3.10.4. Uveni. Guidance Platform for Secondary Education  
3.10.5. At the Ring of a Bell  
3.10.6. Socio-school  
3.10.7. Orientaline  
3.10.8. Virtual Student Lounge 

Module 4. The processes of educational guidance and psycho-pedagogical counseling 

4.1. Processes of educational guidance and psycho-pedagogical counseling in the educational system. Areas and strategies of psycho-pedagogical counseling 

4.1.1. Educational guidance services: organization and operation  
4.1.2. Educational guidance teams  
4.1.3. Guidance departments  
4.1.4. Intervention plans  
4.1.5. Institutional analysis of educational centers and related systems 

4.2. Advice on the design and development of intervention plans 

4.2.1. Educational guidance counseling: models and strategies  
4.2.2. Types of claims  
4.2.3. Design, development and evaluation of intervention plans/programs 

4.3. Regulation of psycho-pedagogical counseling in the educational system BORRAR 

4.3.1. Process of educational guidance and psycho-pedagogical counseling in the legislative field  
4.3.2. Regulatory norm 

4.4. Coordination with external structures and agents 

4.4.1. Coordination of guidance services  
4.4.2. Coordination programs  
4.4.3. The counselor as facilitator and coordinator   

4.5. The intersectoral and community approach to psycho-pedagogical counseling 

4.5.1. Coordination and collaboration actions of the orientation department  
4.5.2. Resources, tools and materials in the guidance and counseling process 

4.6. Psychopedagogical Evaluation Techniques and Tools 

4.6.1. Techniques and Instruments of Qualitative and Quantitative Evaluation  
4.6.2. Qualitative Assessment Techniques and Instruments  
4.6.3. Quantitative Evaluation Techniques and Instruments 

4.7. Collaborative work in the educational community. Collaborative work in the educational community

4.7.1. The guidance counselor: collaborative work with teachers and members of the school community  
4.7.2. Communication and group management skills  
4.7.3. Group Intervention  
4.7.4. Prevention in guidance  
4.7.5. Comprehensive and community-based preventive programs 

4.8. Models of psycho-pedagogical intervention in guidance. Behavioral-cognitive model and systemic model of educational guidance 

4.8.1. Counseling Model  
4.8.2. Program Model  
4.8.3. Constructivist educational model  
4.8.4. Approach to the concept of behavior modification  
4.8.5. Behavior modification program  
4.8.6. Behavioral Techniques  
4.8.7. Cognitive Techniques  
4.8.8. Conceptualization of the systemic model  
4.8.9. Intervention Plan  
4.8.10. Techniques and Strategies 

4.9. Psychopedagogical Evaluation: Function and Nature 

4.9.1. Concept, Purpose, and Context  
4.9.2. Concept of Psychopedagogical Assessment  
4.9.3. Purpose of the Psychopedagogical Assessment  
4.9.4. Context of the Evaluation   

4.10. Counseling process: academic and professional orientation. Counseling for the improvement of coexistence and the climate of the center 

4.10.1. Academic and professional orientation as a concept  
4.10.2. Intervention in academic and professional orientation  
4.10.3. The orientation council  
4.10.4. Guidance in relation to the improvement of coexistence  
4.10.5. Family-school collaboration through guidance and psycho-pedagogical counseling  
4.10.6. Prevention of violence and bullying 

Module 5. Inclusive Education and Attention to Diversity 

5.1. Principles of prevention: primary, secondary and tertiary prevention 

5.1.1. Conceptualization of prevention: types of prevention  
5.1.2. Current status of prevention 

5.2. Models of educational intervention 

5.2.1. Direct intervention  
5.2.2. Indirect intervention 

5.3. Quantitative and qualitative techniques 

5.3.1. Use of surveys and observation  
5.3.2. Use of questionnaires and tests 

5.4. Attention to specific educational support needs associated with disability, mathematics and learning difficulties: reading and writing 

5.4.1. From educational needs to activity and participation barriers  
5.4.2. Educational guidance in the face of intervention demands  
5.4.3. Conceptualization (learning disabilities: reading and writing)  
5.4.4. Assessment and intervention in the reading and writing modules  
5.4.5. Tasks for educational care  
5.4.6. Conceptualization (learning difficulties: mathematics)  
5.4.7. Resolution of problem situations  
5.4.8. The role of the counselor in the identification of difficulties 

5.5. Giftedness and high abilities 

5.5.1. Symptomatology and consequences of giftedness and high abilities
5.5.2. Curricular adaptation to giftedness and high abilities

5.6. Attention to diversity and multiculturalism 

5.6.1. The reality of diversity  
5.6.2. The reality of multiculturalism 

5.7. Psycho-pedagogical evaluation strategies 

5.7.1. Psycho-pedagogical evaluation process  
5.7.2. Psycho-pedagogical assessment and counseling in the educational response

5.8. Guidance and tutorial action plan 

5.8.1. The content of the guidance and tutorial action plan  
5.8.2. Guideline model of the guidance and tutorial action plan 

5.9. Teacher Training for Inclusive Education 

5.9.1. Previous Aspects to Consider  
5.9.2. Basis and Purpose  
5.9.3. Essential Elements of the Initial Training  
5.9.4. Main Theories and Models  
5.9.5. Criteria for the Design and Development of Teacher Education  
5.9.6. Continuing education  
5.9.7. Profile of the Teaching Professional  
5.9.8. Teaching Skills in Inclusive Education  
5.9.9. The Support Teacher Functions  
5.9.10. Emotional Skills 

Module 6. Educational research and innovation and the management of change 

6.1. School improvement as a goal of educational guidance 

6.1.1. Educational guidance in the face of the new scenarios of the current context  
6.1.2. Key Concepts: Educational Innovation, Change, Reform and Educational Improvement  
6.1.3. Key concepts: educational innovation, change, reform and educational improvement  
6.1.4. The change of educational paradigm as a challenge to rethink the contribution of educational guidance 

6.2. Areas of innovation and challenges for educational intervention

6.2.1. Areas of Innovation in the Educational Context  
6.2.2. The Obstacles and Challenges of Innovation in the Educational Context  
6.2.3. The binomial for educational improvement: research and innovation  
6.2.4. Current possibilities and challenges for innovative educational intervention 

6.3. Change management for educational improvement 

6.3.1. Educational innovation: change management for improvement  
6.3.2. Process Models to Generate Educational Innovation  
6.3.3. Educational Centers as a learning organization
6.3.4. The educational center as a learning organization 

6.4. The specific contribution of the eo in the definition of educational innovation and intervention strategies

6.4.1. Design, planning, development and evaluation of intervention projects for educational innovation and improvement
6.4.2. Components for the design of an intervention project for educational improvement  
6.4.3. Planning an intervention project for educational improvement (phases)  
6.4.4. Development of an intervention project for educational improvement (agents, roles and resources)  
6.4.5. Strategies and resources for the assessment of educational innovation and improvement projects  
6.4.6. The search for good practices  
6.4.7. Monitoring and evaluation of "good practices" for educational improvement  
6.4.8. Case study: analysis of a model for evaluating educational innovations 

6.5. Digital literacy and socio-community educational innovation 

6.5.1. Paradigm Shift: From Solid Knowledge to Liquid Information  
6.5.2. The metaphors of Web 2.0. and their consequences for educational counseling  
6.5.3. Good Practices in the Innovative Use of Technological Resources  
6.5.4. The possibilities and challenges of educational guidance in the digital society  
6.5.5. The socio-educational context as an area for innovation in educational guidance  
6.5.6. Networking and the construction of a common vision  
6.5.7. From the educational center to the educating community: the educating cities  
6.5.8. From the classroom to the community: the richness of service-learning 

6.6. Pedagogical innovation and guidance in the classroom: the improvement of learning and evaluation as a shared challenge 

6.6.1. Shared teaching as a strategy for the improvement of learning  
6.6.2. Resources to promote the development of shared teaching  
6.6.3. Types of shared teaching  
6.6.4. Advising, accompanying and evaluating the shared teaching processes  
6.6.5. Evaluation as a Learning Opportunity  
6.6.6. Characteristics of Innovative Evaluation  
6.6.7. The Dimensions of Evaluation: the Ethical and the Technical-Methodological Question 

6.7. Pedagogical innovation and guidance in the classroom: strategies for orienting assessment towards learning 

6.7.1. Collaboration with teachers to develop learning-oriented assessment  
6.7.2. Quality Criteria for Developing a Learning-Oriented Evaluation Process  
6.7.3. How to orient the results of the evaluation to promote learning

6.8. From educational research in the digital society to classroom research: opportunities for the improvement of the teaching-learning process 

6.8.1. The nature of educational research  
6.8.2. The research process and the view of the guidance counselor as an educational researcher  
6.8.3. Educational Research in the Current Context  
6.8.4. Technological Tools for the Development of Educational Research  
6.8.5. Educational Research Functions
6.8.6. From Educational Research to Research in the Classroom  
6.8.7. Classroom research and professional development  
6.8.8. Ethical Considerations for the Development of Educational Research 

6.9. The internal evaluation of educational guidance teams The current challenges of educational guidance and the deontological framework for the practice of the profession 

6.9.1. Educational improvement makes it essential to evaluate teachers and educational guidance teams  
6.9.2. The Self-Evaluation of Teaching Practice as a Process of Reflection and Formative Accompaniment  
6.9.3. The internal evaluation of the educational guidance teams and guidance departments  
6.9.4. Educational Guidance Challenges for the 21st Century  
6.9.5. Deontological Framework for Teaching Practice 

6.10. Learning and professional development of agents of educational change 

6.10.1. From the transmitting school to the creative, collaborative and critical school: being an agent for the change of model   
6.10.2. Opportunities that favor the professional development of all educational agents  
6.10.3. From collective learning to the professional development of teachers: the contribution of the educational counselor  
6.10.4. Meeting and learning spaces for guidance professionals: congresses, innovation conferences, professional networks, communities of practice, MOOCS 

Module 7. Educational Processes and Contexts 

7.1. The White Paper and the 1970 Education Law  

7.1.1. Introduction 
7.1.2. White Paper 

7.1.2.1. What is a White Paper? 
7.1.2.2. White Paper Education in Spain:  Bases for an Educational Policy 

7.1.3. The General Education Law of 1970: Preamble and Goals

7.1.3.1. Preamble 
7.1.3.2. Purposes 

7.1.4. The General Law of Education of 1970: Educational Levels

7.1.4.1. Preschool Education 
7.1.4.2. General Basic Education 
7.1.4.3. Baccalaureate 
7.1.4.4. University Education 
7.1.4.5. Professional Formation 

