MODULE 1. FUNDAMENTALS OF NEUROPSYCHOLOGY

1. UNIT 1. INTRODUCTION TO NEUROPSYCHOLOGY
2. History and concepts
3. Specialties of Neuropsychology
4. Areas of Neuropsychology
6. UNIT 2. MICROSCOPIC ANATOMY: NEURONS AND NEUROGLIA
7. The neuron
8. Neuroglia or glial cells
10. TEACHING UNIT 3. MENINGES AND BRAIN IRRIGATION
11. Meninges
12. Vascular neuroanatomy
14. TEACHING UNIT 4. THE CENTRAL NERVOUS SYSTEM (CNS)
15. Organization of the nervous system
16. Encephalon
17. Spinal cord
19. TEACHING UNIT 5. THE PERIPHERAL NERVOUS SYSTEM (PNS)
20. The Peripheral Nervous System
21. Somatic Nervous System
22. Autonomic Nervous System
24. UNIT 6. HEMISPHERES AND BRAIN CORTEX
25. The Cerebral Hemispheres
26. The Cerebral Cortex
28. TEACHING UNIT 7. PLASTICITY, NEUROTRANSMITTERS AND LEARNING
29. Brain plasticity
30. Neurophysiological basis of recovery from brain damage
31. The process of recovery from brain injury
33. TEACHING UNIT 8. NEUROPSYCHOLOGY OF COGNITIVE FUNCTIONS
34. Attention
35. Perception and recognition
36. Memory
37. Learning
38. Thinking
39. Language
40. Emotion-behavior
41. Social Cognition
42. Executive Functions
43. Praxias
44. Spatial Skills

MODULE 2. PSYCHOLOGICAL FOUNDATIONS OF THE COGNITIVE PROCESS

1. TEACHING UNIT 1. PSYCHOLOGY AS A SCIENTIFIC DISCIPLINE
2. Psychological paradigms
3. Main areas of specialization
4. Approach to the concept of psychology
5. Applications of psychology
6. Research in psychology
8. UNIT DIDACTIC 2. THE PROCESS OF PERCEPTION
9. Definition of perception
10. Components of perception
11. Influencing factors in perception
12. Mechanisms of perception
13. Perceptual organization
14. Bottom-up/top-down processing
15. Perceptual disorders
17. TEACHING UNIT 3. ATTENTION AND AWARENESS
18. Definition and development of attention
19. Characteristics of attention
20. Attentional dimensions
21. Classification of attention
22. Determinants of attention
23. Awareness
25. TEACHING UNIT 4. THOUGHT AND LANGUAGE
26. Thought
27. Language, models and types
28. Relationship between learning and thought
30. TEACHING UNIT 5. MOTIVATION AS A CONDITIONING PROCESS
31. Concept of motivation
32. Expressions of motivation
33. Classification of motivation
34. Determinants of motivation
35. Explanatory models of motivation
36. Relationship between motivation and learning
38. UNIT 6. EMOTION, NEUROPSYCHOLOGY AND INTELLIGENCE
39. The concept of emotion
40. Functions of emotion
41. Neuropsychology of emotion
42. The concept of Emotional Intelligence
43. Types of emotions
44. Stress and coping
46. UNIT 7. THE FUNCTIONING OF MEMORY
47. Approach to the concept of memory
48. Structure and functioning of memory
49. Different long-term memories
50. Levels of information processing
51. Forgetting
52. How to improve memory
53. Memory distortions and disturbances

MODULE 3. COGNITIVE AND BEHAVIORAL NEUROSCIENCE

1. UNIT 1. COGNITIVE NEUROSCIENCE AND NEUROSCIENCES
2. The encounter between cognitive sciences and neurosciences
3. Cognitive neuroscience and its educational application
4. Reflections on the state of cognition
6. DIDACTIC UNIT 2. NEUROERGONOMICS AND SOCIAL NEUROSCIENCE
7. Origin and aims of neuroergonomics
8. Influence of social neuroscience
9. Education, neuroergonomics and social neuroscience
11. TEACHING UNIT 3. INTRODUCTION TO NEUROPSYCHOLOGY
12. History and concepts
13. Specialties of Neuropsychology
14. Scope of Neuropsychology
16. TEACHING UNIT 4. NEURAL AND BEHAVIORAL PLASTICITY
17. Concept of neuroplasticity
18. Types of plasticity
19. Adaptation to the environment and behavioral plasticity
21. TEACHING UNIT 5.DEVELOPMENTAL AND BEHAVIORAL PSYCHOBIOLOGY
22. Concept of neurobiology
23. Neurobiology of development
24. Neurobiology of behavior
25. Disorders of Developmental Psychobiology
27. TEACHING UNIT 6. SYSTEMS NEUROSCIENCE
28. Levels of analysis of consciousness
29. Systems neuroscience in the technology boom

