Bianco Parent Education Program

CENTER FOR PSYCHIATRIC, PSYCHOLOGICAL AND SEXOLOGICAL RESEARCH
VENEZUELA
INVESTIGATION RESEARCH AND POSTGRADUATE INSTITUTE

Coxmmo M owtSnOACONS
PSYCHUTRICS
ScOL00ICAS V sexocacs 0» MASTER OF SCIENCES MENTION GUIDANCE
IN PARENT EDUCATION
MASTER OF SCIENCES MENTION GUIDANCE IN EDUCATION FOR

PARENTS
REVIEW AND PROPOSAL OF PROGRAMS
Caracas, 2015
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INDEX
CONTENT ............................................................................................................. Page
FUNDAMENTATION......................................................................................................6
GENERAL OBJECTIVE...................................................................................................6
TERMINAL OBJECTIVES...............................................................................................7
ENTRY SKILLS................................................................................................................7
TOPIC 1.............................................................................................................................7
TOPIC 2.............................................................................................................................7
METHODOLOGY.............................................................................................................8
ASSESSMENT..................................................................................................................8
APPLICABILITY..............................................................................................................9
BIBLIOGRAPHY............................................................................................................10
FOUNDATION................................................................................................................11
GENERAL OBJECTIVE.................................................................................................11
TERMINAL OBJECTIVES.............................................................................................11
ENTRY SKILLS..............................................................................................................12
TOPIC I (4 HOURS)........................................................................................................12
TOPIC II (4 HOURS)......................................................................................................12
TOPIC III (4 HOURS).....................................................................................................12
TOPIC IV (2 HOURS).....................................................................................................14
TOPIC V (2 HOURS)......................................................................................................14
METHODOLOGY...........................................................................................................14
ASSESSMENT................................................................................................................15
APPLICABILITY............................................................................................................15
BIBLIOGRAPHY............................................................................................................16
FAMILY PROTECTION LAW MATERNITY AND PATERNITY (VENEZUELA)..16
FOUNDATION................................................................................................................18
ENTRY SKILLS..............................................................................................................20
TOPIC 1 (8 HOURS)....................................................................................................20
TOPIC 2 (8 HOURS).......................................................................................................21
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METHODOLOGY...........................................................................................................21
ASSESSMENT................................................................................................................21
APPLICABILITY............................................................................................................22
BIBLIOGRAPHY............................................................................................................23
RAMOS, J., PADRON, B. AND RODRÍGUEZ, M. (2003). Family counseling...........23
FOUNDATION................................................................................................................24
ENTRY SKILLS..............................................................................................................25
TOPIC 1 (4 hours)............................................................................................................25
TOPIC 2 (6 hours)............................................................................................................25
TOPIC 3 (6 hours)............................................................................................................26
METHODOLOGY...........................................................................................................26
ASSESSMENT................................................................................................................26
APPLICABILITY............................................................................................................27
BIBLIOGRAPHY............................................................................................................28
CONSTITUTION OF THE BOLIVARIAN REPUBLIC OF VENEZUELA................28
FOUNDATION................................................................................................................31
GENERAL OBJECTIVES...............................................................................................31
TERMINAL OBJECTIVE...............................................................................................33
ENTRY SKILLS..............................................................................................................33
TOPIC 1 (Four hours)......................................................................................................33
TOPIC 2 (Four hours)......................................................................................................34
TOPIC 3 (Four hours)......................................................................................................34
TOPIC 4 (Four hours)......................................................................................................35
METHODOLOGY...........................................................................................................35
APPLICABILITY............................................................................................................35
BIBLIOGRAPHY............................................................................................................36
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PSYCHUTRICS
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FUNDAMENTATION......................................................................................................6
GENERAL OBJECTIVE...................................................................................................6
TERMINAL OBJECTIVES..............................................................................................7
ENTRY SKILLS................................................................................................................7
TOPIC 1.............................................................................................................................7
TOPIC 2.............................................................................................................................7
METHODOLOGY.............................................................................................................8
ASSESSMENT..................................................................................................................8
APPLICABILITY..............................................................................................................9
BIBLIOGRAPHY............................................................................................................10
FOUNDATION...............................................................................................................11
TERMINAL OBJECTIVES............................................................................................11
ENTRY SKILLS..............................................................................................................12
TOPIC I (4 HOURS)........................................................................................................12
TOPIC II (4 HOURS)......................................................................................................12
TOPIC III (4 HOURS).....................................................................................................12
TOPIC IV (2 HOURS).....................................................................................................14
TOPIC V (2 HOURS)......................................................................................................14
METHODOLOGY...........................................................................................................14
ASSESSMENT................................................................................................................15
APPLICABILITY............................................................................................................15
BIBLIOGRAPHY............................................................................................................16
FAMILY PROTECTION LAW MATERNITY AND PATERNITY (VENEZUELA). 16
FOUNDATION...............................................................................................................18
ENTRY SKILLS..............................................................................................................20
TOPIC 1 (8 HOURS)....................................................................................................20
TOPIC 2 (8 HOURS).......................................................................................................21
METHODOLOGY...........................................................................................................21
ASSESSMENT................................................................................................................21
APPLICABILITY............................................................................................................22
BIBLIOGRAPHY............................................................................................................23
RAMOS, J., PADRON, B. AND RODRÍGUEZ, M. (2003). Family counseling...........23
FOUNDATION...............................................................................................................24
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ENTRY SKILLS..............................................................................................................25
TOPIC 1 (4 hours)............................................................................................................25
TOPIC 2 (6 hours)............................................................................................................25
TOPIC 3 (6 hours)............................................................................................................26
METHODOLOGY...........................................................................................................26
ASSESSMENT................................................................................................................26
APPLICABILITY............................................................................................................27
BIBLIOGRAPHY............................................................................................................28
CONSTITUTION OF THE BOLIVARIAN REPUBLIC OF VENEZUELA................28
FOUNDATION...............................................................................................................31
GENERAL OBJECTIVES..............................................................................................31
TERMINAL OBJECTIVE...............................................................................................33
ENTRY SKILLS..............................................................................................................33
TOPIC 1 (Four hours)......................................................................................................33
TOPIC 2 (Four hours)......................................................................................................34
TOPIC 3 (Four hours)......................................................................................................34
TOPIC 4 (Four hours)......................................................................................................35
METHODOLOGY...........................................................................................................35
APPLICABILITY............................................................................................................35
BIBLIOGRAPHY............................................................................................................36
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VENEZUELA
PSYCHUTRICS
IN PARENT EDUCATION
CODE: EP 005
SUBJECT: PARENT EDUCATION I
UNIT/CREDIT: ONE (1).
CLASS HOURS: TEN SIX (16).
FUNDAMENTATION
This subject arises as a requirement to allow the management of the