7.1.5. The General Education Law of 1970: Schools and Teachers 

7.1.5.1. Educational Centers 
7.1.5.2. Professors 

7.2. The LODE of 1985 and the LOGSE of 1990 

7.2.1. Introduction 

7.2.1.1. Early Childhood Education 
7.2.1.2. Primary Education 
7.2.1.3. High School 
7.2.1.4. Baccalaureate 
7.2.1.5. Professional Training BORRAR 
7.2.1.6. Special Education 

7.3. The Organic Law on Education (LOE) 

7.3.1. Introduction 
7.3.2. Organic Law on Education (LOE):Principles 
7.3.3. Organic Law on Education (LOE): Teaching 

7.3.3.1. Early Childhood Education 
7.3.3.2. Primary Education 
7.3.3.3. Secondary Education 
7.3.3.4. Baccalaureate 
7.3.3.5. Professional Formation 

7.3.4. Organic Law on Education (LOE): Itineraries 

7.4. The Organic Law for the Improvement of the Quality of Education (LOMCE) 

7.4.1. Introduction 
7.4.2. LOMCE: Currículum 
7.4.3. LOMCE: Secondary Education 
7.4.4. LOMCE: Baccalaureate 
7.4.5. LOMCE: Professional Training 

7.4.5.1. Basic Vocational Training 
7.4.5.2. Intermediate Vocational Training 
7.4.5.3. Higher Vocational Training 
7.4.5.4. Dual Vocational Training 

7.4.6. LOMCE: Educational System Itineraries 
7.4.7. LOMCE: Key Skills 

7.5. The Organization of the Institutions 

7.5.1. Concept of School 
7.5.2. Components of the School Center 
7.5.3. Characteristics of Educational Centers 

7.5.3.1. Autonomy of the Centers 
7.5.3.2. Functions of The School 

7.6. Management and Leadership Applied to the Educational Institution: Management Team 

7.6.1. Management of the Educational Institution 

7.6.1.1. Conceptions of the Term Management 

7.6.2. Leadership

7.6.2.1. Concept of Leader 
7.6.2.2. Gestation of the Leader 
7.6.2.3. The Authentic Leader 

7.6.3. Leadership in Today's Organizations 

7.6.3.1. Importance of Authentic Leadership 
7.6.3.2. The Need for Authentic Leadership in Education 
7.6.3.3. Types of Leadership 

7.6.4. Leadership in the Management of Educational Institutions and Initiatives 

7.6.4.1. Leadership of the Management Team 
7.6.4.2. Pedagogical Leadership of the Director 
7.6.4.3. Leadership of the Head of Studies 

7.7. Management and Leadership Applied to the Educational Institution: Teaching Team 

7.7.1. Teaching Team: Functions and Rights of the Teaching Staff 
7.7.2. Teachers Organization 

7.7.2.1. Teamwork 

7.7.2.1.1. Working Groups 

7.7.2.2. The Teacher as Tutor 

7.7.2.2.1. The Profile of the Tutor 
7.7.2.2.2. Duties of the Tutor 

7.7.2.3. The Teacher-Coach 

7.7.2.3.1. Conceptualization and Characteristics 
7.7.2.3.2. The Coach 

7.7.2.4. Networking 

7.7.3. Leadership of the Teaching Staff 

7.7.3.1. The Leadership of the Tutor 
7.7.3.2. Teacher Leadership 

7.8. The Guidelines of a School Center 

7.8.1. School-Based Education Project 

7.8.1.1. The Content of School-Based Education Project 
7.8.1.2. Development of School-Based Education Project 
7.8.1.3. Implementation of School-Based Education Project 
7.8.1.4. Evaluation of School-Based Education Project 

7.8.2. Internal Rules 

7.8.2.1. The Content School-Based Education Project, a Discretionary Matter 

7.8.3. Specific Plans 

7.8.3.1. Purpose, Typology and Content 
7.8.3.2. Another Way of Expressing the School-Based Education Project 

7.8.4. Annual Report 

7.8.4.1. Guidelines for the Preparation of an Educational Center's Annual Report 

7.8.5. Autonomy as a Requirement 

7.9. The Organizational Structure of a Center and Communication Instruments 

7.9.1. Collegiate Bodies 

7.9.1.1. The School Council 

7.9.1.1.1. Composition 
7.9.1.1.2. Election and Renewal of the School Board 
7.9.1.1.3. Competencies 

7.9.1.2. The Teaching Staff 

7.9.2. Educational Coordination Bodies 

7.9.2.1. Teaching Departments 
7.9.2.2. Guidance Department in Compulsory Secondary Education 
7.9.2.3. Complementary and Extracurricular Activities Department 
7.9.2.4. Pedagogical Coordination Commission 

7.10. Curriculum Management 

7.10.1. The School Space: the Organization of the Classroom 
7.10.2. Assessment of the Spatial Design of the Classroom 

7.10.2.1. Systematic Observation of Users in the Course of Using the Space 
7.10.2.2. Self-Application and Evaluation 

7.10.3. The School Space as a Dynamic Creation of the Teacher 
7.10.4. School Time 
7.10.5. Student Organization 

7.10.5.1. Vertical Organization of the Student Body 

7.10.5.1.1. Graduate School 
7.10.5.1.2. The Ungraded School 
7.10.5.1.3. The Multigrade School 

7.10.5.2. Horizontal Organization of the Student Body 

7.10.5.2.1. The Autonomous Class 
7.10.5.2.2. Departmentalization 
7.10.5.2.3. Team Teaching by Teachers 

7.11. Change and Innovation in the School 

7.11.1. Improvement in Education 

7.11.1.1. From Change as a Necessity to Change as an Opportunity 
7.11.1.2. Global Versus Partial Change 
7.11.1.3. Organizational Versus Social Change 
7.11.1.4. Towards Successful Change 

7.11.2. Institutional Innovation 
7.11.3. The Creation and Management of Collective Knowledge 

7.11.3.1. Departments and Educational Teams as Structures for Innovation 
7.11.3.2. Strategies for Intervention in Collaborative Contexts 

7.11.4. Teachers and Managers as Agents of Change 

7.12. Change and Innovation in the School Center: Spatial Context and Didactic Project 

7.12.1. The Planning Process for the Improvement of the Spatial Context of Learning 
7.12.2. The Imperatives for Change and the School in its Environment 
7.12.3. The Traditional Model 
7.12.4. Spatial Context and Didactic Project 
7.12.5. Infrastructure of the New Learning Contexts 
7.12.6. Strategies for the Improvement of the Quality of Life in the School Center 

7.12.6.1. Search for Correspondence between the Designs of the Building and the Furniture 
7.12.6.2. Development of a New Conception of the Workplace of the Student 
7.12.6.3. Redistribution of the Work Areas by Means of the Furniture 
7.12.6.4. The Participation of Students in the Appropriation of Space 
7.12.6.5.  The Urban Planning Dimension 

Module 8. Roles in Conflict Resolution 

8.1. The Group 

8.1.1. What is a Group? 

8.1.1.1. Groups in Social Networks 

8.1.2. Group Dynamics 

8.1.2.1. Participation Methods  
8.1.2.2. Group Characteristics  
8.1.2.3. Interrelation in School Groups 

8.1.3. When Are Students Considered as Group? 

8.1.3.1. Group Elements

8.1.4. Group Operation 

8.1.4.1. How Do We Know When a Group Works?  
8.1.4.2. Group-Class Roles 

8.1.5. Conclusions

8.2. Group dynamics, what are they? 

8.2.1. Etymological Definition 
8.2.2. Objectives
8.2.3. Group Dynamic Laws  
8.2.4. Factors
8.2.5. Differences Between Play and Dynamics 
8.2.6. Group Dynamic Techniques

8.2.6.1. Technique Objectives  
8.2.6.2. Types of Techniques 

8.2.6.2.1. General and Specific Dynamics  
8.2.6.2.2. Role Playing  
8.2.6.2.3. Flash and paua technique  
8.2.6.2.4. Theater  
8.2.6.2.5. Radio-Theater
8.2.6.2.6. Children's Literature and/or Dramatized Reading  
8.2.6.2.7. Forum Cinema 
8.2.6.2.8. Clown-Empathy  
8.2.6.2.9. Theater of the Oppressed 
8.2.6.2.10.Group work 

8.2.7. Piaget's Contributions to Teamwork  
8.2.8. Phases of Application of Group Dynamics Techniques  
8.2.9. Our Conclusions

8.3. Role Types in Conflicts 

8.3.1. Role Classification  
8.3.2. Where is Each Role Placed? Where Do We Mediate?  
8.3.3. Role Classification According to the Willingness of those Involved  
8.3.4. Classification by End of Conflict  
8.3.5. Possible teacher roles  
8.3.6. Role-playing technique 

8.3.6.1. Introduction and Definition of this Technique  
8.3.6.2. The 4 Phases of the Classical Model

8.3.7. Our Conclusions 

8.4. The Importance of Context. Changing Roles 

8.4.1. The Johari Window 
8.4.2. Johari Window Modalities 
8.4.3. Positive Self-Concept, a Fundamental Educational Objective  
8.4.4. Self-concept in childhood  
8.4.5. Humor and Laughter as Tools for Building Confidence and Self-Esteem  
8.4.6. The Poetics of Clowning  
8.4.7. Our Conclusions 

8.5. The Teacher’s Role According to Their Participation 

8.5.1. Activities with a Predominant Role of the Educator  
8.5.2. Activities Involving Teacher-Student Participation  
8.5.3. Collaborative and Cooperative Activities  
8.5.4. A New Role for Teachers and Students  
8.5.5. Teachers in the Digital Era 

8.5.5.1. Digital Competence  
8.5.5.2. Teacher Roles 
8.5.6. Our Conclusions 

8.6. Dramatic Play: Role-Training in Conflict Resolution 

8.6.1. Dramatic Play Approach  
8.6.2. Dramatic Expression and Young People 

8.6.2.1. Aspects Involved in Dramatization 

8.6.3. Stages of Dramatic Aptitude  
8.6.4. Dramatic Techniques According to Students Age  
8.6.5. Symbolic Play as a Preamble to Dramatic Play in the Infant Stage 

8.6.5.1. From Spontaneous Symbolic Play to Dramatic Play in Schools 

8.6.6. Our Conclusions 

8.7. Theater: Integrating Life Skills 

8.7.1. Introduction  
8.7.2. Play or Therapy?  
8.7.3. Theater as a Pedagogical Space 

8.7.3.1. Theater Practices and Dramatic Expression in an Educational Environment  
8.7.3.2. Creativity and Autonomy vs. Dependence 

8.7.4. Criteria Formulation, Statements and Organizing Principles of a Theater Experience  
8.7.5. Role Play vs. Dramatic Play  
8.7.6. Educational Foundations of Inclusive Theater  
8.7.7. Inclusive Principles: Adapt, Help, Support 
8.7.8. The Body and Movement as a Source of Expression and Communication for People with SEN
8.7.9. Artistic Collectives as Mediators for Life  
8.7.10. Our Conclusions 

