Master’s Degree in Behavioral Problems in Educational Centers

Competences

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Throughout the curriculum, students will be able to acquire a set of basic, general and specific competences:

Basic Competences:

In accordance with Royal Decree 43/2015 and Royal Decree 861/2010, which modifies Royal Decree 1393/2007, of October 29, which establishes the organization of official university education, as well as the Royal Decree 1027/2011, which establishes the Spanish Qualifications Framework for Higher Education (MECES), Master's degrees must guarantee the acquisition of the following basic competences:

• BC6. Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.
• BC7. Students must know how to apply acquired knowledge and their ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their field of study.
• BC8. Students must be able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
• BC9. Students must know how to communicate their conclusions and the knowledge and ultimate reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way.
• BC10. Students must possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.

General Competences:

• GC1. Understand and analyze the main theoretical models on behavior and its problems in educational centers.
• GC2. Identify and interpret the risk factors associated with behavior problems in the classroom.
• GC3. Be able to design interventions aimed at controlling behavior in the classroom.
• GC4. Know how to distinguish different intervention techniques for classroom management and conflict resolution in the school.
• GC5. Be able to integrate theoretical knowledge about behavior problems in teaching practice in the classroom.
• GC6. Be able to communicate and transmit effectively using the language of the discipline in the field of education.
• GC7. Be able to adapt the knowledge acquired about behavior to different educational environments and situations.
• GC8. Be able to promote educational innovation based on the analysis of behavior in educational centers.

Specific Competences:

Subject 1. Behavior problems in the classroom

• SC1. Be able to distinguish and categorize the different behavior problems in educational centers.
• SC2. Be able to interpret the different behavioral manifestations for the detection and categorization of the main behavioral disorders in the classroom.
• SC3. Be able to analyze the variables and social factors, including the various educational models, involved in coexistence problems in educational contexts.
• SC4. Assess the emotional process associated with behavior problems in the classroom, and be able to use it to modify these problems.
• SC9. Be able to integrate knowledge for the detection of disruptive behaviors and/or behavior problems in school contexts.

Subject 2. Models and strategies for prevention and intervention in behavior problems.

• SC5. Be able to apply different cognitive-behavioral techniques to modify behavior in educational centers.
• SC6. Be able to design prevention and intervention programs to control behavior problems and conflicts in school contexts.
• SC7. Be able to discriminate assertive behavior and use it for mediation and control of problems in educational centers.
• SC10. Be able to recognize and define the neurobiological and personal factors involved in the behavior for the prevention and action in emotional and behavioral problems.

Subject 3. Professional internship.

• SC1. Be able to distinguish and categorize the different behavior problems in educational centers.
• SC2. Be able to interpret the different behavioral manifestations for the detection and categorization of the main conduct disorders in the classroom.
• SC5. Be able to apply different cognitive-behavioral techniques to modify behavior in educational centers.
• SC6. Be able to design programs for the prevention and intervention to control behavior problems and conflicts in school contexts.
• SC7. Be able to discriminate assertive behavior and use it for mediation and control of problems in the educational center.
• SC9. Be able to integrate knowledge to detect disruptive behaviors and/or behavior problems in school contexts.
• SC10. Be able to recognize and define the neurobiological and personal factors involved in the behavior for the prevention and action in emotional and behavioral problems.

Subject 4. Master’s Thesis.

• SC8. Incorporate the knowledge acquired in the Master's degree by elaborating a project oriented to the prevention of behavior problems and the improvement of coexistence in educational environments.