different situations that arise in the family context with the purpose of educating
parents to address essential aspects of this, it addresses the need to guide
parents to inform them and train them in the essential aspects that could
contribute to the education of their children, considering the contributions
generated from life experiences that characterize their family dynamics.
From this perspective, it is considered that the child and his or her family
context are immersed in an environment where the socialization process begins
and is strengthened, giving importance to the biopsychosocial approach, as well
as ethical and moral values.
It should be noted that a dysfunctional family dynamic leads to conflictive
situations within the family nucleus, which generates pathologies in the
comprehensive development of the child and adolescent with influence on the
cognitive-behavioral repertoire during all periods of their life. Therefore, it is
important to define the role that parents must assume towards their children,
maintaining the clarity of their concepts and with certain doctrinal bases that
support it.
GENERAL OBJECTIVE
Guide participants in the multiple-choice written test and another that the
teacher of the subject considers essential in Parenting Education.
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TERMINAL OBJECTIVES
Upon completion of the subject, the student will be able to:
1.- Know the different approaches that support parenting education 2.- Know
and analyze the different postulates that support the parenting school in the
CIPPSV
ENTRY SKILLS
None
PROGRAMMATIC CONTENT
TOPIC 1
Group Dynamics. Theories, Principles and Concepts. Features and why.

Different techniques: Round Table, Small Discussion Groups, Directed
Debate or Guided Discussion, Whispering (Simultaneous Dialogue),
Rumor Clinic, Whirlwind of Ideas, Rolle Playing among others. These are
techniques of the subject or group dynamics or didactic strategies with
the purpose that future Parent Education Counselors acquire skills and
abilities in group management. Importance of Ethics and Values in the
training of the Parent Education Counselor. Code of Ethics for the Parent
Education Counselor
TOPIC 2
Concept of Communication, Participation, Education, Guidance, School

for Parents, Education for Parents, Support Groups 5
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PSYCHUTRICS
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Family counseling, Historical Evolution of Parenting Education at the
International level (Rousseau, Locke, Montaigne, Bidet, Montessori,
Veriné, Satir) at the National level (Gamargo, Petricone, Rodríguez, Clara
de Barrancos). School Objectives for Parents according to the CIPPSV.
Theoretical Postulates according to other authors and institutions.
THEME 3
Design, Organization; Structure, Operation and Evaluation of a School for

Parents. Justification of Working with Parents. Goals. Who is it addressed
to? Development. Methodology. Work and Coordination Team.
METHODOLOGY
Opening of the facilitator through the application of “icebreaker” techniques.

