Become an expert in Psychoeducational Intervention in High Capacity Individuals, thanks to TECH and a complete and up-to-date program”

All over the world there are children and adolescents with High Capacity, each one of them has its own characteristics that require a personalized approach to avoid the usual problems of performance or adaptation. Current research in Neuroscience shows the need for a transformation in teaching methodologies for these individuals and for specialized professionals who can tackle this task with total efficiency. 

This is the reason why TECH has created a Postgraduate diploma in Psychoeducational Intervention in High Capacity Individuals, with which it seeks to provide professionals in this sector with the skills and specialized knowledge necessary to carry out their work as efficiently as possible. And this, through theoretical and practical content on the relevance of educational intervention, the strategies to follow, the necessary steps to carry out a self-regulation of behavior or the different models of emotional transformation, among other relevant aspects. 

All of this, in a 100% online modality that allows the student to complete their studies while combining them with their other activities and obligations, without being subjected to time limits or unnecessary travel. In addition, with the full availability of the most complete, innovative and dynamic contents of the current educational market. 

Enroll now and get access to all the material from day one, being able to delve into topics such as Resources and Techniques for Motivation”

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

• The development of case studies presented by experts in Psychoeducational Intervention in High Capacity Individuals
• 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 the self-assessment process can be carried out 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

Acquire new knowledge about Neuroscientific Studies or Resources for Emotional Regulation”

The program’s teaching staff includes professionals from the field who contribute their work experience to this educational 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. 

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

Delve into aspects such as Self-Regulated Learning or Educational Strategies in a few months and without leaving home"

Get in-depth knowledge on Coping Strategies and Problem Solving, from your mobile, computer or tablet"

The structure and content of this plan have been designed by the professionals who make up TECH's team of experts in Psychoeducational Intervention in High Capacity Individuals. In this way, complete, up-to-date, and dynamic contents have been created that represent a unique opportunity in the educational market and that meet the highest expectations. 

Access all the material and a wide variety of additional information that will allow you to expand your knowledge in those aspects of the syllabus that interest you the most”

Module 1. Intervention in High Capacity Individuals

1.1. Techniques to Improve Self-Esteem 

1.1.1. Understanding 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. Importance of Social Skills at AACC 
1.3.2. Models and Types of Social Skills 

1.4. Emotional Management 

1.4.1.  Emotion Recognition 
1.4.2. Emotions Expression 

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. Guidelines for Cognitive Development 
1.6.2. Guidelines for Emotional Development 
1.6.3. Guidelines in Vocational and Professional Sector 

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 instead of the Regular Task, not in Addition to It 
2.1.3. Benefits 
2.1.4. Theoretical Basis for Curriculum Enrichment 
2.1.5. Educational Measures for Students with High Capacity 
2.1.6. Special Measures 

2.2. Enrichment Models 

2.2.1. Enrichment Models 

2.3. Enriching the Curriculum for all Students 

2.3.1. SEM Model 
2.3.2. Portfolio 
2.3.3. Triarchic Model 

2.4. Extracurricular Enrichment 

2.4.1. Extracurricular Work Areas 
2.4.2. Extracurricular Enrichment Programs 

2.5. Regarding Acceleration 

2.5.1. The 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 We Mean by Methodological Adaptation 
2.7.2. Examples of Specific Curricular Adaptations 

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 Be Developed in Good Educational Practice 

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 Thought Self-Regulation? 
3.2.2.  Steps in Thought Self-Regulation 

3.3.  Self-regulation and Emotion 

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

3.4. Self-regulation and Behavior 

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

3.5. Phases of the Self-Regulation Process 

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

3.6. Self-Instructions 

3.6.1. What are Self-Instructions? 
3.6.2. Self-Instruction 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 (Multitask) 

3.8. Personal Learning Environments (PLE) 

3.8.1. What are the PLE? 
3.8.2. Implementation of the PLE in the Classroom 

3.9. Self-regulated Learning Tools 

3.9.1. Internal and External Control Strategies 
3.9.2. New Technologies Applied to 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 Emotional Intelligence Models 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. Technique for Operational 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.  Emotional Tests and Quizzes 
4.8.3.  Creativity Tests and Quizzes 
4.8.4.  Assessing Emotions 
4.8.5. Creativity Assessment 
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 

A Postgraduate Diploma in Psychoeducational Intervention in High Capacity Individuals that has been designed based on the most efficient pedagogical methodology, TECH Relearning”