MODULE 4. NEUROPSYCHOLOGY OF EDUCATION

1. TEACHING UNIT 1. NEUROPSYCHOLOGY AND EDUCATION
2. Neuropsychoeducation or neurodidactics
3. Neuropsychology in the educational context
5. UNIT DIDACTIC 2. APPROACH TO LEARNING FROM NEUROSCIENCE
6. Introduction to the concept of learning
7. Definition of learning
8. Stages of learning according to the conscious level
9. Neurological principles of learning
10. Assessment of learning
12. UNIT 3. IMPLICATIONS OF NEUROLOGY ON LEARNING
13. Visual functionality and efficiency in reading processes
14. Laterality in and school performance
16. TEACHING UNIT 4. ICT AND EDUCATIONAL NEUROTECHNOLOGY
17. ICT as a tool for inclusion
18. Example of ICT use in children with Down Syndrome: ?H@z TIC?
19. Principles of ICT use
20. Relationship with Multiple Intelligences
21. Impact on creativity
22. Educational neurotechnology
24. UNIT DIDACTIC 5. LEARNING DISABILITIES
25. Learning difficulties
26. Dyslexia
27. Dyscalculia
28. Dyspraxia
29. Dysgraphia
30. ADD and ADHD
32. TEACHING UNIT 6. DETECTION AND INTERVENTION OF LEARNING DISABILITIES
33. Introduction
34. Contributions of classical theoretical models for the detection and intervention of Learning Difficulties
35. The evaluation of psycho-pedagogical intervention
36. Current lines in the intervention of learning difficulties
38. UNIT DIDACTIC 7. NEUROPSYCHOLOGICAL INTERVENTION IN EDUCATION
39. Educational intervention
40. Psychological perspectives and intervention
41. Neuropsychological assessment and intervention
42. Examples of learning difficulties requiring neuropsychological intervention

MODULE 5. THEORY OF MULTIPLE INTELLIGENCIES

1. UNIT 1. HOWARD GARDNER AND THE DEVELOPMENT OF THE THEORY OF MULTIPLE INTELLIGENCIES
2. Intelligence and learning
3. Psychological currents and intelligence
4. Multiple intelligences
6. UNIT 2. LINGUISTIC AND LOGICAL-MATHEMATICAL INTELLIGENCE
7. Concept, development and assessment of linguistic intelligence
8. Concept, development and assessment of logical-mathematical intelligence
10. TEACHING UNIT 3. SPACE AND KINETIC-BODILY INTELLIGENCE
11. Concept, development and assessment of spatial intelligence
12. Concept, development and assessment of kinetic-body intelligence
14. TEACHING UNIT 4. MUSICAL AND NATURALIST INTELLIGENCE
15. Concept, development and assessment of musical intelligence
16. Concept, development and assessment of naturalist intelligence
18. TEACHING UNIT 5. EMOTIONAL INTELLIGENCIES
19. The different emotional intelligences
20. How to assess emotional intelligence
21. The development of emotional intelligence: Strategies
23. TEACHING UNIT 6. ANALYSIS, EVIDENCE AND CRITICISM OF THE MULTIPLE INTELLIGENCIES MODEL
24. Critiques of the Multiple Intelligences model
25. Theoretical and empirical evidence for MI
26. Problems in defining intelligences
27. Differences of traditional comprehensive education and the use of multiple intelligences
28. Multiple intelligences and other myths of neuroeducation
30. TEACHING UNIT 7. EDUCATIONAL INTERVENTION
31. Methodology and resources
32. Assessment and MI
33. Importance of context
34. Teaching strategies
35. MI educator profile