Facilitator presentation
Student exhibition
Application of group techniques.
Cinema forum with films alluding to the topic
Videos
Research and carrying out essays alluding to the topics.
ASSESSMENT
Attendance 20%
Active participation of student. 20%
Development of a program ofSchool for Parents (Individual) 30%
Written Dissertation 30%
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PSYCHUTRICS
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APPLICABILITY
The knowledge acquired will be the basis for further development in the
training and formation of students as counselors Guidance and Future
Educators Education for Parents.
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BIBLIOGRAPHY
ALBORNOZ, O (1990). The Family and Education of the Venezuelan. University

of Carabobo.
BERNABET T., (2000). Everything you need to know to educate your children.
BIANCO, F. (1991). Parent education. Editorial Greco SACIPV Caracas

Venezuela.
COVEY, STEPHEN. (1998). The 7 Habits of Highly Effective Families. Grijalbo

Publishing
CHÁVEZ, M. (2003). Your son, your mirror. Grijalbo Editorial.
RODRÍGUEZ, GUILLERMO (2003). Learning to be Parents.
SAVATER, FERNANDO. Ethics for Amador. (2009). Ariel Publishing.
SAVATER, FERNANDO. Urgent Ethics. (2012) Ariel Publishing.
VIDAURRE, CARMELO. Educating parents, happy children. (2008) Tripoide

Editions
VILLAVERDE CIRIGLIANO. Group Dynamics and Education. Fundamentals

and Techniques. 14th Edition. Humanitas Publishing House.
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VENEZUELA
PSYCHUTRICS
IN PARENT EDUCATION
CODE: EP 006
SUBJECT: PARENT EDUCATION II
FOUNDATION
This subject addresses the need to guide parents to inform and train
them in the essential aspects that could contribute to the education of their
children, considering the contributions generated from life experiences that
characterize their family dynamics.
Once the basic concepts of Parent Education in its conceptual, structural
and doctrinal aspects have been acquired, as well as the elements that make up
family dynamics and its hierarchical structure with the purpose of offering
fundamental theoretical and practical strategies that strengthen operational
functioning in the same.
GENERAL OBJECTIVE
Analyze the family as a socializing entity and the importance of

communication as a basic element for the operational functioning of the family.
TERMINAL OBJECTIVES
At the end of the subject the student will be able to:

1 .- Conceptualize the family, its evolution and its doctrinal bases according to
the CIPPSV and other authors.
2 .- Analyze the current characteristics of the Venezuelan family.
3 .- Define the concept of mother, father, types and the applicability of the
authority/affection binomial. Conceptualize communication and its elements.
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4 .- Know and analyze articles concerning the family in the Constitution of the
Bolivarian Republic of Venezuela as well as in other laws, decrees, resolutions,
among others
ENTRY SKILLS
Have completed Parent Education I
TOPIC I (4 HOURS).
Family: (Concepts), historical evolution of the family, characteristics of the

family according to the CIPPSV and other authors: Albornoz, Moreno,
Gamargo, Barroso, Barrera Hurtado and Noguera.
Types of family according to the CIPPSV and other authors: Satir, Moles,
Barrera Hurtado and Noguera, Barros. Hierarchical organization of the
Family according to the CIPPSV
TOPIC II (4 HOURS).
Families with specific characteristics: Functional Diversity (cognitive,

motor, sensory), third age (older adult), addiction, transgression of
established limits and norms, with the presence of some terminal
pathology among others. Systemic Approach to the family. Salvador
Minuchin. Virginia Satir.Risk Factors. Protective Factors. Michael Routter.
Resilience. Jasmine Sambrano.
TOPIC III (4 HOURS)
Characterization of the Venezuelan Family and its self-esteem. Family as

a socializing entity. Types of parents according to the CIPPSV.
Conceptualization of the Authority-Affect Binomial. Principle of Affection.
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Principle of Authority.
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TOPIC IV (2 HOURS).
Communication. Concept. Characteristics. Types, according to different

authors Family communication according to the CIPPSV. Concept of
assertiveness. Assertive communication and factors that influence
assertive communication.
TOPIC V (2 HOURS).
Legal Bases that support the Family (Constitution of the Bolivarian

Republic of Venezuela (1999). Chapter V, social and family rights,
Articles (75 to 82). Venezuelan Civil Code). 1982. Link them with the
reality of the Venezuelan Family today. Family Protection Law. Organic
Law for the Protection of Children and Adolescents (LOPNNA).
METHODOLOGY

Group dynamics techniques (psychodrama/role play)
Brainstorming.
Cinema forum with films alluding to the topic
Videos
Investigation
Creation of newspaper archives alluding to the topic to link them with the
national reality.
Working groups to discuss the different articles by linking them with situations of
families characterized as dysfunctional or non-operational.
Participation of invited specialists in the legal area.
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PSYCHUTRICS
IN PARENT EDUCATION
ASSESSMENT
Attendance 20%
Active student participation. 20%
Preparation of a School for Parents program (Individual) 30%
APPLICABILITY
The knowledge acquired will be of practical use in the exercise of

guidance in Parent Education, allowing the training of the different members of
the family group in the basic areas of communication.
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BIBLIOGRAPHY
BARROSO, MANUEL. (2006). Being Family. Galac Publishing.
BARRERA M, MARCOS F. AND OTHERS. (2008). Family, Models and

Perspectives. Quirón Editions.
BIANCO, FERNANDO. (1991). Parent Education. Investigation center.
CONSTITUTION OF THE BOLIVARIAN REPUBLIC OF VENEZUELA. (1999).

