Government Pavilion, C/ Padre Herrera s/n
Post Office Box 456
38200, San Cristobal de La Laguna
Santa Cruz de Tenerife - Spain
Switchboard Tel.: (+34) 922 31 90 00
Hours: Mon, 8:00 a.m. to 9:00 p.m.
Risk management, development of action protocols and coordinated response to complex situations with DAC students
Risk management, development of action protocols and coordinated response to complex situations with DAC students
Overview
This micro-credential develops skills to identify, analyze, and manage risks in complex situations within the educational field, especially those related to student self-regulation. The program addresses the application of risk management methodologies, the design of risk maps, and the development of action protocols for prevention, intervention, and coordinated response to situations of conflict or violence in educational centers.
- Develop professional skills to identify, analyze and manage the risks associated with complex situations involving students with difficulties in self-regulating behavior, from a preventive, systemic perspective and aligned with the current regulatory framework.
- Applying risk management methodologies to the educational environment, including the development of risk maps and the use of analysis tools, to support institutional decision-making.
- Design and implement action protocols and a basic system of protection and coordinated response for the educational center, which articulate prevention, intervention and community co-responsibility in situations of conflict, violence or risk.
Admission will be based on evaluation criteria and order of priority, according to the following procedure:
- To hold an official university degree related to the educational, socio-educational, social, psychological or community field.
- Demonstrate training interest and professional connection with functions of responsibility, coordination, guidance, coexistence management or decision-making in educational centers or socio-educational devices.
- To perform, or plan to perform, functions related to the design, implementation or supervision of protocols, coexistence plans, self-protection plans or protection and response systems to complex situations involving students.
- Be between 25 and 64 years of age at the start date of training.
- Preferential access will be given to people who hold any of the following university degrees:
- Degree or Diploma in Teaching (Early Childhood and/or Primary Education).
- Master's Degree in Teacher Training.
- Degree in Pedagogy, Psychopedagogy or Social Education.
- Bachelor's Degree in Psychology.
- Bachelor's Degree in Social Work.
Academic program
MODULE 0 (6h) – Common Introductory
1. Starting point: “The essential” or, in other words, the people. THE WHO.
a. The teacher. How do I feel when I have to deal with students with difficulties in self-regulation of their behavior (SRB)?
b. The student: Who are the DAC students?
2. School, social and regulatory context in which to address educational intervention with students
DAC. THE WHERE.
3. Psychoeducational framework for working with students with learning disabilities. THE HOW.
4. Diagnosis of training needs. What do I need to be able to relate educationally to DAC students? THE STARTING POINT.
MODULE 1 (6h) – Risk management in the educational environment
1. Risk management
a. Introduction to risk management
b. Conceptual framework
c. Terms and definitions
2. General methodology for risk management
a. Identification of assets and risks in the educational environment
b. SWOT Analysis
c. Risk identification procedures
d. Risk classification
e. Risk analysis, quantitative and qualitative methods
f. Risk assessment
g. Risk management
h. Preparation of risk maps
i. Monitoring and review, the PDCA cycle
3. Applied work
a. Identification of assets and risks in my educational center
b. Risk analysis (Mosler Method) in my educational center
c. SWOT analysis of my educational center
MODULE 2 (8h) – Protocols, coordination and community response
1. Design of action protocols
a. Principles of a good protocol:
○ Definition of the object and scope
○ Adapted language
○ Practical approach
○ Guiding principles
b. Protocols before:
○ Bullying
○ Aggression among students
○ Aggression against teachers
○ Conflicts with third parties
○ Prohibited substances and narcotics
○ Weapons
2. Self-Protection and Emergency Plans
a. Treatment of antisocial acts in Self-Protection and Emergency Plans
b. Integration of the Action Protocols into the Self-Protection and Emergency Plans
Final product of the level: Each team will develop a Basic Protection and Response System
Center Coordination, which will include:
● Risk map
● Action protocols
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 framework of risk management, the basic principles of protection and the structure of the protocols for action in the educational environment.
- Practical classes: sessions of practical application of theoretical content through the identification of assets, threats and vulnerabilities, risk analysis, SWOT analysis and the preparation of risk maps of the educational center itself.
- Seminars-Workshops or other complementary activities: participatory workshops and collaborative work dynamics for the design of action protocols in the face of antisocial acts and complex situations, with contrast of experiences and simulation of scenarios.
- Work: preparation of an applied work, individual or group, consisting of the design of a basic protection system for the educational center, which includes the risk analysis and the corresponding action protocols.
- Autonomous work: independent and self-regulated activity of the students for the preparation of the sessions, the development of the analysis of their own educational context and the preparation of the final work.
- Exhibitions, debates and defenses of works and projects: presentation and defense of the designed protection protocols and systems, promoting shared learning and the contrast of approaches.
- Evaluation: continuous evaluation of the learning process through the practical activities carried out and the final work presented.
Regarding the way to organize the teaching to achieve the objectives set out in the micro-credential, the organizational modality summarized below will be followed:
- Lectures/expository method: presentation and explanation by the teaching staff of the conceptual foundations of risk management, institutional protection and the design of protocols in the educational environment.
- Practical classes: supervised activities aimed at identifying assets, threats and vulnerabilities, analyzing and assessing risks and creating risk maps applied to the educational center itself.
- Individual work: individual preparation of risk analysis, technical reflections and contributions to the design of protocols.
- Group work: group development of the action protocols and the basic protection system of the educational center.
- Exhibitions, debates and presentation of works and projects: presentation and comparison of the protection systems and protocols designed, with supervision of the teaching staff.
- Active methodologies: project-based learning, case studies and problem-solving, promoting active student participation and the direct application of content to the professional context.
The micro-credential will have an evaluation system based on the following assessment tests:
- Attendance, participation or attitude: monitoring attendance and assessing the active participation of students in teaching activities, seminars and workshops.
- Written works, memoirs, reports and projects: preparation and delivery of the final work consisting of the design of a basic system of protection and coordinated response of the educational center.
- Oral presentation and defense of work: presentation and defense of the protection system and the protocols developed, with exchange and debate supervised by the teaching staff.
- Observation techniques: use of records and checklists to assess the acquisition of skills during practical activities and collaborative work.
General information
Credits: 2 ECTS
Duration: 28/04/2026 – 19/05/2026
Teaching modality: In person
Location: Faculty of Education (Central Building) of the University of La Laguna
Valued at: €145
The cost of tuition for this Microcredential will be subsidized by the 'Plan for the development of university microcredentials', investment 6 of component 21 of the Addendum to the 'Recovery, Transformation and Resilience Plan', financed by the European Union – Next Generation EU, year 2025.
Short courses available in various formats (in-person, online, or hybrid). Ideal for learning without interrupting your professional life.
Content created and delivered by professionals and experts in the field, designed for immediate application.
Endorsed by the University of La Laguna. You will receive an official ECTS certificate, valid in the European Higher Education Area.
Teaching staff
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