8.8. Sense of Humor in Role Management 

8.8.1. Laughter, Our First Teacher 

8.8.1.1. Approaches to the Concept of Humor 

8.8.2. The Pedagogical Value of Humor (and Laughter) 
8.8.3. Positive mood functions 

8.8.3.1. Social and Educational Roles

8.8.4. The Profile of the cheerful, positive and fun Educator  
8.8.5. Barriers, Obstacles and Myths about the Use of Humor in Education  
8.8.6. Fundamental Skills as a Social Educator

8.9. Oppressed Theater as a Tool of Rediffusion in the Face of Conflict 

8.9.1. Relevant Theories: Origin and Evolution

8.9.1.1. Augusto Boal and Jacobo Levy Moreno 

8.9.2. Theoretical Bases of Psychodrama and Sociodrama 
8.9.3. Analogs and Differences: Psychodrama, Sociodrama and Oppressed Theater 

8.9.3.1. Theater of the People and for the People 
8.9.3.2. Theater as a Language  
8.9.3.3. Theater as Discourse

8.9.4. Theater, What For? Areas of Non-Conventional Theater 
8.9.5. Map of Applied Theater 
8.9.6. Express Representation Process 

Module 9. Creativity and Emotional Education in the Classroom 

9.1. Emotional Intelligence and the Education of Emotions According to the Mayer and Salovey Model 
9.2. Other Models of Emotional Intelligence and Emotional Transformation 

9.2.1. Emotional Competence Models 
9.2.2. Social Competence Models 
9.2.3. Multiple Models 

9.3. Socio-Emotional Skills and Creativity According to Level of Intelligence 
9.4. Concept of Emotional Quotient, Intelligence and Dyssynchrony Accommodation in High Intellectual Capacities 
9.5. Concept of Hyperemotivity 
9.6. Current Scientific Studies on Creativity, Emotions, Self-Awareness and Intelligence 

9.6.1. Neuroscientific Studies 
9.6.2. Applied Studies 

9.7. Practical Classroom Resources to Prevent Demotivation and Hyperemotivity 
9.8. Standardized Tests to Assess Emotions and Creativity 

9.8.1. Creativity Tests and Quizzes 
9.8.2. Assessing Emotions 
9.8.3. Laboratories and Valuation Experiences 

9.9. Inclusive Schools: Humanist Model and Emotional Education Interrelation 

Module 10. Neuroeducation 

10.1. Introduction to Neuroeducation 
10.2. Main Neuromyths
10.3. Attention 
10.4. Emotion 
10.5. Motivation 
10.6. The Learning Process
10.7. Memory 
10.8. Stimulation and Early Interventions
10.9. Importance of Creativity in Neuroeducation 
10.10. Methodologies that Allow the Transformation of Education into Neuroeducation 

Module 11. Communication in the Classroom 

11.1. Learning to Teach 

11.1.1. Communication Processes 
11.1.2. Teaching Transmission Processes 

11.2. Oral Communication 

11.2.1. Voice in the Classroom 
11.2.2. Voice Care in the Classroom 

11.3. Communication Support Systems 

11.3.1. The Use of the Blackboard 
11.3.2. The Use of Projectors 

11.4. The Use of Images in Teaching 

11.4.1. Images and Licenses for Use 
11.4.2. Author Images 

11.5. The Use of Video in Teaching 

11.5.1. Video as a Support Material 
11.5.2. Teaching through Videos 

11.6. Written Communication 

11.6.1. The Reports and Written Assignments 
11.6.2. Blogs and Forums 

11.7. Communication Difficulties 

11.7.1. Teaching Difficulties 
11.7.2. Classroom Difficulties 

11.8. Collaborative Processes vs. Competition 

11.8.1. Advantages and Disadvantages of Collaborative Learning 
11.8.2. Advantages and Disadvantages of Competency-Based Learning 

11.9. Development of Support Materials 

11.9.1. Classroom Supplies 
11.9.2. Consultation Material 

11.10. Development of Network Teaching 

11.10.1. Teaching Resources on the Internet  
11.10.2. Wikis and Reference Material on the Internet 

Module 12. Professional and Career Guidance: Theoretical Framework 

12.1. Historical Development of Professional and Vocational Guidance 

12.1.1. Ideological Period 
12.1.2. Empiricist Period 
12.1.3. Observational Period 
12.1.4. Empirical Stage Guidance as Adjustment 
12.1.5. Empirical Stage Guidance as Education 
12.1.6. Theoretical Stage 
12.1.7. Technological Stage 
12.1.8. Psychopedagogical Stage 
12.1.9. From a Psychometric Model to a Humanistic Approach 
12.1.10. Expansion of Counseling 

12.2. Theory, Approaches and Models of Vocational Guidance 

12.2.1. Non-Psychological Approaches: Chance Theory 
12.2.2. Economic factors
12.2.3. Sociological Factors
12.2.4. Psychological approaches: Trait and factor approach 
12.2.5. Psychodynamic Model 
12.2.6. Need-Based Approaches 
12.2.7. Approach to Self-Concept 
12.2.8. Socio-Psychological Model of PM, Blan 
12.2.9. J.L Holland's Model 
12.2.10. Dowald E. Super's Phenomenological Approach 
12.2.11. Krumboltz's Social Learning Model 
12.2.12. Dennis Pelletier's Activation Model 

12.3. Career Guidance: Concept and Scope of Action 

12.3.1. What Is Career Guidance? 
12.3.2. Differences with Educational Guidance
12.3.3. Institutional Framework 
12.3.4. Training Centers 
12.3.5. The Family 
12.3.6. Guidance Team 
12.3.7. The Individual
12.3.8. The Group 
12.3.9. The Company 
12.3.10. Special Collectives 

12.4. Levels of Intervention in Career Guidance 

12.4.1. Vocational vs. Occupational Guidance 
12.4.2. Intervention and Its Justification  
12.4.3. Program Model 
12.4.4. Collaborative Model 
12.4.5. Clinical Model 
12.4.6. Didactic Models  
12.4.7. Consulting Models 
12.4.8. Resource Model 
12.4.9. Reactive/Proactive Intervention
12.4.10. Group/ Individual Intervention 

12.5. Vocational and Professional Guidance for Teachers in middle school (high school) 

12.5.1. Brief Review of Legislation 
12.5.2. Current Situation
12.5.3. Career Guidance in High School from the Perspective of Parents and Guidance Counselors
12.5.4. High School Itineraries 
12.5.5. Gender and Guidance in High School
12.5.6. Equity and Guidance in High School 
12.5.7. Self-Guidance
12.5.8. The Role of the Counselor in High School 
12.5.9. The Role of the Family in High School 
12.5.10. Future Perspectives

12.6. Vocational and Professional Guidance for High School Teachers

12.6.1. Brief Review of Legislation
12.6.2. Current Situation
12.6.3. Social Baccalaureate Itinerary
12.6.4. Humanities Itinerary
12.6.5. Artistic Itinerary
12.6.6. Scientific Itinerary 
12.6.7. Role of the Guidance and Family Department
12.6.8. Influence of the Media
12.6.9. Vocational Maturity
12.6.10. Transition to University

12.7. Labor Integration in Young People. Intervention Models

12.7.1. Labor Integration of Young People from a Historical Perspective
12.7.2. Current Situation
12.7.3. Integral Nature of Employment Guidance
12.7.4. Coordination of Institutions
12.7.5. Intervention Program for University Students
12.7.6. Intervention Program for Young People with Training not Adapted to the Labor Market 
12.7.7. Intervention Program for Young People with Integration Difficulties 
12.7.8. Gender and Socioeconomic Variables in First Employment
12.7.9. Employability Strategies
12.7.10. Future Perspectives

12.8. The Current Labor Market and Its New Requirements 

12.8.1. Historical Evolution of the Labor Market
12.8.2. Evolution of Knowledge
12.8.3. Importance of Socio-Emotional Skills
12.8.4. Importance of Collaborative Learning 
12.8.5. Importance of Continuous Learning 
12.8.6. The New Role of Young People in Employment 
12.8.7. Promotion in Work 
12.8.8. Precarious Employment 
12.8.9. Education-Labor Market Mismatches 
12.8.10. Mismatches between University Skills and the Labor Market 

12.9. An Evolutionary Approach to Career Guidance

12.9.1. Theoretical Framework: Ginzberg Model
12.9.2. Early Childhood Stage 
12.9.3. Tentative Period
12.9.4. Realistic Period
12.9.5. Models of Transition to Working Life
12.9.6. Career Development in the Business Environment 
12.9.7. Career Self-Development 
12.9.8. Professional Maturity and Outplacement 
12.9.9. Retirement and Career Guidance 

Module 13. Organizational Development of Guidance in Schools 

13.1. The Educational Center as an Area of Guidance Intervention 

13.1.1. The School as an Educational Organization: The Theory of School Organization
13.1.2. Main Theories and Authors on School Organization (I): Classical Authors 
13.1.3. Main Theories and Authors on School Organization (II): Current Perspectives 
13.1.4. Culture and Organization of Schools 
13.1.5. Decision-Making Bodies in Schools
13.1.6. The Center and the Classroom as Systems of Relationships 
13.1.7. The School as a Community and as a Common Project 
13.1.8. The Organizational Documents of the School
13.1.9. Guidance in the Center's Educational Project 
13.1.10. Relevance of the Academic and Vocational Guidance Plan (POAP) 

13.2. Organizational Structures of Guidance in Schools 

13.2.1. Main Organizational Structures of School Guidance 
13.2.2. Organization of school guidance in Early Childhood Education
13.2.3. Organization of school guidance in Elementary Education 
13.2.4. Organization of school guidance in High Education
13.2.5. Organization of school guidance in vocational training
13.2.6. Organization of the Educational Guidance in University Education 
13.2.7. Organization of Educational Guidance in Adult Education Centers 
13.2.8. Organization of Educational Guidance in Special Education 
13.2.9. Organization of school guidance in Special Education Centers and Occupational Training Centers
13.2.10. Organization of Counseling 

13.3. Role and Position of Guidance Professionals in Schools

13.3.1. The Systemic Approach in the Educational Sphere: The Center as a System 
13.3.2. Role and Position: The Counselor's Place in a School 
13.3.3. The Paradoxical Situation of the Guidance Counselor in the Educational Center 
13.3.4. The Magician without Magic (I): Towards an Operational Strategy for the School Counselor 
13.3.5. The Magician without Magic (II): Casuistic Exemplification of the Selvini Palazzoli Working Group
13.3.6. The Magician without Magic (III): Current Case Exemplification 
13.3.7. The Educational Model of Guidance and the Collaborative Relationship
13.3.8. Collaborative Strategies in School Counseling: Joint Problem-Solving 
13.3.9. From my Place (I): Why Is a Systemic Approach Important in Educational Guidance 
13.3.10. From my Place (II): I Like Being a Counselor 