Chapter V, social and family rights, Articles (75 to 82).
COVEY, STEPHEN. (1998). The 7 Habits of Highly Effective Families. Grijalbo

Editorial.
CURY, AUGUSTO. (2006). Brilliant Parents Fascinating Teachers. Planeta

Editorial.
FAMILY PROTECTION LAW MATERNITY AND PATERNITY (VENEZUELA)
MINUCHIN, SALVADOR AND FISHMAN H, CHARLES (1984) Families and

Family Therapy. Paidos Editorial.
MOLES, JUAN. (2007). Clinical Advice.
MORENO, ALEJANDRO. (2007) Sociopolitical Training Issues. No. 15. The

Venezuelan Popular Family. UCAB Editions.
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QUINTERO V, ÁNGELA M. (2004) Family Social Work and the Approach.
Systemic. Lumen Publishing. Buenos Aires.
SAMBRANO, JASMINE. (2010) Resilience. Positive Transformation of

Adversity. . Alfa Publishing.
SAMBRANO, JAZMÍN AND STEINER A. (2010). Educational Strategies for

Teachers and Parents of the 21st Century. Alfa Publishing.
SATIR, VIRGINIA. (2002). New human relationships in the family Nucleo. Pax
Mexico Editorial.
SATIR, VIRGINIA. (1983). Joint Family Psychotherapy. Editions The Mexican

Medical Press.
SATIR, VIRGINIA. (1975). Self-esteem. RBA Publishing.
SATIR, VIRGINIA. (2006). The Art of creating a Family. RBA Publishing.
SATIR, VIRGINIA. (2002). Step by Step Family Therapy. Pax Editorial, Mexico.
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VENEZUELA
CODE: EP 007
INVESTIGATION
SUBJECT:
PSYCHUTRICS
ScOL00ICAS V sexocacs 0»
PARENT EDUCATION III
VENEZUELA
INSTITUTE OF RESEARCH AND POSTGRADUATE
MASTER OF SCIENCES MENTION GUIDANCE IN
PARENT EDUCATION
FOUNDATION
During the period of adolescence, a series of bodily, behavioral and

social changes occur that influence the person's family, vocational and work
areas. For this reason, it is necessary to educate parents so that they acquire
the necessary skills and abilities in order to assertively guide their children and
to manage information about the different risk factors (early pregnancy, sexually
transmitted diseases, drugs, among others) to those to which this population is
exposed. The characteristics that adolescents present in this period make it one
of the most critical periods in the life of the individual and therefore susceptible
to erroneous conceptual interpretations which influence the development
process of the human being.
GENERAL OBJECTIVE
1 .- Determine the importance of addressing conceptual errors used by parents

and counselors in relation to the application of rewards and punishments for the
acquisition, modification or elimination of behaviors in adolescents.
2 .- Analyze the problems presented in the period of adolescence.
TERMINAL OBJECTIVES
1 .- Analyze the cognitive-behavioral learning theory.
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2 .- Know the basic concepts for managing the techniques of Acquisition,
modification and elimination of behaviors.
3 .- Know the techniques to reduce and/or extinguish non-operative behaviors.
4 .- Know the techniques to extinguish non-operative behaviors.
5 .- Conceptualize and analyze the physical, psychological and social changes
that occur during puberty and adolescence.
6 .- Analyze theories that support moral development and values in
adolescents.
7 .- Analyze the sexual behavior of the adolescent.
8 .- Analyze the social behavior of the adolescent related to leadership and the
characteristic groups that are generated at this stage
9 .- Know what the adolescent's vulnerability characteristics are and the risk
factors that may occur in their environment.
ENTRY SKILLS
Have completed Parent Education II
TOPIC 1 (8 HOURS)
Learning: Concepts, Types. In the Cognitive: Piaget, Vygotsky, Ausbel,

