Length of program 2 years
Timetable afternoon
Credits 60 ECTS
CoordinationDra. Montserrat Alguacil Dra. Ingrid Sala.
Application open
masters-universitarisMPSP

Objectives

In accordance with the definition of the European Higher Education Area, the purpose of Master’s programmes must be for students to acquire advanced specialised or multidisciplinary training aimed at professional specialisation. To this end, the goals of the University Master’s in Educational Psychology are:

  • To train professionals who are competent in the area of educational psychology at schools and educational institutions so they can intervene in providing counselling on learning processes and their difficulties, on dealing with diversity at schools and on educational guidance.
  • To train students to analyse and interpret educational intervention practices and policies in situations of learning difficulties in order to intervene optimally and improve learning processes.
  • For MUP students to develop the ability to promote reflection and innovation in the field of educational psychology innovation to care for children and youth with learning difficulties and to provide guidance at school.
  • To provide students with the working strategies and instruments they need to attend to the needs of schools and the need for continuous training in situations of educational guidance and innovation in order to promote schools’ capacities and respond to learning difficulties.

The specific competences of the profession in which students in the University Master’s in Educational Psychology receive training, bearing in mind the need for employability and the style of the Blanquerna-URL Faculty of Psychology, Education and Sport Sciences, are the following:

  • To diagnose and analyse the educational needs of individuals, groups and educational organisations based on different methodologies, instruments and techniques, taking the unique features of each context in preschool and primary school into account.
  • To identify learning problems and difficulties and developmental and behavioural disorders in individuals in school settings.
  • To have the knowledge and tools needed to counsel education professionals in the organisation, design and implementation of inclusive, high-quality teaching-learning processes and experiences in preschool and primary school.
  • To develop actions that encourage the personal and professional development of individuals in education using the principles and underpinnings of educational psychology guidance.
  • To design a tutoring action plan based on knowledge of the methods and techniques of tutoring.
  • To plan educational practices, programmes and services that respond to individuals’ holistic educational needs.
  • To formulate proposals for improvement in educational psychology intervention grounded upon the results of educational psychology research.
  • To become familiar with and analyse the characteristics, organisation and functioning of educational psychology advisement and guidance services operating at different levels in the educational system.
  • To identify the needs in the field of education which lead to research and improvement activities.
  • To become familiar with research and innovations related to educational psychology advisement and guidance and to identify the forums where they are disseminated.
  • To identify the barriers and facilitators of inclusive education both at school and in other social-educational settings.
  • To conduct educational psychology and design support interventions for students who need it.
  • To acquire the knowledge needed to guide students in decision-making in their personal, social, academic and professional lives.
  • To become familiar with mediation techniques to manage conflicts and improve peaceful coexistence in educational contexts in the different stages of education.
  • To acquire experience working in educational psychology advisement and guidance by applying the knowledge acquired throughout training based on a reflective professional model.
  • To possess the basic digital tools that can be applied in educational psychology advisement and guidance.
  • To become familiar with the different educational psychology advisement and guidance systems in order to develop a practice that matches the specific characteristics of the contexts where the intervention takes place.
  • To ground educational psychology reflection on the educational context and its dynamic.
  • To diagnose and analyse the educational needs of individuals, groups and educational organisations using different methodologies, instruments and techniques, taking the unique features of each secondary school context into account.