13.4. Vocational and Professional Guidance for Teachers within the functions of school guidance

13.4.1. Academic and Vocational Fields: A Continuum Throughout Schooling 
13.4.2. Fundamental Principles in Academic and Career Guidance 
13.4.3. Functions of the school counselor related to Vocational and Professional Guidance for Teachers 
13.4.4. Educational and Professional Guidance Planning 
13.4.5. Intervention Strategies in Educational and Professional Guidance 
13.4.6. Can the Schooling Report and the Psycho-Pedagogical Assessment be Educational and Vocational Guidance Measures? 
13.4.7. Support in the Selection of Educational and Vocational Pathways in Compulsory Schooling 
13.4.8. Guidance Counseling as a Vocational Counseling Report 
13.4.9. Other Functions of the School Counselor
13.4.10. The place of Vocational and Professional Guidance for Teachers within the functions of school guidance 

13.5. Towards a Vocational and Professional Guidance Curriculum for Teachers in the School Environment 

13.5.1. Let's Build Vocations from the School Environment 
13.5.2. The educational counselor as a curator of relevant content in Vocational and Professional Guidance for Teachers
13.5.3. Tools for the curation of Vocational and Professional Guidance related content for Teachers
13.5.4. Student Concerns and Interests in Vocational and Professional Guidance for Teachers
13.5.5. Towards a School Curriculum on Vocational Guidance (I): Objectives 
13.5.6. Towards a School Curriculum on Vocational Guidance (II): Contents 
13.5.7. Towards a School Curriculum on Vocational Guidance (III): Key Competencies 
13.5.8. Towards a School Curriculum on Vocational Guidance (IV): Standards and Assessment Criteria 
13.5.9. The Curriculum of Vocational Guidance within the Tutoring Action 
13.5.10. Vocational and Professional Guidance for Teachers as cross-cutting content
13.5.11. Spaces and Times for Guidance in the School Day

13.6. From Educational Pathways to Professional Pathways: Developing a Professional Life Project 

13.6.1. Accompanying our students to find their 'Ikigai'
13.6.2. Accompaniment in Self-Knowledge (I): Self-Concept 
13.6.3. Accompaniment in Self-Knowledge (II): Self-Competence and Self-Esteem
13.6.4. Accompaniment in the Search and Knowledge of the Educational Offer (I): Itineraries and Modalities 
13.6.5. Accompaniment in the Search and Knowledge of the Educational Offer (II): Certificates 
13.6.6. Accompaniment in the Search and Knowledge of the Educational Offer (III): Study Plans 
13.6.7. Accompaniment in the Search and Knowledge of the Professional Offer (I): Qualifications 
13.6.8. Accompaniment in the Search and Knowledge of the Educational Offer (II): Professional Competencies 
13.6.9. Accompaniment in Making Vocational Decisions 
13.6.10. Vocational PLE: Development of the Personal Learning Environment (PLE) Related to the Students' Vocation or Future Profession 

13.7. Building of Educational and Vocational Guidance Plan 

13.7.1. Introduction of Educational and Vocational Guidance Plan 
13.7.2. Basic Principles of the Introduction of Educational and Vocational Guidance Plan
13.7.3. Objectives of the Educational and Vocational Guidance Plan 
13.7.4. Activities and Timing of the Educational and Vocational Guidance Plan 
13.7.5. Bibliographic Resources to Carry Out the Educational and Vocational Guidance Plan 
13.7.6. Digital Resources to Carry Out the Educational and Vocational Guidance Plan 
13.7.7. Audiovisual Resources to Carry Out the Educational and Vocational Guidance Plan 
13.7.8. Human Resources to Carry Out the Educational and Vocational Guidance Plan 
13.7.9. Examples for Improvement of the Educational and Vocational Guidance Plan 
13.7.10. Examples of Good Practice in Educational and Vocational Guidance Plan 

13.8. Vocational and Professional Guidance Activities for Teachers from the Educational Center 

13.8.1. Classroom Activities (I): Research and Presentation of Information 
13.8.2. Classroom Activities (II): Involvement of Extracurricular Experts in the Classroom 
13.8.3. Classroom Activities (III): Thematic Units Within a Subject 
13.8.4. Extracurricular Activities (I): Vocational Choice Portfolio
13.8.5. Extracurricular Activities (II): Guidance Days 
13.8.6. Extracurricular Activities (III): Projects and Companies 
13.8.7. Extracurricular Activities (IV): Simulation Games 
13.8.8. Extracurricular activities (IV): Service-Learning
13.8.9. Coordinated Activities: Sponsors of Vocational Selection
13.8.10. Other Vocational and Professional Guidance activities for Teachers from the educational center 

13.9. Complementary actions outside the school to work on Vocational and Professional Guidance for Teachers

13.9.1. Exploration of Family Members' Jobs 
13.9.2. Visit to Companies
13.9.3. Shadowing: professional for a day
13.9.4. Internships in Companies 
13.9.5. Job Fairs 
13.9.6. Educational Cooperation Programs
13.9.7. Visit to the Employment Office or Local Employment Services 
13.9.8. Visits to Professional Associations
13.9.9. Visits to Universities and Other Educational Centers 
13.9.10. Visits to Museums and Exhibitions
13.9.11. Other complementary actions outside the school to work on Vocational and Professional Guidance for Teachers

13.10. Assessment and Improvement of the Educational and Professional Guidance Plan

13.10.1. Change, Innovation and Improvement in Guidance
13.10.2. Who Assesses the Educational and Professional Guidance Plan? Hetero-Assessment, Co-Assessment and Self-Assessment 
13.10.3. Formative or Summative Assessment of the Educational and Professional Guidance Plan? 
13.10.4. What Indexes Can Assess the Effectiveness of the Educational and Professional Guidance Plan 
13.10.5. Checklists for the Educational and Professional Guidance Plan
13.10.6. Rubrics to Assess the Educational and Professional Guidance Plan
13.10.7. Targets to Assess the Educational and Professional Guidance Plan
13.10.8. Surveys and Written Forms to Assess the Educational and Professional Guidance Plan 
13.10.9. Surveys and Digital Forms to Assess the Educational and Professional Guidance Plan 
13.10.10. The Vocational Portfolio as an Assessment of Educational and Professional Guidance Plan

Module 14. Vocational and Career Guidance in the World 

14.1. Towards a comparative view of Vocational and Professional Guidance for Teachers in the world: relevant variables

14.1.1. What Does a Comparative View of Professional and Vocational Guidance Provide? 
14.1.2. Location and Designation of the Guidance Service 
14.1.3. Guidance Service Users 
14.1.4. Administrative Unit and Legislative Support 
14.1.5. Areas of Intervention of the Guidance Professional 
14.1.6. Functions, Objectives and Tasks 
14.1.7. Professional Profiles and Previous Training 
14.1.8. Ratios 
14.1.9. Relationship with Other Services 
14.1.10. Other Relevant Variables  

14.2. Countries with a model of guidance services external to schools (Italy, Belgium ...) 

14.2.1. Which Countries Maintain a Model of External Guidance Services? 
14.2.2. Location and Designation of the Guidance Service 
14.2.3. Guidance Service Users 
14.2.4. Administrative Unit and Legislative Support 
14.2.5. Areas of Intervention of the Guidance Professional 
14.2.6. Functions, Objectives and Tasks 
14.2.7. Professional Profiles and Previous Training 
14.2.8. Ratios 
14.2.9. Relationship with Other Services 
14.2.10. Other Relevant Variables  

14.3. Countries with a model of guidance services within educational institutions (Portugal, Ireland, Greece...) 

14.3.1. Which Countries Maintain a Model of Guidance Services within Educational Institutions? 
14.3.2. Location and Designation of the Guidance Service 
14.3.3. Guidance Service Users 
14.3.4. Administrative Unit and Legislative Support 
14.3.5. Areas of Intervention of the Guidance Professional 
14.3.6. Functions, Objectives and Tasks 
14.3.7. Professional Profiles and Previous Training 
14.3.8. Ratios 
14.3.9. Relationship with Other Services 
14.3.10. Other Relevant Variables  

14.4. Countries with a mixed model of guidance services, inside and outside educational institutions (France, United Kingdom, Netherlands, Spain...) 

14.4.1. Which Countries Maintain a Mixed Model of Guidance Services? 
14.4.2. Location and Designation of the Guidance Service 
14.4.3. Guidance Service Users 
14.4.4. Administrative Unit and Legislative Support 
14.4.5. Areas of Intervention of the Guidance Professional 
14.4.6. Functions, Objectives and Tasks 
14.4.7. Professional Profiles and Previous Training 
14.4.8. Ratios 
14.4.9. Relationship with Other Services 
14.4.10. Other Relevant Variables  

14.5. The IAEVG (International Association for Educational and Vocational Guidance) Model 

14.5.1. The International Association for Educational and Vocational Guidance: Origin, Purpose and Mission 
14.5.2. International competencies for guidance practitioners 
14.5.3. Core Competencies of Guidance Professionals in the IAEVG model 
14.5.4. IAEVGIA Specialized Competencies (I): Diagnosis 
14.5.5. IAEVGIA Specialized Competencies (II): Educational Guidance 
14.5.6. IAEVGIA Specialized Competencies (III): Career Development 
14.5.7. Competencias especializadas AIOEP (IV): counseling 
14.5.8. IAEVGIA Specialized Competencies (V): Information 
14.5.9. IAEVGIA Specialized Competencies (VI): Consultation 
14.5.10. IAEVGIA Specialized Competencies (VII): Research 
14.5.11. IAEVGIA Specialized Competencies (VIII): Program and Service Management 
14.5.12. IAEVGIA Specialized Competencies (IX): Community Development 
14.5.13. IAEVGIA Specialized Competencies (X): Employment 
14.5.14. IAEVGEA Ethical Standards 

14.6. The ASCA (American Association for School Counseling) Model in the U.S. School Setting 

14.6.1. The ASCA National Model 
14.6.2. ASCA National Model School Counseling Programs 
14.6.3. Pillars of School Counseling in the ASCA National Model 
14.6.4. Application of the ASCA National Model for School Counseling 
14.6.5. School Counseling Management in the ASCA National Model 
14.6.6. Accountability in the ASCA National Model 
14.6.7. Some ASCA National Model Templates 
14.6.8. Recognized ASCA Model Program (RAMP) 
14.6.9. ASCA Ethical Standards 
14.6.10. ASCA Empirical Studies on School Counseling Effectiveness 