Brunner. In the Behavioral: Skinner, Pavlov and Watson. In Social
Learning: Bandura. Concept of puberty and adolescence. According to
CIPPSV other authors: Barrera Moncada, Noguera y Escalona, Cardinal
Cecilia among others, biological and physical changes in puberty,
psychosocial consequences of the adolescent. Search for the identity of
the self. Intellectual and emotional changes.
Socio-emotional changes in adolescents: family crisis, social crisis,
cognitive changes, frustration tolerance, decision making, causes of
mortality in adolescents.
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PSYCHUTRICS
IN PARENT EDUCATION
TOPIC 2 (8 HOURS)
Concept of: Conduct, Environment, Discriminative Situation,

Contingency and Consequences. Reinforcers. Classification,
generalization, stimulus. Reinforcement: positive negative,
molding, successive approximations, imitation. Punishment, response
cost, (concepts), steps to apply this technique. Time out (concepts), steps
to apply this technique, decrease or extinction (concepts), steps to apply
this technique. Reinforcement of incompatible behavior (concepts), steps
to apply this technique. Basic concepts: sexuality, sexology, sex, gender,
sexual function, sexual pattern, eroticism, pornography, stages of
sexuality development, responsible sexuality, teenage pregnancy.
Sexually transmitted infections.
METHODOLOGY

Student exhibition
Investigation
Review by the LOPNNA participants to carry out analysis and correlation of the
articles with everyday life.
ASSESSMENT
Attendance 20%
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PSYCHUTRICS
IN PARENT EDUCATION
APPLICABILITY
The knowledge acquired will be used in the counselor's work to channel

operational achievements within the family.
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VENEZUELA
PSYCHUTRICS
IN PARENT EDUCATION
BIBLIOGRAPHY
BIANCO, FERNANDO. (1991). Parent Education. Investigation center.
ORGANIC LAW FOR THE PROTECTION OF CHILDREN AND

ADOLESCENTS (Official Gazette No 5-266 extraordinary, October 2, 1998).
CHÁVEZ, M. (2003). Your son, your mirror. Grijalbo Editorial.

PAPALIA, D. AND. AND WENDKOS, S (1992). Human development. McGraw

Hill. Bogota Colombia.
RAMOS, J., PADRON, B. AND RODRÍGUEZ, M. (2003). Family counseling.

University of Carabobo. Valencia, Venezuela.
SENGE, PETER: “The Fifth Discipline” Granica/Vergara. Buenos Aires. 1990.
COVEY, STEPHEN AND OTHERS. (1994). First thing's first. Paidos Editions.
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VENEZUELA
PSYCHUTRICS
IN PARENT EDUCATION
CODE: EP 008
SUBJECT: PARENT EDUCATION IV
FOUNDATION
This subject addresses the need to guide parents to inform and train them
in the essential aspects that could contribute to the education of their children,
considering the contributions generated from life experiences that characterize
their family dynamics.
Because on many occasions the family in its different types, nuclear,
extended, monogamous according to the different meanings of the authors,
could be transformed into a maternal or paternal filial family as a consequence
of a process of separation or divorce that is characterized by affective and
emotional aspects. , family, social and legal, the Parent Education counselor
must obtain comprehensive training that will allow him to intervene and address
a conflict that arises in the dynamics of a maternal or paternal filial family group.
GENERAL OBJECTIVE
1 .- Know and analyze the elements for forming a functional couple relationship.
2 .- Know and Analyze the disorders in a dysfunctional couple.
3 .- Analyze conflict as a dissociative agent in the family nucleus.
TERMINAL OBJECTIVES
1 .- Guide and train the couple and family with functional characteristics.
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PSYCHUTRICS
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2 . Address disorders in the couple and in the dysfunctional family.
3 . Conceptualize the conflict and use different tools based on the study of
methodologies that allow them to be addressed within the family group.
4 .- Conceptualize the divorce process and its consequences in the family
group as well as the different ways of approaching it.
5 .- Analyze the legal regulations that govern the Venezuelan family.
ENTRY SKILLS
Have completed Parent Education II
TOPIC 1 (4 hours)
Relationship. Bases in the relationship. Couple maintenance. Habits in

the couple. Rules in the sexual gratification of the couple. Life as a
couple, falling in love, beliefs and myths, social pressure. Elements for
the formation of the couple and self-esteem and partner selection.
Marriage, Concubinage. Homosexual couple, coexistence, adoption.
Legislation in other countries
TOPIC 2 (6 hours)
Relationship disorders, conflict and marital violence, Typology according

to authors and family therapists such as Salvador Minuchin, Manuel
Barroso, Virginia Satir and others. Family conflict. Conflict as a couple,
Techniques to address the dynamics of peer relationships. Techniques to
address interpersonal relationships in family dynamics: (mediation).
Concubinal relationships: concepts of
concubinage, separation, breakup, social connotation, legal connotation.
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PSYCHUTRICS
IN PARENT EDUCATION
Legal regulations that govern the family and women currently in the
country.
TOPIC 3 (6 hours)
Approach to the conflict of the family institution. Divorce. Concept.