MODULE 6. NEUROSCIENCE AND EMOTIONAL INTELLIGENCE

1. TEACHING UNIT 1. EMOTIONAL EDUCATION IN CHILDHOOD AND ADOLESCENCE
2. Introduction to childhood and adolescence
3. Characteristics of emotions
4. Factors that influence emotional education
5. Influence of parental educational styles on emotional development
7. UNIT 2. THE IMPORTANCE OF EMOTIONAL CONTROL AT EARLY AGES
8. Emotional control
9. Frustration tolerance
10. Emotional self-regulation
11. Factors that influence emotional control
12. Emotional control techniques
14. TEACHING UNIT 3. EMOTIONAL INTELLIGENCE AND ESSENTIAL SKILLS FOR ITS DEVELOPMENT
15. What is emotional intelligence?
16. Skills involved in emotional intelligence
17. The development of emotional intelligence
19. TEACHING UNIT 4. NEUROSCIENCE, EMOTIONAL INTELLIGENCE AND MINDFULNESS
20. Self-knowledge through neuroscience
21. Neuroanatomy of emotions
22. Mindfulness and neurobiology
24. TEACHING UNIT 5. MINDFULNESS
25. Concept of Mindfulness
26. The functions of Mindfulness
27. Mindfulness and Mindfulness
28. The influence of Mindfulness on the brain and its connections
29. The influence of Mindfulness on emotional control
31. TEACHING UNIT 6. MINDFULNESS IN EDUCATIONAL SETTINGS
32. Relationship of Mindfulness with emotional education
33. Emotional intelligence in the educational setting
34. Role of relaxation in the educational setting
35. Starting mindfulness in the classroom
37. TEACHING UNIT 7. BENEFITS OF MINDFULNESS TECHNIQUE IN EDUCATIONAL SETTINGS
38. Mindfulness practice
39. Benefits of Mindfulness
40. Benefits of Mindfulness in the educational context
42. TEACHING UNIT 8. HOW TO DEVELOP MINDFULNESS IN THE CLASSROOM
43. Mindfulness in the classroom program
44. Posture for developing mindfulness in the classroom
45. Familiarization exercises
46. Awareness exercises
47. Breathing games
48. Children's relaxation games

MODULE 7. NEUROEDUCATION AND MULTIPLE INTELLIGENCES PEDAGOGICAL TOOLS

1. UNIT 1. CONCEPT OF NEUROEDUCATION
2. Relationship between neuroeducation and Multiple Intelligences
3. Promoting Multiple Intelligences in the classroom
5. TEACHING UNIT 2. COOPERATIVE LEARNING, CONCEPT AND CHARACTERISTICS
6. Cooperative learning: concept
7. Differences between cooperative learning and group work
8. Teaching-learning systems
9. Main difficulties in cooperative learning
10. Characteristics of cooperative learning
11. Components
12. Aims and objectives of cooperative learning
14. TEACHING UNIT 3. FOUNDATION OF COOPERATIVE LEARNING
15. Historical background of cooperative learning
16. Theoretical bases
17. Theoretical models and applications of cooperative learning
18. Educational consequences of cooperative learning
20. TEACHING UNIT 4. COOPERATIVE LEARNING METHODOLOGY
21. Didactic principles
22. Structure
23. Group formation
24. Role setting
25. Teacher's role
27. TEACHING UNIT 5. STRATEGIES, TECHNIQUES AND DYNAMICS OF COOPERATIVE LEARNING
28. Introduction
29. Strategies to achieve group cohesion
30. Strategies for teamwork as a resource to teach
31. Strategies to achieve teamwork as a content to teach
33. TEACHING UNIT 6. ASSESSMENT OF COOPERATIVE LEARNING
34. Assessment of cooperative learning
35. Process and product assessment
36. Teacher assessment
37. Co-evaluation (peer assessment) and self-assessment
39. TEACHING UNIT 7. NEURODIDACTICS AND EDUCATIONAL INCLUSION
40. Neurodiversity and emotional plasticity
41. Neurodiversity, disability and multiple intelligences
42. Neurodidactics
44. TEACHING UNIT 8. INNOVATION AND EXCELLENCE PROJECTS
45. The new Intelligences
46. Myths and certainties around MI
47. The effective school and the Spectrum Project
48. The foundations of the Spectrum Project

MODULE 8. MULTIPLE INTELLIGENCIES IN EARLY CARE

1. UNIT 1. WHAT IS EARLY CARE?
2. Origins, concept and objectives of early intervention
3. Basic principles of early intervention
4. Levels of intervention in early intervention
6. UNIT 2. COMMUNICATION DEVELOPMENT AND KINETIC-CORPORAL INTELLIGENCE
7. Definition of language and communication
8. The child from zero to 15 months
9. The child from one to three years
10. The child from three to six years
12. TEACHING UNIT 3. COGNITIVE DEVELOPMENT AND EARLY ATTENTION
13. The child from zero to 5 months
14. The child from one to three years
15. The child from three to six years
17. TEACHING UNIT 4. DEVELOPMENT OF LINGUISTIC INTELLIGENCE
18. Definition language and communication
19. The child from zero to 15 months
20. The child from one to three years
21. The child from three to six years
23. TEACHING UNIT 5. DEVELOPMENT OF EMOTIONAL INTELLIGENCE
24. The child from zero to 15 months
25. The child from one to three years
26. The child from three to six years

