The comprehensive content of this program will provide you with the tools you need to take your career to the next level and grow both personally and professionally”

In a school environment where there is a tendency to homogenize education and treat students as part of a whole instead of as individual beings with their own requirements and abilities, performance or adaptation problems arise. It is here where the psychologist plays a fundamental role to implement precise actions that help to interpret the educational and emotional needs of children with this profile and make the most of their potential. 

In this sense, the preparation and updating of the Psychology professional in terms of Psychoeducational Intervention in High Capacity Individuals is a key to the future of their evolution, being able to provide real solutions to a sector of the population that in many cases is neglected and increasingly needs the support of specialists. 

Therefore, this TECH educational program is a crucial tool for the personal and professional development of the psychologist who in only 6 months will learn how to deal with these cases effectively and according to the latest evidence in the field. Students will be able to differentiate between Special and Specific Educational Needs, will understand the criteria of maximum normality that are intended with an Inclusive Education and will know the differential cortical development of High Capacities, both at a structural and functional level. 

Likewise, through this study, the student will learn the classification of High Capacities in the wide spectrum that represents this multidimensional reality, reviewing real cases of the different types of talent, both simple and compound, and will analyze the different models that explain learning styles. 

These, among many other aspects, will be expanded in an unique teaching load developed by teaching experts chosen exclusively for the direction of this program. This is how students will obtain an unprecedented study material that will serve them for their professional and personal evolution, which they will study 100% online, without pre-established schedules or transfers to a classroom. 

A revolutionary program and methodology that will become the main driver of your professional and personal growth”

This Postgraduate diploma in Psychoeducational Intervention in High-Capacity Individuals contains the most complete and up-to-date scientific program on the market. The most important features include: 

• Case studies presented by experts in High-Capacity Individuals and Inclusive Education
• 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

You will delve into the role of the psychologist in the attention to diversity and High Capacity Individuals”

The program’s teaching staff includes professionals from the industry 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 education programmed to learn in real situations.  

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.   

You will plan precise orientations to favor the development of each of the learning styles in patients with High Capacities"

With TECH you don't have to worry about going to a classroom or being on time. You set the pace of study"

Thanks to TECH's interest in offering high quality and advanced educational programs, it relies on the latest technology and methodology for the design of all the educational material. This is the 100% online system and the Relearning method, of proven effectiveness, which allows the rapid assimilation of all content. 

Students will be able to study from wherever they are, because all they need is a device with an internet connection.  This way, they can easily organize their time and space to reach their goal in 6 months.

This syllabus contains all the advances in Psychoeducational Intervention in High-Capacity Individuals and you can study it 100% online”

Module 1. Intervention in High-Capacity Individuals

1.1. Techniques to Improve Self-Esteem 

1.1.1. Understand how self-esteem is formed 
1.1.2. Techniques to Improve Self-Esteem 

1.2. Coping and Problem-Solving Strategies 

1.2.1. Coping Strategies 
1.2.2. Self-instructions 
1.2.3. Problem-Solving Techniques 

1.3. Social Skills 

1.3.1. The Importance of Social Skills at HC 
1.3.2. Models and Social Skills types 

1.4. Emotional Management 

1.4.1. Emotion Recognition 
1.4.2. Expression of Emotions 

1.5. Learning Planning 

1.5.1. Dimensions of learning 
1.5.2. The spatio-temporal organization of learning 

1.6. Personal Development Orientation and Guidance 

1.6.1. Orientation to cognitive development 
1.6.2. Guidance for emotional development 
1.6.3. Vocational and professional orientation  

1.7. Family-Centered Intervention 

1.7.1. Understanding High-Capacity Individuals 
1.7.2. Acceptance of Reality 
1.7.3. Decision-Making in the Family Environment 
1.7.4. Behaviors within the Family 
1.7.5. Projects with the Family 
1.7.6. Emotional Intelligence. Managing Emotions 

1.8. Educational Intervention 

1.8.1. Educational Projects at the Center 
1.8.2. Structural Adjustments 
1.8.3. Organizational Changes 
1.8.4. Plan of Attention to Diversity 
1.8.5. Teacher Training Plan 
1.8.6. Organizing the Early Childhood Curriculum 
1.8.7. Organizing the Primary Education Curriculum 
1.8.8. Organizing the Secondary Education Curriculum 
1.8.9. Emotional Intelligence. Classroom Application 
1.8.10. Family and School Projects and Programs

Module 2. Educational Strategies and Methodologies

2.1. Definition of Curricular Enrichment 

2.1.1. What is Curricular Enrichment? 
2.1.2. The proposal should be made in stead of the ordinary task, not in addition to it
2.1.3. Benefits 
2.1.4. Theoretical bases for syllabus enrichment 
2.1.5. Educational measures for High Capacity students 
2.1.6. Special Measures 