Consequences of divorce on family dynamics according to: CIPPSV.
According to other authors: Beller and Kein, Rojas, Stephen LeRoy.
Organization of the family after divorce. Separation according to CIPPSV.
According to other authors: Kazman, R Jonson Laurene and Rosefeld
Georglyn. Family after separation: adaptation of children and/or
adolescents as well as other members to the new family situation. The
perception of the child and/or adolescent in their parents' new
relationship. Constitution of the Bolivarian Republic of Venezuela.
Organic Law for the Protection of Boys, Girls and Adolescents
(LOPNNA), Law on Gender and Family Violence. Civil Code and other
legal instruments that complement the analysis. Review of the individual
life project.
METHODOLOGY

Student exhibition
Discussion and analysis of the articles of the different laws
Carrying out round tables and debates.
ASSESSMENT
Attendance 20%
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PSYCHUTRICS
IN PARENT EDUCATION
APPLICABILITY
The knowledge obtained will be key in practice during the professional

practice of the Parent Education Counselor, starting from the national reality in
terms of risk factors and therefore conflicts in different situations, particularly in
relation to the family, its transformation. and evolution.
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VENEZUELA
PSYCHUTRICS
IN PARENT EDUCATION
BIBLIOGRAPHY
ABRAHÁN, J. Solutions to couple conflicts. Destination bookstore.
AIRA, CESAR. The divorce. Paidos Editorial.
CONSTITUTION OF THE BOLIVARIAN REPUBLIC OF VENEZUELA

Civil Code
FERNÁNDEZ ROSS AND OTHERS. The child before divorce. Piramide

Publishing.
GIMÉNEZ DE ABAD, ELVIRA. Let's Talk About Divorce (Suggestions for

Parents). Paidos Editorial.

ADOLESCENTS (LOPNA) .
LAW ON GENDER AND FAMILY VIOLENCE .
LUCAS PATRICIA AND LEROY STEPHANE . Muchnik Publishing House

OLIVEROS (1999). Perspectives on the family role in parenting paradigms

towards the next millennium.

SATIR, VIRGINIA. New human relationships in the family Nucleo.
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Satir, Virginia. Self-esteem.

SATIR, VIRGINIA. The Art of creating a Family.
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VENEZUELA

PSYCHUTRICS
IN PARENT EDUCATION
Satir, Virginia. (2002). Step by Step Family Therapy. Pax Editorial, Mexico.
MINUCHIN, SALVADOR. Families and Family Therapy.
MORENO, ALEJANDRO. (2007) Sociopolitical Training Issues. No. 15. The

Venezuelan Popular Family. UCAB Editions.
QUINTERO V, ÁNGELA M. (2004) Family Social Work and the Approach.

Systemic. Lumen Publishing. Buenos Aires.
2
9
CODE: OC 016.
INVESTIGATION
SUBJECT:
PSYCHUTRICS
ScOL00ICAS V sexocacs 0»
PARENT EDUCATION
VENEZUELA
INSTITUTE OF RESEARCH AND POSTGRADUATE
MASTER OF SCIENCES MENTION GUIDANCE IN
PARENT EDUCATION
FOUNDATION
This subject addresses the need to guide parents to inform and train
them in the essential aspects that could contribute to the education of their
children, considering the contributions generated from life experiences that
characterize their family dynamics.
From this perspective, it is considered that the child is immersed in an
environment where the socialization process begins and is strengthened, giving
importance to elements such as physical, intellectual and moral protection, thus
developing their capabilities.
It should be noted that problems and conflictive situations within the
family nucleus can lead to the development of pathologies in the child with an
influence on the behavioral repertoire during all periods of their life. Therefore, it
is important to define the role that parents can and should assume during the
physical and psychological development of their children while maintaining the
clarity of their concepts and with certain doctrinal bases that support it.
GENERAL OBJECTIVES
1 .- Achieve, through the interrelation between the Behavioral Counselor

candidate and the parents, that the process of acquisition and establishment of
innate and learned physiological behaviors, socially accepted in the family
dynamic, is facilitated.
2 .- Allow the behavioral counselor candidate to provide parents with training
that allows them to develop operational skills in their children.
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PSYCHUTRICS
IN PARENT EDUCATION
3 . Know and analyze the elements for forming a functional couple relationship,
as well as addressing disorders in the couple and in the dysfunctional family.
TERMINAL OBJECTIVE
1 .- Guide and channel the formation of the functional couple and disorders in
the couple and in the dysfunctional family.
2 . Know the origin and development of Parent Education.
3 .- Understand and analyze the doctrinal bases of the School for Parents.
ENTRY SKILLS
Have completed the subjects of Conduct III and Counselor Attitude

Training III.
TOPIC 1 (Four hours)
Concept of Participation, Education, Guidance, Parenting School,

