Thanks to this Hybrid Master's Degree you will obtain a complete and up-to-date vision of Third Generation Therapies"

In recent years, Third Generation Therapies had a remarkable growth, but after the health crisis caused by the coronavirus, this branch of Psychology has been consolidated in addressing anxiety disorders, stress or depression. The multiple techniques and procedures used in this specialty have been effective for many patients.  

A scenario that is therefore favorable for psychology professionals who wish to be aware of the latest advances in cognitive-analytic psychotherapy, cognitive-behavioral psychology or therapies based on mentalization. In this line, TECH has created this Hybrid Master's Degree in Third Generation Therapies, which offers the psychologist an advanced syllabus 100% online, complemented with an excellent internship in a prestigious clinical center. 

In this way, the professional will be introduced, firstly, through quality multimedia content in Mindfulness techniques, dialectical-behavioral therapy or positive psychology. All this, through didactic tools to which you will have access, 24 hours a day, from any electronic device with an Internet connection. In addition, thanks to the Relearning method, you will advance through the program in a much more agile way, reducing the long hours of study and memorization. 

Once the theoretical phase is completed, psychologists will enter a practical phase, where they will be for 3 weeks in a leading clinical center and a reference in the field of Third Generation Therapies. A first class environment, where you will be able to integrate into your daily practice the most advanced and recent techniques and procedures in this area. A period where you will not be alone, since you will be tutored by a professional specialized in this field of Psychology. 

An excellent opportunity offered by TECH, through a university program, compatible with the most demanding responsibilities and that adapts to the real needs of Psychology professionals to update their knowledge.

With this Master's degree you will be able to delve dynamically into cognitive-behavioral psychotherapy in order to treat patients' traumas"

This Hybrid Master's Degree in Third Generation Therapies contains the most complete and up-to-date scientific program on the market. The most important features include:

• More than 100 cases Practice presented by advanced psychology and therapy professionals   
• The graphic, schematic and practical contents with which they are conceived gather essential information on those disciplines that are essential for professional practice 
• Patient Assessment through Third Generation Therapies 
• Comprehensive systematized action plans for the main pathologies
• Presentation of practical workshops on procedures, diagnosis, and treatment techniques in critical patients
• An algorithm-based interactive learning system for decision-making in the clinical situations presented throughout the course
• Practical clinical guides on approaching different pathologies 
• All this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection
• Furthermore, you will be able to carry out an internship in one of the best Companies

You will achieve from a theoretical-practical perspective to be up to date with the latest advances in the approach to the patient with anxiety, through the Third Generation Therapies"

In this Professional Master's Degree proposal, of a professionalizing nature and blended learning modality, the program is intended to update nursing professionals who develop their functions in high performance centers, clinical or hospital centers, and who require a high level of qualification. The content is based on the latest scientific evidence and is organized in a didactic way to integrate theoretical knowledge into nursing practice. The theoretical-practical elements allow professionals to update their knowledge and help them to make the right decisions in patient care.

The multimedia content developed with the latest educational technology will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive education program to learn in real situations. This program's design is based on Problem Based Learning, by means of which the student must try to solve different professional practice situations that will be presented throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts.

This Hybrid Master's Degree will provide you with real clinical cases, which will lead you to integrate these methodologies in your practice"

The Relearning system used by TECH will allow you to Abandon the long hours of study that are more frequent in other teaching methods"

The educational plan of this Hybrid Master's Degree has been designed to offer the professional an advanced and innovative knowledge, through an exhaustive syllabus. For this, you will have video summaries of each topic, essential readings or clinical case studies, which make up the library of multimedia resources. In addition, with the Relearning method, you will be able to reduce the hours of study, making this degree much more attractive. You will also culminate this educational journey with a practical internship, in which you will be able to directly apply all the concepts covered in the theoretical phase. 

An educational plan adapted to professionals who wish to combine a quality university degree with their daily work activities"

Module 1. Historical Evolution of Psychology 

1.1. Psychology Roots  

1.1.1. Psychology Origins and Beginnings  
1.1.2. Philosophy as Base 
1.1.3. A New Discipline 

1.2. Psychoanalysis 

1.2.1. The Historical Development of Psychology 
1.2.2. Freudian Theory  
1.2.3. Clinical Applications 

1.3. The Birth of Scientific Psychology 

1.3.1. Birth of Science 
1.3.2. The German School 
1.3.3. Other Schools 
1.3.4. The Institutionalization Process  

1.4. Western Schools 

1.4.1. The French School 
1.4.2. The British School  
1.4.3. The American School 
1.4.4. The Russian School 

1.5. Psychology Testing 

1.5.1. Mental Tests 
1.5.2. Binet’s Metric Scales 
1.5.3. Army Alpha and Army Beta 
1.5.4. The Beginnings of Psychometrics 