14.7. The Competency Model of the Counselor from Chile 

14.7.1. Towards a Model of Competencies and Standards for Guidance Counselors in Chile (MINEDUC 2010) 
14.7.2. Generic Competencies for Counselors (I): Communication 
14.7.3. Generic Competencies for Counselors (II): Teamwork 
14.7.4. Generic Competencies for Counselors (III): Ability to Plan and Organize 
14.7.5. Generic Competencies for Counselors (IV): Innovation and Creativity 
14.7.6. Generic Competencies for Counselors (V): Commitment to Continuous Learning 
14.7.7. A Map of ICT Competencies for Counselors in Chile (I): Pedagogical Dimension 
14.7.8. A Map of ICT Competencies for Counselors in Chile (II): Technical Dimension 
14.7.9. A Map of ICT Competencies for Counselors in Chile (III): Management Dimension 
14.7.10. A Map of ICT Competencies for Counselors in Chile (IV): Social, Ethical and Legal Dimension 
14.7.11. A Map of ICT Competencies for Counselors in Chile (V): Dimension of Professional Development and Responsibility 

14.8. The Bertelsmann Foundation's Model for Coordinated Career Guidance 

14.8.1. Leitfaden Berufsorientierung: Guidelines for Vocational Guidance of the Bertelsmann Foundation 
14.8.2. Objectives and Principles of Coordinated Vocational Guidance: for Youth Employment 
14.8.3. Quality Management System for Career Guidance Coordinated from the School Setting 
14.8.4. Professional Guidance Planning in the School Setting  
14.8.5. Application for Professional Guidance in the School Environment  
14.8.6. Main Dimensions of Quality for the Organization of Career Guidance Actions 
14.8.7. How to Professionally Guide Children 
14.8.8. The Teacher as an Ally in Professional Guidance 
14.8.9. Support for Dual Vocational Training 
14.8.10. For Youth Employment: Present and Future 
14.8.11. Recognition and impact of the Bertelsmann Foundation's coordinated career guidance model
14.9. Ratios of Users per Professional in the World: The Demand of 1:250 
14.9.1. Is the Ratio of Users served by a Counselor so Relevant? 
14.9.2. Some International Data on the Ratio of Users per Counselor 
14.9.3. Some of Spain Data on the Ratio of Users per Counselor BORRAR 
14.9.4. 1:250: The Demand for 1 Counselor for every 250 Students 
14.9.5. Some Initiatives to Reclaim the 1:250 Ratio 
14.9.6. Relationship of the Ratio to other Relevant Variables in Guidance 
14.9.7. Organizational Models of Guidance and Recommended Ratio 
14.9.8. When the Ratio is Excessive: The Case of the Elastic Counselor 
14.9.9. Elastic Counselor Responses (I): Priority Lines of Action 
14.9.10. Elastic Counselor Responses (II): Task and Project Management 

14.10. SWOT Analysis: Weaknesses, Threats, Strengths and Opportunities of Each Guidance Model 

14.10.1. What is and Why Conduct a SWOT Analysis of Different Organizational Models of Guidance? 
14.10.2. SWOT Analysis of External Guidance Services 
14.10.3. SWOT Analysis of Guidance Services in Educational Centers 
14.10.4. SWOT Analysis of Mixed Guidance Services 
14.10.5. SWOT Analysis of the IAEVGEA Model 
14.10.6. SWOT Analysis of the ASCA Model 
14.10.7. SWOT Analysis of Chile's Competency Model 
14.10.8. SWOT Analysis of the Bertelsmann Foundation's Coordinated Career Guidance Model 
14.10.9. What Conclusions Can We Draw From These SWOT Analyses? 
14.10.10. How to Determine the Most Appropriate Organizational Model for My Situation and Context? 

Module 15. Development of Emotional Intelligence in Career Guidance 

15.1. Theoretical Basis: Why is Emotional Intelligence Necessary? 

15.1.1. Definition of the Concept of Emotional Intelligence 
15.1.2. Elements of Emotional Intelligence 
15.1.3. Emotional Intelligence and Education 
15.1.4. Emotional Education and Basic Competencies 
15.1.5. The Delors Report (UNESCO 1996) 
15.1.6. Family and Emotional Education 
15.1.7. Emotional Competencies 
15.1.8. Ideal Environments 
15.1.9. Principles, Values and Virtues 
15.1.10. Roadmap in Emotional Intelligence 

15.2. Self-Knowledge and Management of Emotions 

15.2.1. Human Dimension, Self-Knowledge 
15.2.2. What are Feelings? 
15.2.3. Expression in the Body 
15.2.4. Rational Expression 
15.2.5. What are Emotions 
15.2.6. Basic Emotions 
15.2.7. Expression of Emotion 
15.2.8. Self-Confidence 
15.2.9. Self-Concept Application Models 
15.2.10. Self-Care 

15.3. Emotional Intelligence in Adolescence 

15.3.1. Stages of Development, the Child Grows Emotionally. Life Cycle 
15.3.2. Virginia Satir, Family Model 
15.3.3. From the Family to the Individual 
15.3.4. Emotional Characteristics of the Adolescent 
15.3.5. Emotional Perception 
15.3.6. Adolescent Emotional Domains 
15.3.7. Skills Development 
15.3.8. Social Stress 
15.3.9. Visualization of Goals 
15.3.10. Application Models 

15.4. Empathy, Leadership and Emotional Regulation 

15.4.1. Our Brain, Cerebral Hemispheres 
15.4.2. Rational vs Emotional Intelligence 
15.4.3. The self and the other 
15.4.4. Assertiveness as a Way of Life, Emotional Regulation 
15.4.5. Basic Beliefs, our Map of How We View Life 
15.4.6. Knowing My Personal Goals 
15.4.7. Recognizing Personal Skills 
15.4.8. True Success 
15.4.9. Competencies to be Developed 
15.4.10. Real Knowledge of Limiting Beliefs 
15.4.11. Application Models 

15.5. Development of Social Skills 

15.5.1. Educating for Social Relationships 
15.5.2. Direct Experience 
15.5.3. Imitation 
15.5.4. Reinforcements 
15.5.5. Raise the Level of Social Competence 
15.5.6. Conflict Resolution 
15.5.7. Stress Management 
15.5.8. Disruptive Behaviors 
15.5.9. Communication
15.5.10. Application Models 

15.6. Implications for Employment 

15.6.1. Individuation Period 
15.6.2. Intellectual Development 
15.6.3. Physical development 
15.6.4. Development of a Way of Life 
15.6.5. Personality Development 
15.6.6. Vocational Orientation 
15.6.7. Potential and Challenge 
15.6.8. Education and Training 
15.6.9. Application Models 

15.7. Enthusiasm and Motivation 

15.7.1. Initial Enthusiasm and Sustained Motivation 
15.7.2. Definition of Neurological Levels 
15.7.3. Generate Self-Esteem 
15.7.4. On the Way to Your Goal 
15.7.5. Problem Solving 
15.7.6. Self-Motivation: Strengths 
15.7.7. Motivation in the Classroom: Cultivating Curiosity 
15.7.8. Professional Interests 
15.7.9. Tolerance to Failure 
15.7.10. Application Models 

15.8. Emotional Management 

15.8.1. Perception, the Map of Seeing Life, Analysis of the Emotional Situation 
15.8.2. Observation of the Ambioma 
15.8.3. Detection of Limiting Beliefs 
15.8.4. Emotions for Life 
15.8.5. Stress, Concept, Symptoms and Types 
15.8.6. Managing Stress 
15.8.7. Sustaining Emotion 
15.8.8. Resilience 
15.8.9. Expression Channels 
15.8.10. Application Models  

15.9. The Development of Attitudes and Competencies for the Work Environment 

15.9.1. What are Job Competencies? 
15.9.2. Competency Standards 
15.9.3. Occupational Profiles 
15.9.4. Employability Skills 
15.9.5. Attitudes towards Employability: Social, and Work Attitudes 
15.9.6. Affective, Cognitive and Behavioral Components of Attitudes 
15.9.7. Attitude Change: Congruent and Incongruent 
15.9.8. Most Valued Social Skills with Respect to Employability 
15.9.9. Personal Map of Attitudes and Competencies 
15.9.10. Application Models 

15.10. Resources in Primary Education: An Evolutionary Approach 

15.10.1. Identification of Emotions 
15.10.2. The Self and the Other 
15.10.3. Emotional Environment 
15.10.4. Description of the Child's Environment: Expression Channels 
15.10.5. Self-concept 
15.10.6. Development of Self-Esteem 
15.10.7. Enhancing the Expression of Emotions, Assertiveness 
15.10.8. Intervention Strategies in Emotional Education 
15.10.9. Development of Emotional Competencies 
15.10.10. Application Models 

Module 16. Development of Professional Skills in Career Guidance 

16.1. Employability Model 

16.1.1. Current Economic Context 
16.1.2. Employment in the 21st Century 
16.1.3. Self-Knowledge 
16.1.4. The Vision 
16.1.5. The Mission 
16.1.6. Definition of Objectives 
16.1.7. New Work Models 
16.1.8. Roadmap 
16.1.9. Personal Branding 

16.2. Development of Competencies 

16.2.1. Characteristics of the Competencies 
16.2.2. Capabilities, Skills and Competencies 
16.2.3. Competencies that will be in demand in the 21st Century 
16.2.4. Personal Competencies 
16.2.5. Professional Competencies 
16.2.6. Competency Training 
16.2.7. Maturity Levels of a Competency 
16.2.8. Assessment of Competencies (Indicators) 

16.3. Collaborative Work 

16.3.1. Teamwork 
16.3.2. Characteristics of Collaborative Work 
16.3.3. The Power of Teamwork 
16.3.4. Structures and Models for Collaborative Work 
16.3.5. Communities of Practice 
16.3.6. Tools for Collaborative Work 
16.3.7. Empathy 
16.3.8. Assertiveness 
16.3.9. Trust 
16.3.10. Self-organized Teams 

16.4. Project Work 

16.4.1. Work Models 
16.4.2. Results Oriented 
16.4.3. Organization of Work 
16.4.4. Project definition 
16.4.5. Project Life Cycle 
16.4.6. Project Management 
16.4.7. The figure of the Project Manager 
16.4.8. Methodologies for Project Management 
16.4.9. Difference between Project Development and Product Development 
16.4.10. Product Design and Creation 

16.5. Communication

16.5.1. Basic Characteristics of Communication 
16.5.2. Effective Communication 
16.5.3. Active Listening 
16.5.4. Intrapersonal Communication 
16.5.5. Interpersonal Communication 
16.5.6. On-line interpersonal communication (e-mail, social networks) 
16.5.7. Effective Presentations 
16.5.8. Visual Communication 
16.5.9. Body Communication (Non-Verbal Language) 
16.5.10. Speaking in Public 

