Enroll and work with new assessment techniques according to different contexts: classroom, school and family” 

Over the years, mediation with families has become increasingly important, as education has come to be seen and understood more in terms of a coordinated effort among different actors. However, this cooperation does not always flow smoothly. This is usually due to the differences between the ecosystems in which the agents develop.

Sexual diversity, young people's evolving profiles or new technologies are some of the factors that generate greater conflict in family psychopedagogical intervention. Therefore, professionals must acquire techniques that allow them to deal with the complexity of current problems. This TECH program addresses the new competencies that educational psychologists must possess and master.

This includes essential content such as new psychopedagogical assessment procedures and updated guidance models.
All this is offered 100% online with no fixed timetables, so the syllabus will be available once the program has started. This will allow students to take on the course load wherever, whenever and however they wish. All you need is a device with Internet access.

Throughout the program you will discover how the stages of development have changed over the years, as well as the transition periods from one to the other”

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

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

This Postgraduate diploma will allow you to know how the family model is evolving and to elaborate specific action plans” 

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

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive specialization programmed to learn in real situations.

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

You will learn through case studies how to implement the most current work techniques with an eye on inclusivity” 

TECH professors will provide you with assessment and diagnostic models based on the most recent scientific research”

TECH programs adapt to the needs of our students, providing an equal balance of theoretical and practical knowledge. Each module takes a different approach to the guidelines that favor family involvement in their children's education. To achieve this, the most innovative psychopedagogical techniques and strategies are addressed. Additionally, the content is delivered through the Relearning methodology, which enables learning without the need to devote an excessive number of hours to study. 

Discover different ways to implement IT in educational psychology by taking this Postgraduate diploma”

Module 1. Assessment, Diagnosis, and Psychopedagogical Orientation

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

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

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

1.1.2.  Dimensions, Scopes, and Areas of Action

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

1.2.  Psychopedagogical Evaluation: Function and Nature

1.2.1.  Concept, Purpose, and Context

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

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

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

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

1.3.1.  The Diagnostic Process and Stages

 1.3.1.1. Diagnostic Processes
 1.3.1.2. Stages

1.4.  Psychopedagogical Evaluation Process according to the Different Spheres of Action

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

 1.4.2.1. Scope and Spheres of Action
 1.4.2.2. Evaluation Process at School
 1.4.2.3. Evaluation Process in Family Settings

1.5.  Design and Phases in the Psychopedagogical Evaluation

1.5.1.  Psychopedagogical Evaluation Procedure and Phases

 1.5.1.1. Psychopedagogical Evaluation Procedure
 1.5.1.2. Psychopedagogical Evaluation Phases

1.6.  Psychopedagogical Evaluation Techniques and Tools

1.6.1.  Qualitative and Quantitative Evaluation Techniques and Tools

 1.6.1.1. Qualitative Assessment Techniques and Tools
 1.6.1.2. Quantitative Evaluation Techniques and Tools

1.7.  Psychopedagogical Evaluation at School

1.7.1.  Evaluation in Classroom, School and Family Settings

 1.7.1.1. Evaluation in the Classroom
 1.7.1.2. Evaluation at School
 1.7.1.3. Evaluation in Family Settings

1.8.  Returning Information and Follow-up

1.8.1.  Returning Information and Follow-up

 1.8.1.1. Return
 1.8.1.2. Follow-up

1.9.  Psychopedagogical Guidance Models

1.9.1.  Clinical Model, Consultation Model, and Program Model

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

1.10.  School Guidance: Tutorial and Family Guidance

1.10.1.  School Guidance and Tutorial Guidance. Tutorial Action Plan

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

1.11.  Vocational, Professional and Career Guidance

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

 1.11.1.1. Vocational Guidance and Maturity
 1.11.1.2. Professional Guidance and Maturity
 1.11.1.3. Career Guidance and Maturity
 1.11.1.4. Approaches and Interests

1.12.  Guidance in Social, Health, Vulnerability or Social Exclusion Contexts

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

 1.12.1.1. Concept and Guidance Contexts in Social and Health Care and Social Vulnerability or Exclusion
 1.12.1.2. Purpose of Guidance in Social and Health Care and Social Vulnerability or Exclusion

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

2.1.  The Diversity of Current Family Models

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

 2.1.2.1. The Family in the 21st Century

2.1.3.  Family Models

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

2.1.4.  Educational Attention to the Different Family Models

2.2.  Family Involvement in the School

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

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

2.2.3.  Types of Family Participation

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

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

 2.2.6.1. Intrinsic Participation Difficulties
 2.2.6.2. Extrinsic Participation Difficulties

2.2.7.  How to improve Family Participation?

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

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

2.6.  Creation of a Learning Community

Module 3. Psychopedagogical Counseling to Families in Psychosocial Risk Situations

3.1.  Construction of the Concept of Family

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

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

3.2.  Evolution of Family Institution

3.2.1.  Social Changes and New Forms of Family Coexistence

 3.2.1.1. The Influence of Social Changes on the Family
 3.2.1.2. New Family Structures

3.2.2.  Family Educational Styles

 3.2.2.1. Democratic Style
 3.2.2.2. Authoritarian Style
 3.2.2.3. Negligent Style
 3.2.2.4. Indulgent Style

3.3.  Families at Psychosocial Risk

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

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

3.3.2.  Risk Factors vs. Protective Factors

 3.3.2.1. Risk Factors
 3.3.2.2. Protective Factors

3.4.  Processes of Orientation and Psycho-Pedagogical Intervention

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

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

3.4.2.  Addressees, Areas, and Contexts of Psychopedagogical Intervention

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

3.5.  Socio-Educational Intervention in Families (I)

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

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

3.6.  Socio-Educational Intervention with Families (II)

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

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

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

3.7.1.  Conceptualization and Typology of Child Abuse

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

3.7.2.  Actions Against Child Abuse

 3.7.2.1. Detection, Assessment, and Care
 3.7.2.2. Protocols

3.8.  Collaborative Frameworks Between Family and School

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

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

The Relearning methodology employed at TECH will allow you to internalize learning without the need to devote excessive hours to study”