1.6. Behaviorism 

1.6.1. The Beginnings of Behaviorism 
1.6.2. Watson’s Contribution 
1.6.3. The Development of the Proposal 

1.7. Gestalt Psychology 

1.7.1. Gestalt Theory 
1.7.2. First Schools 
1.7.3. Advances in Gestalt Therapy     

1.8. Conditioning 

1.8.1. The Beginnings of Conditioning 
1.8.2. Classical conditioning 
1.8.3. Operant Conditioning 

1.9. Cognitive Psychology:  

1.9.1. The Emergence of Cognitive Psychology 
1.9.2. Most Relevant Authors and Theories 
1.9.3. Tendencies and Evolution  

1.10. Humanistic Psychology 

1.10.1. The Emergence of Humanistic Psychology 
1.10.2. Principles in Humanistic Therapy  
1.10.3. Most Relevant Authors and Tendencies 

Module 2. Therapist Skills 

2.1. Therapist Factors in Clinical Intervention  

2.1.1. Therapists as Modulating Agents 
2.1.2. What Are the Factors to Consider? 

2.2. Therapist Emotional Control  

2.2.1. Basic Emotions 
2.2.2. Why Should Emotions be Controlled? 
2.2.3. Emotional Intelligence 
2.2.4. How Are Emotions Controlled? 

2.3. Counseling in Health Care Settings 

2.3.1. What is Counseling? 
2.3.2. How Is It Used in Health Care Settings? 

2.4. Basic Communication Skills 

2.4.1. Introduction to and the Importance of Communication Skills 
2.4.2. Basic Communication Techniques 

2.5. Applied Communication Skills  

2.5.1. Communication Skills Applied to Clinical Intervention 
2.5.2. Communication Skills Applied to Crisis Intervention 

2.6. Communication, Ethics and Decision-Making  

2.6.1. Communicating Bad News 
2.6.2. Ethical Factors 
2.6.3. Introduction to Decision-Making 

2.7. Grief Accompaniment Techniques  

2.7.1. Introduction to the Concept of Grief 
2.7.2. Intervention Methods 
2.7.3. Accompaniment Techniques 

2.8. Handling Difficult Discussions and Conversations  

2.8.1. Introduction to Emotional Control 
2.8.2. Guidelines for Action  
2.8.3. Handling Difficult situations  

2.9. Managing Patient Emotions and Self-Control Techniques 

2.9.1. How Can We Manage Patient Emotions? 
2.9.2. Basis for Intervention  
2.9.3. Self-Control Techniques 

2.10. Termination Techniques and Family Accompaniment 

2.10.1. Introduction to Therapy Termination Techniques  
2.10.2. Family Accompaniment 
2.10.3. Monitoring 

Module 3. Evolution of Cognitive-Behavioral Psychology  

3.1. Emergence and Advancement of New Psychological Treatments  

3.1.1. The Beginnings and Contextual Framework to the Change  
3.1.2. The Beginnings of New Treatments 
3.1.3. Paradigm Shift 

3.2. Emergence of the First and Second Waves 

3.2.1. The Beginnings of Change 
3.2.2. Introduction to the Process of Change 
3.2.3. The First and Second Waves  

3.3. Cognitive Behavioral Techniques as Foundation 

3.3.1. The Importance of Cognitive Behavioral Psychology 
3.3.2. Introduction to Cognitive-- Behavioral Techniques 

3.4. Applied Operant Conditioning 

3.4.1. Authors and Foundations for Operant Knowledge 
3.4.2. Operant Knowledge First Steps 
3.4.3. Applied Operant Conditioning 

3.5. Coping Styles and Techniques  

3.5.1. Coping Styles: Definition and Introduction 
3.5.2. Main Theories 
3.5.3. Measuring Tools 
3.5.4. Intervention Techniques 

3.6. Relaxation Techniques 

3.6.1. Relaxation Techniques: Introduction and Biological Foundation 
3.6.2. Predominant Techniques 
3.6.3. Application in Clinical Psychology  

3.7. Rational Psychotherapies 

3.7.1. Basis for Rational Psychotherapy 
3.7.2. Relevant Authors 
3.7.3. Clinical Use 

3.8. Problem-Solving Techniques 

3.8.1. Emergence of Problem-Solving Strategies 
3.8.2. Most Commonly Used Techniques 
3.8.3. Learning and Using Problem-Solving Techniques 