16.6. Adaptation to Change 

16.6.1. Context and Basic Concepts 
16.6.2. Main Characteristics of Adaptation to Change 
16.6.3. Unlearning to Relearn 
16.6.4. Flexibility and Versatility 
16.6.5. Change Management Process 
16.6.6. Factors Favoring Adaptation to Change 
16.6.7. Negative Factors or Factors that do not Help Adaptation to Change 
16.6.8. Comfort Zone 
16.6.9. The Everett Rogers Curve 
16.6.10. Moore's Law 

16.7. Business Models 

16.7.1. Definition and Fundamental Concepts 
16.7.2. Business Canvas I 
16.7.3. Business Canvas II 
16.7.4. Examples of Business Model
16.7.5. Innovation
16.7.6. Innovative Business Models 
16.7.7. Basic Organizational Models 

16.8. Entrepreneurship 

16.8.1. Personal Business Models 
16.8.2. Startups 
16.8.3. Strategic Business Planning 
16.8.4. Lean Canvas 
16.8.5. Lean startup method 
16.8.6. Internet strategy (Digital business, Digital marketing) 
16.8.7. Entrepreneurship Skills 
16.8.8. Social Entrepreneurship 
16.8.9. Corporate Enterprise 
16.8.10. The concept of Value Contribution 

16.9. Leadership

16.9.1. What is Leadership? 
16.9.2. What Does It Take to Be a Leader? 
16.9.3. Types of Leadership 
16.9.4. Self-Leadership 
16.9.5. Mindfulness 
16.9.6. Tribes 
16.9.7. Followers 
16.9.8. Feedback 
16.9.9. Coaching 
16.9.10. Emotional Intelligence 

16.10. Creativity Development 

16.10.1. Fundamental Concepts 
16.10.2. Factors that Favor the Development of Creativity 
16.10.3. Factors that do not Favor Creativity 
16.10.4. Lateral Thinking 
16.10.5. Exploration and Management of Ideas 
16.10.6. Development and Monitoring of Ideas
16.10.7. Divergent Thinking 
16.10.8. Convergent Thinking  

Module 17. Decision-making I: who you are to know what you want 

17.1. Theories in Decision-Making. The Non-Decision 

17.1.1. Introduction 
17.1.2. Decision-Making Concept 
17.1.3. Approaches to Decision-Making 
17.1.4. Explanatory Models of How Decisions are Made 
17.1.5. Individual Variables in Decision-Making 
17.1.6. Learning How to Make Decisions 
17.1.7. Teaching How to Make Decisions 
17.1.8. Programs to Teach Decision-Making 
17.1.9. Group Decision-Making 
17.1.10. The Non-Decision 

17.2. A Practical Model for Professional Decisions: Heart, Head and Feet 

17.2.1. Introduction 
17.2.2. Theoretical Basis of the Model  
17.2.3. Heart: Who are you? 
17.2.4. Head: What does the world offer and what does it want? 
17.2.5. Feet: Planning for the future 
17.2.6. Individual Development Plan 
17.2.7. Individual Implementation 
17.2.8. Group Implementation 
17.2.9. Integration in Educational Centers 
17.2.10. Conclusions 

17.3. Motivation and Vocational Decision. Vital Moment 

17.3.1. Introduction 
17.3.2. The Behavioral Approach 
17.3.3. Social Approach 
17.3.4. Cognitive Approach 
17.3.5. Humanistic Approach 
17.3.6. The Psychoanalytic Point of View in Vocational Selection 
17.3.7. Motivation in Adolescents 
17.3.8. Current Social and Family Variables 
17.3.9. Role of the Counselor and Tutor 
17.3.10. Motivational Resources 

17.4. Skills: Diagnosis and integration in the model 

17.4.1. What Are Skills? 
17.4.2. Verbal Aptitude 
17.4.3. Numerical Aptitude 
17.4.4. Spatial Aptitude 
17.4.5. Mechanical Aptitude 
17.4.6. Memory 
17.4.7. Concentration
17.4.8. Other Skills 
17.4.9. Assessment by Test 
17.4.10. Self-Diagnosis of Skills 
17.4.11. Integration in the C.C.C.P. model 

17.5. What are Multiple Intelligences and their Correlation with Professions? 

17.5.1. Introduction 
17.5.2. What are Multiple Intelligences? 
17.5.3. Visuospatial Intelligence 
17.5.4. Linguistic Intelligence 
17.5.5. Logical-Mathematical Intelligence 
17.5.6. Naturopathic Intelligence 
17.5.7. Musical Intelligence 
17.5.8. Body-Kinesthetic Intelligence 
17.5.9. Interpersonal Intelligence 
17.5.10. Intrapersonal Intelligence 
17.5.11. Assessment of Multiple Intelligences 
17.5.12. Integration in the C.C.C.P. model 

17.6. Personality Associated with Professional Profiles 

17.6.1. Personality Models 
17.6.2. Personality in Adolescents 
17.6.3. Self-Concept and Vocational Maturity 
17.6.4. Personality Variables Relevant to Vocational Choice 
17.6.5. The Holland’s Model 
17.6.6. Personality Associated with High School Modalities 
17.6.7. Personality Associated with Professions 
17.6.8. Personality Assessment Resources 
17.6.9. Case Study 
17.6.10. Integration in the C.C.C.P. model 

17.7. Talent as differentiation and opportunity 

17.7.1. Introduction 
17.7.2. Concept of Talent 
17.7.3. Talent Development 
17.7.4. Talent and Academic Achievement 
17.7.5. Talent and High Abilities 
17.7.6. Talent and Professional Competencies 
17.7.7. Resources to Help Them Discover Their Talents 
17.7.8. Talent Detection 
17.7.9. Cases of Talented Adolescents 
17.7.10. Integration in the C.C.C.P. model 

17.8. Vocational Values. What Do They Want to Work For? 

17.8.1. Introduction 
17.8.2. Concept of Vocational Values 
17.8.3. Values and the Current Work Environment 
17.8.4. Importance for Selection 
17.8.5. Values and Family 
17.8.6. Values and Gender 
17.8.7. Ceres Classification 
17.8.8. Values Associated with Professions 
17.8.9. Values as a Basis for a Life Path 
17.8.10. Integration in the C.C.P Model C.C.P

17.9. Level of Effort and Study Habits 

17.9.1. Introduction 
17.9.2. Importance of the Academic Record 
17.9.3. Models for Gathering Information 
17.9.4. Study Habits 
17.9.5. Assessment and Corrective Measures of Study Habits 
17.9.6. Study Techniques; Classroom Teaching 
17.9.7. Academic Effort and Performance 
17.9.8. School Failure: Relevant Variables 
17.9.9. Family and School Performance 
17.9.10. Integration in the C.C.P Model C.C.P

17.10. Specific Resources for Self-Knowledge 

17.10.1. Comillas University Orion Program 
17.10.2. Incomplete Questioning Techniques 
17.10.3. Group and Individual Personality Dynamics 
17.10.4. Mentor Dynamics: Limiting Beliefs 
17.10.5. Systematic Relaxation and Talent 
17.10.6. Dynamics to Discover Professional Values 
17.10.7. Vocational Guidance Test on the Web 
17.10.8. Integration with the CCP Model 

Module 18. Decision-Making II: The Search for Information and How to Get What You Want 

18.1. Development of Active Information Seeking Competence 

18.1.1. The Digital Era and the Internet 
18.1.2. Young People and New Technologies 
18.1.3. Critical Thinking 
18.1.4. Active Learning 
18.1.5. 10 Skills to Develop this Competency 
18.1.6. Classroom Resources 
18.1.7. Technical Resources 
18.1.8. The Importance of Information in Vocational Selection 
18.1.9. Integration with the C.C.C.P Model

18.2. Professional Families First Approach to Vocational Selection 

18.2.1. Introduction 
18.2.2. Concept of Professional Family 
18.2.3. Different Classifications 
18.2.4. A Concrete Classification Model: Theoretical Rationale 
18.2.5. Experimental Science Family 
18.2.6. Applied Technique Family 
18.2.7. Healthcare Family 
18.2.8. Business and Economics Family 
18.2.9. Administrative Activities Family 
18.2.10. Law and Counseling Family 
18.2.11. Protection and Security Family 
18.2.12. Humanistic-Social Family 
18.2.13. Communication Family 
18.2.14. Teaching and Guidance Family 
18.2.15. Languages Family 
18.2.16. Film and Theater Family 
18.2.17. Music Family 
18.2.18. Plastic Arts Family 
18.2.19. Aesthetics Family 
18.2.20. Farming Family 
18.2.21. Sports Family 
18.2.22. Religious Activities Family 
18.2.23. Integration in the C.C.C.P. model 

18.3. Academic options: degrees, VET and Special Education 

18.3.1. What are university degrees? 
18.3.2. Vocational training: past, present and future 
18.3.3. Special Education: an option 
18.3.4. Access to the Different Options 
18.3.5. The University Access System 
18.3.6. Weighting of subjects in the EBAU 
18.3.7. Access to vocational training 
18.3.8. Variables to be Considered by the Student when Faced with Different Educational Options 
18.3.9. Interviews with People Studying the Educational Option to be Appraised 
18.3.10. Integration with the C.C.C.P Model

18.4. Career Opportunities of the Educational Options 

18.4.1. Introduction 
18.4.2. The new professional opportunities of the 21st Century 
18.4.3. Importance of the Socioeconomic Context 
18.4.4. The Study of Career Opportunities Based on Educational Options 
18.4.5. New Market Trends in Traditional Careers 
18.4.6. Employability of Educational Options 
18.4.7. Employability of Career Opportunities 
18.4.8. Access to the Different Professional Opportunities 
18.4.9. Classroom Resources for Researching Career Opportunities 
18.4.10. Integration in the CCP Model 

18.5. The Individual Context. Reality Itself 

18.5.1. Family Socioeconomic Context 
18.5.2. Levels of Autonomy 
18.5.3. Level of Motivation and Effort 
18.5.4. Capabilities and Skills  
18.5.5. Level of Vocational Maturity 
18.5.6. Personality 
18.5.7. Personal Variables: The Diversity 
18.5.8. Information Gathering and the Role of the Counselor 
18.5.9. Integration in the CCP Model 

18.6. Research on the Factors that Define the Labor Reality 

18.6.1. Introduction 
18.6.2. Study of the Functions and Tasks in a Specific Career Path 
18.6.3. Remuneration of Professions 
18.6.4. Promotion and Professional Development 
18.6.5. Associated Work Climate 
18.6.6. Lifestyle Associated with the Professions: Schedules, Availability, Mobility 
18.6.7. Professions and Gender 
18.6.8. Structured Interview to Gather Information 
18.6.9. Networked Resources for Research 
18.6.10. Integration in the C.C.C.P. model 