Parenting Education. Historical Evolution of Parenting Education at the
international level (Rousseau, Locke, Montaigne, Bidet, Montessori,
Veriné, Satir) at the national level (Gamargo, Petricone, Rodríguez, Clara
de Barrancos). School Objectives for Parents according to the CIPPSV.
Doctrinal Bases according to other authors. Organization; Structure,
Operation and Evaluation of a School for Parents. Justification of Working
with Parents. Goals. Who is it addressed to? Development. Methodology.
Work team and coordination
3
1
VENEZUELA

PSYCHUTRICS
IN PARENT EDUCATION
Types of parents according to the CIPPSV. Conceptualization of the

Authority-Affect Binomial. Principle of Affection. Principle of Authority.
Communication. Concept. Characteristics. Guys. According to different
authors. Family communication according to the CIPPSV. Conflict.
Concept. Typologies, according to different authors and family therapists
such as: Salvador Minuchin, Manuel Barroso, Virginia Satir. Family
conflict. Conflict as a couple. Divorce. Concept. Consequences of divorce
on Family Dynamics according to: CIPPSV and other authors: Beller and
Kein, Rojas, Stephen LeRoy and others. Family Organization after
divorce. Separation according to CIPPSV, Kazman, R Jonson Laurene
and Rosefeld Georglyn among others. Constitution of the Bolivarian
Republic of Venezuela, Organic Law for the Protection of Boys, Girls and
Adolescents (LOPNA), Law on Gender and Family Violence. Civil Code
and other legal instruments that complement the analysis
Relationship. Habits in the couple. Rules in the sexual gratification of the

couple. Life as a couple: falling in love, beliefs and myths, social
pressure. Elements for forming a couple, self-esteem and partner
selection. Marriage, Concubinage. Homosexual Couple. Coexistence.
Adoption. Couple Disorders. Conflict. Marital Violence. Typology
according to authors and family therapists such as: Salvador Minuchin,
Manuel Barroso, Virginia Satir. Family conflict, couple conflict.
Techniques to address the dynamics of couple relationships, Mediation.
Techniques to address interpersonal relationships in family dynamics.
Legal regulations that govern the family and women currently in the
country.
3
2
VENEZUELA

PSYCHUTRICS
IN PARENT EDUCATION
TOPIC 4 (Four hours).
Communication. Concept. Characteristics. Types, according to different

authors Family communication according to the CIPPSV. Concept of
assertiveness. Assertive communication and factors that influence
assertive communication
Basic concepts: sexuality, sexology, sex, gender, sexual function, sexual
pattern, eroticism, pornography, stages of sexuality development,
responsible sexuality, teenage pregnancy. Sexually transmitted
infections.
METHODOLOGY

Student exhibition
Investigation
Videos alluding to the topic
Carrying out round tables and debates.
ASSESSMENT
Attendance
Class participation.
Debates and work tables
Discussion and analysis of the articles of the different laws
Student exhibition
Written work
APPLICABILITY
The knowledge obtained will be key in practice during the professional

practice of the Behavior Counselor to provide tools to the family in order to
achieve its transformation and evolution.
3
3
VENEZUELA
PSYCHUTRICS
IN PARENT EDUCATION
BIBLIOGRAPHY
AZUAJE, C. (2000). “Low Self-Esteem and Partner Selection.” Crea Magazine:

Year 5, No. 16/July-August-September 2000.p. 15.

BIANCO, FERNANDO. (1991). Parent Education. Center

Research
COVEY, STEPHEN AND OTHERS. (1994). First thing's first. Paidos Editions
CHÁVEZ, M. (2003). Your son, your mirror. Grijalbo Publishing
CHAKKAL, JOSEPH. (2012). “It was illusion, not love.” El Carabobeño

Newspaper.
Magazine: Paréntesis (year XV no. 828.March 18, 2012. p 16).
Josephchakkal.blogspot.com/
FERNÁNDEZ ROSS AND OTHERS. The child before divorce. Piramide

Publishing.
GIMÉNEZ DE ABAD, ELVIRA. Let's Talk About Divorce (Suggestions for

Parents). Paidos Editorial.
MOLES, JUAN. (2007). Clinical Advice. Second Edition corrected and

expanded.
PAPALIA, D. AND. AND WENDKOS, S (1992). Human development. McGraw

Hill. Bogota Colombia.
3
4

3
5
VENEZUELA

PSYCHUTRICS
IN PARENT EDUCATION

TEENAGERS (LOPNA),
LAW ON GENDER AND FAMILY VIOLENCE.
CIVIL CODE
LUCAS PATRICIA AND LEROY STEPHANE. Muchnik Publishing House.
OLIVEROS (1999). Perspectives on the family role in parenting paradigms

towards the next millennium.