2.2. Enrichment Models 

2.2.1. Enrichment Models 

2.3. Enriching the syllabus for all students 

2.3.1. SEM Model 
2.3.2. Portfolio 
2.3.3. Triarchic Model 

2.4. Extracurricular Enrichment 

2.4.1. Main Work Areas 
2.4.2. Intellectual Enrichment Programs 

2.5. Regarding Acceleration 

2.5.1. Templeton Report 
2.5.2. Advantages and Disadvantages of Acceleration or flexibilization 

2.6. Classroom Pedagogic Design 

2.6.1. Classroom Organization 
2.6.2. Strategies for each stage 

2.7. Models for Curricular and Methodological Accommodations 

2.7.1. What is methodological adaptation? 
2.7.2. Examples of precise syllabus adaptation 

2.8. Individual Curricular Accommodations 

2.8.1. Steps to Follow 
2.8.2. Accommodation Design 
2.8.3. Evaluation and Monitoring 

2.9. Good Educational Practices 

2.9.1. General considerations for a good education 
2.9.2. Aspects to develop in the good educational praxis 

Module 3. Self-regulated Learning

3.1. Metacognition and Learning 

3.1.1. Metacognitive Strategies and Learning Styles 
3.1.2. Learning Facilitators 
3.1.3. Conceptual Maps 

3.2. Self-regulation and Thought 

3.2.1. What is self-regulation of thinking? 
3.2.2. Steps in thinking Self-Regulation 

3.3. Self-Regulation and emotion 

3.3.1. What is emotional Self-Regulation? 
3.3.2. Steps in emotional Self-Regulation 

3.4. Self-Regulation and behavior 

3.4.1. What is Behavioral Self-Regulation? 
3.4.2. Steps in Behavioral Self-Regulation 

3.5. Phases in the Self-Regulation Process 

3.5.1. Self-Regulation Identification 
3.5.2. Supervision of Self-Regulation 
3.5.3. Self-Regulation Assessment 

3.6. Self-instructions 

3.6.1. What are self-instructions? 
3.6.2. Self-Instructional training 

3.7. Executive Functions 

3.7.1. Working Memory
3.7.2. Education 
3.7.3. Reasoning
3.7.4. Flexibility
3.7.5. Inhibition 
3.7.6. Decision Making 
3.7.7. Estimating Time 
3.7.8. Dual Execution 
3.7.9. Branching 

3.8. Personal Learning Environments (PLE) 

3.8.1. What are PLEs? 
3.8.2. The implementation of PLEs in the Classroom 

3.9. Self-regulated Learning Tools 

3.9.1. Internal and external control Strategies 
3.9.2. New Applied Technologies to the Self-Regulation 

Module 4. Creativity and Emotional Education in the Classroom

4.1. Emotional Intelligence and the Education of Emotions according to the Mayer and Salovey Model 

4.1.1. Introduction: Emotional Intelligence and the Education of Emotions According to the Mayer and Salovey Model 

4.2. Other Models of Emotional Intelligence and Emotional Transformation 

4.2.1. Emotional Competence Models 
4.2.2. Social Competence Models 
4.2.3. Multiple Models 

4.3. Social-Emotional Competencies and Creativity by Level of Intelligence 

4.3.1. Social-Emotional Competencies and Creativity by Level of Intelligence 

4.4. Concept of Emotional Quotient, Intelligence and Dyssynchrony Accommodation in High Intellectual Capacities 

4.4.1. Concept of Emotional Quotient, Intelligence and Dyssynchrony Accommodation in High Intellectual Capacities 

4.5. Concept of Hyperemotivity 
4.6. Current Scientific Studies on Creativity, Emotions, Self-Awareness and Intelligence 

4.6.1. Neuroscientific Studies 
4.6.2. Applied Studies 

4.7. Practical Classroom Resources to Prevent Demotivation and Hyperemotivity 

4.7.1. Practical Classroom Resources to Prevent Demotivation and Hyperemotivity 
4.7.2. Factors leading to demotivation in the classroom 
4.7.3. Motivational Resources 
4.7.4. Techniques for operative learning 
4.7.5. Resources for emotional regulation 

4.8. Standardized Tests to Assess Emotions and Creativity. Creativity Tests and Quizzes 

4.8.1. Standardized Tests to Assess Emotions and Creativity 
4.8.2. Emotion Tests and Quizzes 
4.8.3. Creativity Tests and Quizzes 
4.8.4. Assessing Emotions 
4.8.5. Creativity Evaluation 
4.8.6. Laboratories and Valuation Experiences 

4.9. Inclusive Schools: Humanist Model and Emotional Education Interrelation 

4.9.1. Inclusive Schools: Humanist Model and Emotional Education Interrelation 

Learn about the most effective study methodology and take advantage of the opportunity to evolve in your career”