18.7. Individual Vocational Selection. Fitting the Puzzle 

18.7.1. SWOT Methodology for Individual Decision-Making 
18.7.2. Student Strengths 
18.7.3. Student Weaknesses 
18.7.4. Threats of Valued Professions 
18.7.5. Career Options Opportunities 
18.7.6. Individual Reflection 
18.7.7. Assessment of the Degree of Certainty in Vocational Decision-Making 
18.7.8. Interview with the Student and the Role of the Counselor 
18.7.9. Integration in the C.C.C.P. model 

18.8. Family Interview, Model and Advantages 

18.8.1. Introduction 
18.8.2. Approaches to Family Interviewing 
18.8.3. Group Workshops for Parents on Vocational Selection 
18.8.4. Family Influence on Final Decision-Making 
18.8.5. Communication of the Interview  
18.8.6. Structured Interview Format 
18.8.7. Development of the Family Interview 
18.8.8. Diversity in Student and/or Family 
18.8.9. Advantages of the Family Interview 
18.8.10. Integration in the C.C.C.P. model 

18.9. An Individual Development Plan: Creating a Career-Focused CV during Academic Training 

18.9.1. Concept of Individual Development Plan 
18.9.2. Extracurricular Knowledge 
18.9.3. Digital and Computer Skills 
18.9.4. Language: 
18.9.5. Volunteerism 
18.9.6. Previous Work Experience 
18.9.7. Generic Competencies for the First Job with a Career Focus 
18.9.8. Specific Competencies of Professional Areas 
18.9.9. Emotional Intelligence and Profession 
18.9.10. Integration in the C.C.C.P. model 

18.10. Specific Resources for Information Search 

18.10.1. Introduction 
18.10.2. Academic Research 
18.10.3. Universities, vocational training centers and special education institutions 
18.10.4. Study Abroad 
18.10.5. Labor Market Trends 
18.10.6. Career Opportunities 
18.10.7. Employability 
18.10.8. Remuneration 
18.10.9. Testimonials and Online Forums 
18.10.10. Integration in the CCP Model 

Module 19. Vocational and Professional Orientation for P.F. Teachers 

19.1. The Orientation and Training Department and its Functions 

19.1.1. Functions Established in Current Regulations 
19.1.2. Functions established in the regulations for Integrated Vocational Training Centers 
19.1.3. New LOMCE Subjects and Teaching Attribution BORRAR 
19.1.4. Functions of Orientation and Training Teachers in Vocational Training Centers in the Basque Country  
19.1.5. Functions of Orientation and Training Teachers in Dual Vocational Training (in Some Communities)  
19.1.6. Origins of the FOL department, its separation from the Guidance department 
19.1.7. Labor Exchanges and Orientation and Training Department 
19.1.8. The collaboration of the FOL department and the Guidance department in secondary schools 
19.1.9. The Validation of Subjects and its Impact on the Orientation and Training Department 
19.1.10. Requests to Educational Administrations by Orientation and Training Teachers to Change the Current Framework 

19.2. Tutorial action: FCT and FP Dual tutors 

19.2.1. Functions of the Workplace Training Tutors Established in the Current Regulations 
19.2.2. Functions of the Vocational Training Tutors Established in the Current Regulations 
19.2.3. Workplace Training Face-To-Face Tutoring 
19.2.4. The Current Problems of the Workplace Training (Withdrawal of Financial Resources from Collaborating Companies) 
19.2.5. Company Recruitment and Visits Prior to the Signing of Agreements 
19.2.6. The Signing of Agreements and the Assignment of Internships Based on Transcript of Records or Other Criteria 
19.2.7. The Tutor's Follow-up of the Work Carried Out in the Company 
19.2.8. Training Agreements in Dual Vocational Training 
19.2.9. The Tutoring of Internships in Dual Vocational Training and its Problems 
19.2.10. The Selection of Candidates to Take Part in a Dual Vocational Training Program, Casuistry by Autonomous Community BORRAR 

19.3. The transversal module in all the VET cycles called FOL: Vocational and Professional Orientation for Teachers in this module 

19.3.1. The Study of the Training Cycle: Regulatory Regulations, Educational and Vocational Levels 
19.3.2. Identification of training itineraries related to the title of the training cycle 
19.3.3. Continuing Education for the Graduate's Work and Professional Career: Assessment of its Importance 
19.3.4. Professional Options: Definition and Analysis of the Professional Sector of the Training Cycle Title 
19.3.5. Employers in the Sector: Public Employers, Private Employers and Possibility of Self-Employment 
19.3.6. Process, Techniques and Tools for Job Search and Recruitment in Small, Medium and Large Companies in the Sector 
19.3.7. System of access to public employment in positions suitable for graduates of the cycle 
19.3.8. Internet Resources in the Field of Guidance 
19.3.9. Professional Career based on the Analysis of Personal Interests, Aptitudes and Motivations: Self-Knowledge and Professional Potential 
19.3.10. Actions Most Commonly Used by Orientation and Training Teachers in Schools Throughout Spain

19.4. The transversal module in most of the VET cycles called EIE: Vocational and Professional Orientation for Teachers in this module 

19.4.1.  The Development of Creativity and a Spirit of Innovation to Respond to Challenges in the Processes and Organization of Work and Personal Life  
19.4.2. Informed Decision-Making  
19.4.3. The Development of Leadership, Motivation, Supervision and Communication Techniques in Group Work Contexts  
19.4.4. Communication Strategies and Techniques  
19.4.5. Procedures related to the Entrepreneurial, Business and Professional Initiative Culture 
19.4.6. Rights and Duties as an Active Agent in Society 
19.4.7. The business project through the so-called "Business Plan" 
19.4.7.1. New Forms of Collaborative Economy and their Impact on Self-Employment 
19.4.8. Social Entrepreneurship 
19.4.9. Actions Most Commonly Used by Teachers of Business and Entrepreneurship in Schools Throughout Spain

19.5. The Vocational Guidance System via Employment Exchanges in Vocational Training. (Job Search) 

19.5.1. The System of Labor Exchanges in the University Sector  
19.5.2. Employment Agencies and their Linkage with Training Entities  
19.5.3. The lack of "professionalization" of the FP labor exchange system  
19.5.4. The example of good practice on the web: empleaFP (set up by FPempresa)  
19.5.5. Job vacancies at the Hotel and Tourism Schools 
19.5.6. Examples of Labor Exchanges that, in Addition to Intermediation, also Carry Out Career Guidance Actions 
19.5.7. The department of "relations with companies" that some centers have to provide solutions to FCT + FP Dual + Job Placement 
19.5.8. Open Days 
19.5.9. European Vocational Training Week  
19.5.10. Department of Information and Vocational Guidance of the Vocational Education and Training Integrated Centers

19.6. The Vocational Guidance System via Business Incubators in Vocational Education and Training 

19.6.1.  The System of Business Incubators at the University Level  
19.6.2. Business Incubators Promoted by City Halls 
19.6.3. The lack of "professionalization" of the business incubator system in VET  

19.7.  The approach to career guidance through the FOL module: New Trends 

19.7.1. Personal Branding 
19.7.2. Professional Social Networks 
19.7.3. Networking Events 
19.7.4. The Personal Learning Environment (MOOCs and NOOCs) 
19.7.5. The Personal Learning Network (Social Networking Groups) 
19.7.6. Professional Communities in the Network 
19.7.7. Serious games and game-based selection dynamics 
19.7.8. The Personal Web (Positioning and References) 
19.7.9. The Portfolio of Completed Projects 
19.7.10. Youtube or the resizing of the video-CV 

19.8.  Transition to adult life thanks to the FOL module: Practical examples (Care for people at risk of social exclusion) 

19.8.1. The Phenomenon of Long-Term Unemployment and Vocational Education Training 
19.8.2. Disadvantaged groups and their integration through Basic Vocational Education and Training  
19.8.3. Dropping Out of School and Returning to the Classroom through Intermediate Vocational Training 
19.8.4. The Training and Job Orientation Module as an Aid to Social Integration 
19.8.5. The Training and Job Orientation Module and Employment of People with Disabilities 
19.8.6. The Training and Job Orientation Module and Bridging the Gender Gap 
19.8.7. The Work of Vocational Family Departments in Social Integration 
19.8.8. Collaboration between the Guidance Department and the Training and Job Orientation Department in Vocational Education Training Dissemination Activities (European VET Week) 

19.9. The promotion of entrepreneurship in vocational training: The EIE module, new trends 

19.9.1.  Lean Startup in entrepreneurial education 
19.9.2. Design thinking techniques applied to the EIE module 
19.9.2.1. Public Initiative Entrepreneurship Programs 
19.9.3. Private Initiative Entrepreneurship Programs 
19.9.4. The entrepreneurial selfie project (SELFIE Entrepeneur) 
19.9.5. The Initiation to the Entrepreneurial and Business Activity Elective and its Link to Financial Education 
19.9.6. The Integration of Business and Entrepreneurship with Other Modules, the Example of the Methodological Use of SCRUM (Giner de los Ríos Prize) 
19.9.7. The elevator pitch and its importance in entrepreneurship 
19.9.8. Storytelling Video Editing Techniques 
19.9.9. Tools for Project Prototyping 
19.10. Soft skills through the FOL and EIE modules
19.10.1. The FOL module and the contents related to soft skills. (Background in the Missing Relationships in the Work Environment Module) 
19.10.2. Communication, Leadership, Negotiation and Teamwork as Essential Contents in the Vocational Education and Training Module 
19.10.3. Coaching as an Ally of the Vocational Education and Training Module 
19.10.4. Digital Skills through the Vocational Education and Training Module 
19.10.5. Learning and Employment Opportunities in Europe 
19.10.6. Training for selection processes by FOL faculty 
19.10.7. The Didactic Use of Recommended Readings to Work on Skills and Attitudes in the Vocational Education and Training Module 
19.10.8. Cinema and FOL, a very useful relationship for working on emotional skills 
19.10.9. The IBERICUS Project, a National Alternative to Erasmus BORRAR 
19.10.10. Entrepreneurship Contests and their Impact on Students 

Module 20. Guidance for Inclusion Vocational and Professional Guidance for Teachers for Inclusion 

