Master's Degree in Educational and Psychological Intervention

Skills

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This program covers clearly defined professional and academic needs: a need has been detected to train people in fields related to intervention, mediation and management of resources to help anyone encountering disabilities, learning difficulties or other types of problems or deficiencies during their lives, and to coordinate strategies, programs and support systems aiming to improve their quality of life.

In its current configuration, the Master's Degree aims to train professionals who are sufficiently equipped to diagnose, intervene directly and guide non-experts on how to help people with special needs and influence social structures by designing intervention programs.

Empowerment for professionals and other educational agents is a basic strategy to spread the task of helping and guiding people with some difficulties or limitations to their full development.

An appropriate, preventive and not just palliative, educational intervention is fundamental to achieve a really good quality service for school and family institutions and basically also for citizens who are the ultimate recipients of these organizations' work.

  • BASIC SKILLS

    CB6 - Hold and understand knowledge that provides a basis or opportunity to be original in developing and/or applying ideas, often in a research context.

    CB7 - The students should know how to apply the knowledge they have acquired and be able to solve problems in new or little-known environments within wider-ranging (or multidisciplinary) contexts related to their study area.

    CB8 - Students should be capable of integrating knowledge and tackling the complexity of formulating judgments working from information that might be incomplete or limited and includes considering social and ethical responsibilities involved in applying their knowledge and judgments.

    CB9 - Students should be able to put across their conclusions and final reasoning to justify them to specialized and non-specialized audiences clearly and avoiding any ambiguity.

    CB10 - Students should possess learning skills allowing them to continue studying in a way that would have to be largely self-guided or independent.

  • GENERAL SKILLS

    CG1 - Design psycho-educational intervention processes that make it easier to acquire communication, socio-emotional, cognitive and learning skills.

    CG3 - Use self-regulated learning and collaborative strategies from the actual psycho-educational intervention that encourage autonomy, confidence and personal initiative.

    CG4 - Obtain and put across information to advise people, families and professionals on cognitive, communicative, learning and socio-emotional fields.

    CG5 - Generate and launch psycho-educational intervention proposals that work on equality, emotional education and values, backing equal rights and opportunities.

    CG2 - Assess and diagnose capabilities and difficulties in cognitive, communicative, socio-emotional processes and concerning individual learning and contexts.

  • SPECIFIC SKILLS

    CE1 - Find out about the theoretical grounding behind a psycho-educational intervention.

    CE2 - Find out about the different stages and difficulties for human development (neuro-biological, emotional, cognitive, social and moral) that are significant for psycho-pedagogic intervention.

    CE3 - Strategically manage material and human resources to intervene in different psycho-educational contexts from the therapeutic perspective plus the point of view of prevention and development.

    CE4 - Argue and present criteria and ethical implications for a psycho-educational intervention.

    CE5 - Find out about the features of cognition processes among gifted persons or people with disabilities.

    CE6 - Hold a comprehensive view of the intervention models and strategies for intervention with gifted students: SMPY model, acceleration, enhancement, grouping, e-learning; and concerning people with disabilities: socio-educational model, self-determination or PCP.

    CE7 - Understand the difference between variations in the typical development and disturbances in communication and linguistic development and its different clinical forms to set intervention aims.

    CE8 - Plan, develop and assess more effective intervention programs for communication and language disorders.

    CE9 - Find out about the causes of learning disorders and identify their different forms and indicators: written language disorder, procedural learning disorder, mathematical learning disorder and ADHD.

    CE10 - Find out about and apply standardized tests to assess learning difficulties in order to carry out a reasoned differential diagnosis and learn to set and plan targets and intervention programs.

    CE11 - Find out about and identify characteristics and distinctive traits of emotional-social pathologies in children and teenagers.

    CE12 - Design ecological intervention strategies to modify the behavior of children and teenagers through school and family mediation.

    CE13 - Find out about processes for resolving conflicts and apply this knowledge to resolving practical cases through mediation.

    CE14 - Understand the theoretical frameworks of moral education, emotional education and character education.

    CE15 - Critically analyze the main intervention programs for developing character, social-emotional education and for cohabitation, assessed empirically with recognized effectiveness.

    CE16 - Participate actively in the intervention processes generated in the different socio-educational contexts and learn to work alongside professionals.

    CE17 - Demonstrate the human qualities required in professional practice such as punctuality, teamwork, initiative and availability.

    CE18 - Draw up proposals for advice and school and family guidance, putting into practice the necessary skills to resolve conflicts: issuing clear messages on feelings and needs, active and effective listening, negotiation skills and adopting the right focus in different situations.

    CE19 - Apply diagnosis techniques and interpret psycho-pedagogic reports.

    CE20 - Think about how to act when faced with problems using placement incident exercise books.

    CE21 - Study (critically and in-depth), a topic of scientific interest for the psycho-educational intervention field that incorporates the theoretical-practical knowledge acquired in the Master's Degree.

    CE22 - Identify the relevant bibliographic sources in the Master's Degree field of specialization.

    CE23 - Develop methodology and data collection, analysis and interpretation of information and results as well as drawing up conclusions.

    CE24 - Produce a report (Master's Thesis Project) on a topic from the psycho-educational intervention field and defend it before a panel, demonstrating good speaking and writing skills.

Responsable de admisión

Juan Gimeno
Responsable de Promoción y Admisión
juangi@unav.es

Solicitud de información General contact:
Administrative Office of the School of Humanities and Social Sciences, Universidad de Navarra Campus
31080 Pamplona
Spain

+34 948 425 600 x 805661
juangi@unav.es