The socio-occupational world requires educational psychologists to make a constant effort to keep up to date. With this Postgraduate diploma in Psychopedagogic Intervention, we make this very easy for you" 

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

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

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

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

Add extraordinary value to your résumé with the knowledge and skills you acquire during this program"

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

• Practical cases presented by Psychopedagogy Experts
• Designed with graphic, schematic, and eminently practical content
• Latest advancements on School Psychopedagogy
• Practical exercises where the self-evaluation process can be carried out to improve learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• Evidence-Based Methodologies in School Psychopedagogy
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

The most advanced forms of intervention and resources for psychological support and guidance, all in this Postgraduate diploma created specially to boost your competitiveness”

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

The Multimedia Content has been elaborated with the latest Educational Technology, which will allow the Professional a situated and contextual learning, through which the student will be able to study in a simulated environment in which they will be able to learn in real situations. 

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

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

A Training created to allow you to combine your Studies with Other Occupations, smoothly and comfortably, without giving up anything"

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

A carefully developed, educational program to offer a highly effective updating and specialization process"

Module 1. Psychopedagogical Diagnosis in the Social and Community Environment

1.1. Concept and Purpose of Socio-Community Intervention

1.1.1. Concept, Principles and Purpose of Socio-Community Intervention Fields and Dimensions

1.1.1.1. Concept and Principles of Socio-Community Intervention
1.1.1.2. Purpose
1.1.1.3. Fields and Dimensions

1.2. Socio-Community Intervention Agents and Recipients

1.2.1. Socio-Community Mediation: Social Agents and Target Audiences

1.2.1.1. Social Agents
1.2.1.2. Recipients

1.3. Dual Action Framework: Non-Formal and Informal Education

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

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

1.4. Non-Formal Education Programs: Childhood

1.4.1. Non-Formal Child Care Programs

1.4.1.1. Non-Formal Child Care Programs

1.5. Non-Formal Education Programs: Adolescence and Early Adulthood

1.5.1. Job Training, Social Component, NGOs: Adolescent and Public Entity Adolescent Programs

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

1.6. Non-Formal Education Programs: Middle Age

1.6.1. NGO Middle-Age Programs, Public Entity Middle-Age Programs, Job Training Programs

1.6.1.1. NGO Programs for Middle-Aged People
1.6.1.2. Middle-Age Public Entity Programs
1.6.1.3. Work Training Programs

1.7. Non-Formal Education Programs: Seniors

1.7.1. Active Aging Senior Programs

1.7.1.1. Active Aging
1.7.1.2. Promoting Active Aging: Programs

1.8. Special Vulnerability Group Mediation: People in Prisons

1.8.1. Health Mediation and Mediation Project Design and Selection-Recruitment of Health Agents

1.8.1.1. Health Mediation and Mediation Project Design
1.8.1.2. Health Agents Selection and Recruitment

1.9. Special Vulnerability Group Mediation: Institutionalized Minors

1.9.1. Family Conflict Residential Foster Care and Conflict Resolution Programs

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

1.10. Special Vulnerability Group Mediation: People in Situations of Marginalization and Extreme Poverty

1.10.1. Extreme Poverty and Human Rights Measurement and Mediation

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

1.11. Special Vulnerability Group Mediation: People in Migratory Situations or Refugee Status

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

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

1.12. Special Vulnerability Group Mediation: People Who Have Suffered Abuse or Mistreatment

1.12.1. Types of Abuse Mediators and Family Social Mediation

1.12.1.1. The Concept of Abuse
1.12.1.2. Types of Abuse
1.12.1.3. Mediators and Family Social Mediation

Module 2. Design, Management and Evaluation of Social and Occupational Projects

2.1. Society, Socialization and Society-Education Interaction

2.1.1. Globalization and Information and Knowledge Society Inequality and Education

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

2.2. Socio-Labor Project Quality

2.2.1. Quality Concepts Service Quality

2.2.1.1. Quality Concepts
2.2.1.2. Service Quality

2.3. Social Responsibility and Strategic Planning

2.3.1. Strategic and User-Oriented Organizational Model

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

2.3.2. Strategic Planning and Basic Principles of Social and Occupational Projects

2.3.2.1. Strategic Planning
2.3.2.2. Basic Principles of Social and Occupational Projects

2.4. Reality Analysis and Problem Identification

2.4.1. Reality Analysis and Problem Identification. Functions and Fields

2.4.1.1. Reality Analysis and Problem Identification
2.4.1.2. Functions of Reality Analysis
2.4.1.3. Fields Reality Analysis

2.5. Participatory Socio-Educational Diagnosis for Problem Identification

2.5.1. Diagnosis Phase
2.5.2. Study Object, Influence Area and Equipment Creation

2.5.2.1. Object of Study
2.5.2.2. Influence Area
2.5.2.3. Equipment Creation

2.6. Social and Occupational Intervention Planning

2.6.1. Problem Justification and Formulation and Objectives

2.6.1.1. Justification
2.6.1.2. Problem Formulation
2.6.1.3. General and Specific Objectives

2.6.2.  Internal Planning and Management Models

2.6.2.1. Planning Models
2.6.2.2. Internal Management

2.7. Project Development Guide

2.7.1. Work Plan: Organizational Elements and Resources

2.7.1.1. Work Plan
2.7.1.2. Organizational, Operational and Methodological Elements
2.7.1.3. Resources

2.8. Human Resources and Infrastructure

2.8.1.  People Management and HR Policies Resources

2.8.1.1. People Management
2.8.1.2. PR Policies Resources

2.8.2.  Persons Assessment

2.9. Financial Management: Budgets, Execution and Auditing

2.9.1. Budget Preparation and Execution Audits

2.9.1.1. Budget Preparation
2.9.1.2. Budget Execution
2.9.1.3. Audits

2.10. Performance Evaluation Models

2.10.1. Evaluation Designs

2.10.1.1. Types of Evaluation Designs

2.10.2. Phases of the Process, Types, Methodology and Evaluation Instruments

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

2.11. Data Collection, Systematization and Analysis

2.11.1. Analysis, Technique and Procedure Types Access and Data Collection

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

2.12. Memos and Reports

2.12.1. Results, Report and Final Report Dissemination

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

Module 3. Psychopedagogical Counseling to Families in Psychosocial Risk Situations

3.1. Construction of the Concept of Family

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

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

3.2. Evolution of Family Institution

3.2.1. Social Changes and New Forms of Family Coexistence

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

3.2.2. Family Education Styles

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

3.3. Families at Psychosocial Risk

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

3.3.1.1. What is Psychosocial Risk?
3.3.1.2. Psychosocial Risk Assessment Criteria
3.3.1.3. Families in Psychosocial Risk 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. The Socio-Educational Intervention with Families

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

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

3.6. Socio-Educational Intervention with Families (II)

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

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

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

3.7.1. Conceptualization and Typology of Child Abuse

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

3.7.2. Actions Against Child Abuse

3.7.2.1. Detection, Assessment, and Care
3.7.2.2. Protocols

3.8. Collaborative Frameworks Between Family and School

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

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

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