20.1. Theoretical Framework: Theoretical Framework: the Concept of Diversity, Inclusion and Inclusive Guidance 

20.1.1. From Special Education to Diversity Care 
20.1.2. From Attention to Diversity to Inclusive Education 
20.1.3. Attention to Diversity within the Framework of the European Union 
20.1.4. Concept of Diversity from an Employability Perspective 
20.1.5. Concept of Educational and Labor Inclusion 
20.1.6. Educational Legislation in Spain with Respect to Educational Inclusion BORRAR 
20.1.7. Inclusive Guidance, a Lifelong Process 
20.1.8. Inclusive Guidance, School, Work and the Environment 
20.1.9. Inclusive Guidance, Differentiated Needs 
20.1.10. Keys to an Inclusive Guidance 

20.2. Knowledge of the Different Diversity Profiles for Guidance 

20.2.1. The Educational Response to Diversity 
20.2.2. Curricular Adaptations for Obtaining the Compulsory High School Diploma 
20.2.3. Understanding the Diversity of Cognitive, Emotional and Affective Processes on which Learning is Based  
20.2.4. Diversity and Educational Inclusion Plan 
20.2.5. Students with Attention Deficit and Hyperactivity Disorder 
20.2.6. Students with Autism Spectrum Disorder 
20.2.7. Students with learning difficulties (dyslexia, dysorthography...) 
20.2.8. Students with Intellectual Disabilities 
20.2.9. Students with Mental Disorders 
20.2.10. Students with Sensory Disabilities 

20.3. Functional Diversity as Seen from its Potential 

20.3.1. Definition of Functional Diversity 
20.3.2. Types of Functional Diversity 
20.3.3. Identity and Intellectual Functional Diversity 
20.3.4. Inclusive Education and Higher Education from the Point of View of Students with Functional Diversity 
20.3.5. Socio-Occupational Training of Students with Functional Diversity 
20.3.6. The Role of Vocational Training in the Social and Labor Inclusion of Young People with Intellectual Functional Diversity 
20.3.7. Indicators to Identify the Potential of People with Functional Diversity 
20.3.8. Labor Inclusion of People with Functional Diversity 
20.3.9. Professional Guidance for Students with Functional Diversity in High School 
20.3.10. Professional Guidance for Students with Functional Diversity in University 

20.4. General Actions in Vocational Guidance for Students with Different Difficulties: ADHD, ASD, dyslexia 

20.4.1. Pre-Vocational Initiation  
20.4.2. Vocational Decision and Involvement 
20.4.3. Vocational Decision Processes 
20.4.4. Difficulty and Pressure 
20.4.5. Professional Counseling 
20.4.6. Market Knowledge  
20.4.7. Decision-Making Strategies 
20.4.8. Facilitating Self-Awareness and the Ability to Make Choices 
20.4.9. Provide Information to Trainee and Families 
20.4.10. Encourage Personal Interests 

20.5. Tools for Inclusive Guidance 

20.5.1. How to Guide People with Learning Difficulties 
20.5.2. Professional orientation for people with specific educational support needs (ASD, ADHD, Dyslexia,...)
20.5.3. Professional Guidance for People with Intellectual Functional Diversity 
20.5.4. Professional Guidance for People with Sensory Functional Diversity 
20.5.5. Professional Guidance for People in Conditions of Social Vulnerability 
20.5.6. Professional Guidance for People with Mental Disorders 
20.5.7. Curriculum Development in Response to Diversity 
20.5.8. The Job Interview for People with Functional Diversity 
20.5.9. Professional Fields 
20.5.10. Vocational Groups 

20.6. Educational Offers and Educational and Professional Itineraries, Taking Diversity into Account 

20.6.1. Educational and Vocational Pathways to Guide People with Difficulty 
20.6.2. Programs for Learning and Performance Enhancement 
20.6.3. Reinforcement Programs in High School 
20.6.4. Basic Professional Formation 
20.6.5. Basic Vocational Training in Special Education 
20.6.6. Professional Qualification Programs 
20.6.7. Youth Guarantee Programs 
20.6.8. Occupational Training for People with Functional Diversity 
20.6.9. Special Employment Center 
20.6.10.. Occupational Center 

20.7. Diversity Professional Guidance Program in High School 

20.7.1. Needs Assessment 
20.7.2. Program Rationale 
20.7.3. Program Objectives 
20.7.4. Program Contents 
20.7.5. Program Methodology 
20.7.6. Program Resources 
20.7.7. Program Timing 
20.7.8. Program Assessment 
20.7.9. Program Application 
20.7.10. Program Summary 

20.8. Job search program Personalized employment for people with functional diversity 

20.8.1. Customized Employment Concept 
20.8.2. Customized Employment, the Evolution of Supported Employment 
20.8.3. Labor Market 
20.8.4. Guidance and Job Search Resources 
20.8.5. Internet Employment 
20.8.6. Job Skills 
20.8.7. Social Skills 
20.8.8. Planning Skills 
20.8.9. Special Employment Centers 
20.8.10. The Role of the Companies 

20.9. Occupational Training Itineraries for Attention to Diversity 

20.9.1. Unemployment of People with Disabilities 
20.9.2. Vocational Training for Employment 
20.9.3. Employment Workshops 
20.9.4. Labor Market Integration of People with Disabilities 
20.9.5. Labor Qualification of People with Disabilities 
20.9.6. Occupational Integration Services 
20.9.7. Pre-Job Training 
20.9.8. Ongoing Training 
20.9.9. Occupational Distance Training 
20.9.10. Public Employment Services that Cater to Diversity 

20.10. Case Studies. Case Study: Professional Guidance Program for a Student with ADHD and/or ASD 

20.10.1. ASD Student 
20.10.2. Educational Experience 
20.10.3. Academic Guidance 
20.10.4. Professional Guidance 
20.10.5. Job Placement 
20.10.6. Occupational and Ongoing Training 
20.10.7. Student with ADHD 
20.10.8. Educational Experience 
20.10.9. Academic Guidance 
20.10.10. Professional Guidance 
20.10.11. Job Placement 
20.10.12. Occupational and Ongoing Training 

Module 21. ICT in Academic/Vocational and Career Guidance 

21.1. ICT in the Information Society 

21.1.1. Introduction 
21.1.2. The Information Society 
21.1.3. Definition 
21.1.4. Causes of its Expansion 
21.1.5. Characteristics of the Information Society and Requirements for Educational Institutions 
21.1.6. Myths of Information Society 
21.1.7. ICT 
21.1.8. Definition 
21.1.9. Evolution and Development 
21.1.10. Characteristics and Possibilities for Teaching 

21.2. The Inclusion of ICT in the School Environment 

21.2.1. Introduction 
21.2.2. Roles of ICT in Education 
21.2.3. General Variables to Consider in the Incorporation of ICT 
21.2.4. Evolutionary Variables 
21.2.5. Physiological Variables 
21.2.6. Cultural Variables 
21.2.7. Economic Variables 
21.2.8. The Didactic Model as a Reference 
21.2.9. Selection Criteria 
21.2.10. Other Aspects to Consider 

21.3. Education and Guidance in Globalization 

21.3.1. Introduction 
21.3.2. The Phenomenon of Globalization 
21.3.3. Origins and Characteristics 
21.3.4. How Does Globalization Affect Education? 
21.3.5. Positive and Negative Consequences of Globalization 
21.3.6. Quality, Equity and Relevance 
21.3.7. Learning to Draw Boundaries as an Educational Responsibility 
21.3.8. Keys to a Sustainable Future 
21.3.9. Other Perspectives; Dimensions of a "Glocal" Education 
21.3.10. New Social Spaces for Education 

21.4. Training in the Digital Competence of Guidance Practitioners 

21.4.1. Introduction 
21.4.2. The Education and Guidance Professional in the 21st Century 
21.4.3. Digital Literacy; from a Need to an Emerging Reality 
21.4.4. Definition of Digital Competence 
21.4.5. Common Framework for Digital Competence 
21.4.6. Areas and Competences 
21.4.7. Contextualization of the Framework of Digital Competence in Education 
21.4.8. Digital Competence Portfolio for Teachers 
21.4.9. Some Resources to Achieve Digital Competence in Teaching 
21.4.10. Other Frameworks on Digital Competition 

21.5. The Role of the Counselor and the Student in the New ICT Spaces 

21.5.1. New Learning Scenarios 
21.5.2. The Impact on the Student's Environment 
21.5.3. The Role of the Counselor in the Face of the New Information and Communication Technologies 
21.5.4. The Role of the Student; from Invisible to Protagonist 
21.5.5. Technological Skills and Competencies of the Teacher/Counselor 
21.5.6. Technological Skills and Competencies of the Students 
21.5.7. Risks and Proposals 

21.6. Design and Development of Multimedia Materials for Training and Guidance 

21.6.1. Introduction 
21.6.2. Multimedia Technology 
21.6.3. Definition of Multimedia Concept 
21.6.4. Qualities of Multimedia Resources and Materials 
21.6.5. Classification 
21.6.6. Contributions and Limitations 
21.6.7. Materials Development 
21.6.8. Some Quality Criteria 
21.6.9. Video as a Resource for Guidance and Training 
21.6.10. Personalized employment for people with functional diversity 

21.7. Internet Applied to Guidance: Webquests, Wikis and Blogs 

21.7.1. Webquest 
21.7.2. Concept, Origin and Characteristics 
21.7.3. Structure of a Webquest 
21.7.4. Wikis 
21.7.5. Concept, Origin and Characteristics
21.7.6. Structure of a Wiki 
21.7.7. Weblogs 
21.7.8. Concept, Origin and Characteristics 
21.7.9. Structure of a Webquest 

21.8. ICT as a Support for Students with Educational Needs 

21.8.1. Introduction 
21.8.2. Software for Students with Special Educational Needs 
21.8.3. Software that Allows Access to the Computer 
21.8.4. Supporting Technologies 
21.8.5. The Need for Vocational Guidance Support Resources 

21.9. Some Projects and Experiences of Guidance and ICT 

21.9.1. Introduction 
21.9.2. H.O.L.A. Project (Tool for Job Orientation in Asturias)
21.9.3. “My vocational e-portfolio” (MYVIP) 
21.9.4. MyWayPass: Free Online Platforms for Decision-Making 
21.9.5. Uveni. Guidance Platform for Secondary Education 
21.9.6. At the Ring of a Bell 
21.9.7. Socio-school 
21.9.8. Orientaline 
21.9.9. Virtual Student Lounge 

21.10. Some Digital Resources for Education Guidance 

21.10.1. Introduction 
21.10.2. Associations and Portals of Interest in the Field of Guidance 
21.10.3. Blogs 
21.10.4. Wikis 
21.10.5. Social Networks of professionals or institutions of academic and labor guidance 
21.10.6. Facebook Groups 
21.10.7. Guidance Apps 
21.10.8. Interesting Hashtags 
21.10.9. Other ICT Resources 
21.10.10. Personal Learning Environments in Guidance: OrientaPLE 

It has a program designed for teaching effectiveness: so that you learn faster, more stimulatingly and on a more permanent basis"