MODULE 9. ACTIVE METHODOLOGIES IN EDUCATION

1. TEACHING UNIT 1. ACTIVE PEDAGOGY
2. Concept of pedagogy
3. Active Pedagogy
4. Fundamentals of Active Pedagogy
5. Methodologies in Active Pedagogy
7. TEACHING UNIT 2. FLIPPED CLASSROOM
8. The Flipped Classroom model
9. Role of the teacher in the Flipped Classroom
10. Role of the students in the Flipped Classroom
11. Differences between traditional methodology and the Flipped Classroom model
12. The Flipped Classroom in the attention to diversity
14. TEACHING UNIT 3 GAMIFICATION
15. Concept of gamification
16. What is not gamification?
17. Objectives of gamification and application areas
18. Difference between gamification, serious games and game-based learning
19. The importance of gamifying in the educational environment
20. First considerations for designing a gamified system
22. UNIT DIDACTIC 4. CHALLENGE-BASED LEARNING
23. Concept of learning
24. Teaching-learning process
25. Challenge-based learning
27. TEACHING UNIT 5. SERVICE-BASED LEARNING
28. Service-based learning
29. Process for service-based learning
30. Social competencies in service learning
31. Assessment in service-based learning
33. TEACHING UNIT 6. PROJECT-BASED LEARNING
34. Project-based learning
35. Implementation of the model
36. The use of ICT in project-based learning
38. UNIT 7. ART THERAPY
39. Art therapy. Key concepts
40. Intervention process and methodology used in art therapy
41. Applications and benefits of art therapy
42. General profile of the art therapist
44. UNIT DIDACTIC 8. ARTEMEDIATION
45. Concept of Artemediation
46. History of Artemediation
47. Objectives of Artemediation
48. Areas of application
49. Artemediation for emotional management
51. TEACHING UNIT 9. MINDFULNESS
52. Concept of Mindfulness
53. How to work with Mindfulness
54. General benefits of Mindfulness
55. Mindfulness in Education
56. Mindfulness and SEN
58. UNIT 10. MUSIC THERAPY
59. Music as therapy
60. History of music therapy
61. Music therapy today
62. Differences and connections of music therapy and other disciplines

MODULE 10. RESEARCH METHODOLOGY IN SOCIAL, CLINICAL AND EDUCATIONAL CONTEXTS

1. UNIT 1. FUNDAMENTALS OF RESEARCH
2. Concept and characteristics of research
3. Research methods
4. The research problem and purpose
5. Educational research
7. TEACHING UNIT 2. THE METHODS OF SCIENTIFIC RESEARCH IN SOCIAL SCIENCES
8. Research methods in social sciences
9. Characteristics of theoretical research
10. Characteristics and typology of empirical research
12. TEACHING UNIT 3. RESEARCH TECHNIQUES AND INSTRUMENTS
13. Research techniques and instruments
14. Quantitative research techniques and instruments
15. Qualitative research techniques and instruments
17. TEACHING UNIT 4. QUANTITATIVE RESEARCH
18. Definition and objectives of quantitative research
19. Characteristics of quantitative research
20. Types of quantitative research
21. Quantitative data analysis process
22. TEACHING UNIT 5. QUALITATIVE RESEARCH
23. Definition and objectives of qualitative research
24. Characteristics of qualitative research
25. Types of qualitative research
26. Qualitative data analysis process
28. UNIT 6. ACTION RESEARCH
29. Definition and objectives of action research
30. Characteristics of action research
31. Types of action research
32. Process of action research
34. UNIT 7. EVALUATIVE RESEARCH
35. Definition and objectives of evaluative research
36. Characteristics of evaluative research
37. Types of evaluative research
38. Process of evaluative research
40. TEACHING UNIT 8. INTERPRETATION AND DISSEMINATION OF RESULTS OF THE RESEARCH REPORT
41. Data analysis: interpretation and reflection of results
42. The research report
44. TEACHING UNIT 9. INTERVENTION AND EVALUATION OF SOCIO-EDUCATIONAL PROGRAMS
45. Principles and models of socio-educational intervention
46. Fundamentals of socio-educational intervention
47. Program evaluation
48. Creating an evaluative culture
49. Functions and purposes of program evaluation
50. Dimensions of educational intervention
51. Selection of criteria in the evaluative study
52. Classification of program evaluation models
53. The process of evaluation of educational centers
54. Current characteristics of educational evaluation
56. TEACHING UNIT 10. ELABORATION AND DISSEMINATION OF SCIENTIFIC ARTICLES
57. Introduction
58. Types of sources bibliography
59. Bibliographic search
60. Structure of scientific articles
61. Participation in conferences
62. Impact factor and evaluation indexes of scientific journals

MODULE 11. MASTER'S THESIS