SATIR, VIRGINIA. New human relationships in the family Nucleo.
SATIR, VIRGINIA. Self-esteem.
SATIR, VIRGINIA. The Art of creating a Family.
SATIR, VIRGINIA. (2002). Step by Step Family Therapy. Pax Editorial, Mexico.
SENGE, PETER: “The Fifth Discipline” Granica/Vergara. Buenos Aires. 1990.
MINUCHIN, Salvador. Families and Therapy.
3
6

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CENTER FOR PSYCHIATRIC, PSYCHOLOGICAL AND SEXOLOGICAL RESEARCH

INVESTIGATION RESEARCH AND POSTGRADUATE INSTITUTE

MASTER OF SCIENCES MENTION GUIDANCE IN EDUCATION FOR

CONTENT ............................................................................................................. Page

INVESTIGATION RESEARCH AND POSTGRADUATE INSTITUTE

This subject arises as a requirement to allow the management of the

Upon completion of the subject, the student will be able to:

Group Dynamics. Theories, Principles and Concepts. Features and why.

Concept of Communication, Participation, Education, Guidance, School

INVESTIGATION RESEARCH AND POSTGRADUATE INSTITUTE

Design, Organization; Structure, Operation and Evaluation of a School for

Opening of the facilitator through the application of “icebreaker” techniques.

INVESTIGATION RESEARCH AND POSTGRADUATE INSTITUTE

ALBORNOZ, O (1990). The Family and Education of the Venezuelan. University

BIANCO, F. (1991). Parent education. Editorial Greco SACIPV Caracas

COVEY, STEPHEN. (1998). The 7 Habits of Highly Effective Families. Grijalbo

CHÁVEZ, M. (2003). Your son, your mirror. Grijalbo Editorial.

RODRÍGUEZ, GUILLERMO (2003). Learning to be Parents.

SAVATER, FERNANDO. Ethics for Amador. (2009). Ariel Publishing.

SAVATER, FERNANDO. Urgent Ethics. (2012) Ariel Publishing.

VIDAURRE, CARMELO. Educating parents, happy children. (2008) Tripoide

VILLAVERDE CIRIGLIANO. Group Dynamics and Education. Fundamentals

Analyze the family as a socializing entity and the importance of

At the end of the subject the student will be able to:

INVESTIGATION RESEARCH AND POSTGRADUATE INSTITUTE

Have completed Parent Education I

Family: (Concepts), historical evolution of the family, characteristics of the

Families with specific characteristics: Functional Diversity (cognitive,

TOPIC III (4 HOURS)

Characterization of the Venezuelan Family and its self-esteem. Family as

INVESTIGATION RESEARCH AND POSTGRADUATE INSTITUTE

Communication. Concept. Characteristics. Types, according to different

Legal Bases that support the Family (Constitution of the Bolivarian

Opening of the facilitator through the application of “icebreaker” techniques.

The knowledge acquired will be of practical use in the exercise of

BARROSO, MANUEL. (2006). Being Family. Galac Publishing.

BARRERA M, MARCOS F. AND OTHERS. (2008). Family, Models and

BIANCO, FERNANDO. (1991). Parent Education. Investigation center.

CONSTITUTION OF THE BOLIVARIAN REPUBLIC OF VENEZUELA. (1999).

COVEY, STEPHEN. (1998). The 7 Habits of Highly Effective Families. Grijalbo

CURY, AUGUSTO. (2006). Brilliant Parents Fascinating Teachers. Planeta

FAMILY PROTECTION LAW MATERNITY AND PATERNITY (VENEZUELA)

MINUCHIN, SALVADOR AND FISHMAN H, CHARLES (1984) Families and

MOLES, JUAN. (2007). Clinical Advice.

MORENO, ALEJANDRO. (2007) Sociopolitical Training Issues. No. 15. The

INVESTIGATION RESEARCH AND POSTGRADUATE INSTITUTE

SAMBRANO, JASMINE. (2010) Resilience. Positive Transformation of

SAMBRANO, JAZMÍN AND STEINER A. (2010). Educational Strategies for

SATIR, VIRGINIA. (1983). Joint Family Psychotherapy. Editions The Mexican

SATIR, VIRGINIA. (1975). Self-esteem. RBA Publishing.

SATIR, VIRGINIA. (2006). The Art of creating a Family. RBA Publishing.

During the period of adolescence, a series of bodily, behavioral and

1 .- Determine the importance of addressing conceptual errors used by parents

Upon completion of the subject, the student will be able to:

1 .- Analyze the cognitive-behavioral learning theory.

INVESTIGATION RESEARCH AND POSTGRADUATE INSTITUTE

Have completed Parent Education II

Learning: Concepts, Types. In the Cognitive: Piaget, Vygotsky, Ausbel,