Building the educational bond and emotional co-regulation with students with difficulties in self-regulation of behavior (DAC)

The training activities to be carried out during the delivery of the micro-credential will be:

• Theoretical classes: expository and explanatory sessions aimed at introducing the conceptual frameworks, pedagogical models, relational, restorative and emotional regulation approaches necessary for understanding complex educational situations.
• Practical classes: sessions of practical application of the contents through the analysis of real cases, resolution of theoretical-practical hypotheses, design of intervention strategies and development of materials transferable to the classroom and to the relationship with families.
• Seminars, workshops, or other complementary activities: practical workshops, group dynamics
  experiential learning, classroom simulations and interaction with families, role-playing, group analysis and
  debriefing supervised by the teaching staff.
• Work: preparation of individual or group work consisting of the design of practical proposals (educational agreements, support plans, restorative protocols or intervention strategies for hostile behaviors).
• Independent work: personal work by students based on readings, audiovisual materials, individual reflection, preparation of face-to-face sessions (flipped classroom) and development of final products.
• Exhibitions, debates and defenses of works and projects: presentation and oral defense of the works and proposals prepared, with exchange of experiences and collective debate.
• Evaluation: continuous evaluation of the learning process through practical activities, assignments, and presentations.

Regarding the way to organize the teaching to achieve the objectives set out in the micro-credential, the following organizational methods will be followed:

• Lectures/expository method, of an introductory and contextual nature, aimed at providing the basic conceptual frameworks.
• Practical classes, supervised by the teaching staff, focused on the application of emotional regulation strategies, communication, restorative approach and educational support.
  
• Seminars, dedicated to case analysis, problem-solving and
  Shared reflection. Individual work, oriented towards professional reflection, self-diagnosis and the design of
  proposals applicable to the specific context.
  
• Group work, through collaborative dynamics, simulations and joint design of intervention strategies.
• Personal study, review of materials, preparation of activities and consolidation of
  learning.
• Evaluation, continuous evaluation based on participation, the completion of activities, and the preparation and presentation of work.
• Exhibitions, debates and presentation of works and projects, to promote shared learning and knowledge transfer.
• Active methodologies, such as cooperative learning, project-based learning, flipped classroom, case studies, simulations, role-playing, and experiential and body dynamics, placing the students as the protagonists of the learning process.