3.9. Social Skills Training 

3.9.1. The Importance of Social Skills 
3.9.2. Soft and Hard Skills 
3.9.3. Training and Work in Social Skills 

3.10. Emergence of Third Generation Therapies 

3.10.1. First Steps 
3.10.2. What Are Third Generation Therapies? 
3.10.3. Progress and Current Situation      

Module 4. Mindfulness 

4.1. Introduction and History of Mindfulness 

4.1.1. Buddhist Beginnings 
4.1.2. Conceptualization and History of Mindfulness 

4.2. The Psychology and Psychobiology of Mindfulness 

4.2.1. Psychological Foundations for Mindfulness 
4.2.2. Psychobiology Foundations for Mindfulness 

4.3. Relaxation Techniques 

4.3.1. Basis for Relaxation Techniques  
4.3.2. The Clinical Relevance of Relaxation Techniques  
4.3.3. Most Common Techniques 

4.4. Mindfulness and Practice  

4.4.1. Introduction to Practices Based on Mindfulness 
4.4.2. Theories and Techniques 

4.5. Mindfulness in Clinical Psychology 

4.5.1. When and How to Use Mindfulness?
4.5.2. Mindfulness Applied to Clinical Psychology
4.5.3. Most Relevant Works 

4.6. Chronic Diseases and Mindfulness 

4.6.1. Definition of Chronic Disease 
4.6.2. Chronic Patient Characteristics 
4.6.3. An Approach from Mindfulness 

4.7. Mindfulness Applied to Children 

4.7.1. Introduction to Child Psychopathology 
4.7.2. Most Common Conditions 
4.7.3. Practice from Mindfulness 

4.8. Benefits and Considerations in Mindfulness 

4.8.1. Main Benefits in Using Mindfulness 
4.8.2. In Which Patients Should It Be Used? 

4.9. Coping Styles and Techniques 

4.9.1. What Are Coping Styles? 
4.9.2. Measuring Tools 
4.9.3. Techniques for an Improved Approach 

4.10. The Present and Future of Mindfulness 

4.10.1. Mindfulness Today 
4.10.2. Lines of Research and Use  
4.10.3. Future Lines of Work 

Module 5. Acceptance and Commitment Therapy (ACT) 

5.1. History and Introduction to ACT 

5.1.1. The History of ACT 
5.1.2. The Emergence of ACT 
5.1.3. Most Renown Authors 

5.2. Language as Foundation 

5.2.1. The Importance of Language in ACT  
5.2.2. Language as a Basic Factor 

5.3. Context as a Modulating Factor 

5.3.1. Contextual Basis  
5.3.2. Context as a Modulating Factor 

5.4. Values and Ethics in ACT 

5.4.1. The Concept of Values and Ethics 
5.4.2. The Importance of Values and Ethics in ACT 

5.5. Common ACT Techniques 

5.5.1. Introduction to Therapeutic Techniques in ACT 
5.5.2. Most Commonly Used Techniques in ACT 

5.6. Treating Stress in ACT 

5.6.1. Introduction and Conceptualization of Stress 
5.6.2. Theories on Stress 
5.6.3. Treating Stress in ACT 

5.7. Chronic Diseases in ACT 

5.7.1. Introduction to Chronic Disease 
5.7.2. Treating Chronic Disease in ACT

5.8. Personality Disorders in ACT 

5.8.1. Conceptualization and Introduction to Personality Disorders 
5.8.2. Personality Disorders from the Perspective of ACT 
5.8.3. Intervention and Treatment in ACT

5.9. Other Disorders in ACT 

5.9.1. Other Disorders  
5.9.2. Treatment and Perspectives in ACT 

5.10. The Present and Future of ACT 

5.10.1. Current ACT Foundations 
5.10.2. Lines of Research y Future Works  

Module 6. Cognitive-Analytic Psychotherapy and EMDR 

6.1. Introduction to CAT 

6.1.1. Introduction and History of CAT 
6.1.2. The Emergence of CAT 
6.1.3. Most Relevant Authors 

6.2. Evaluation Principles in CAT 

6.2.1. Patient Evaluation Basis in CAT  
6.2.2. Interview 
6.2.3. Assessment Tools  

6.3. Reformulation 

6.3.1. What Is Reformulation? 
6.3.2. Practical Application of Reformulation 

6.4. Intervention in CAT 

6.4.1. Intervention Basis in CAT 
6.4.2. Techniques Applied to Clinical Psychology 

6.5. The Therapeutic Relationship in CAT 

6.5.1. Importance of the Therapeutic Relationship
6.5.2. What Is Rapport? 
6.5.3. Techniques to Improve Therapeutic Relationships  

6.6. Introduction to the Concept of Trauma 

6.6.1. Concept of Trauma 
6.6.2. Historical Basis 
6.6.3. Relevance in Psychology 

6.7. The Neurobiology of Trauma 

6.7.1. The Somatic Impact of Trauma 
6.7.2. The Neurobiological Foundations of Trauma 

6.8. Trauma Assessment 

6.8.1. Assessment Principles and Objectives 
6.8.2. Evaluation Methods 

6.9. Trauma Intervention 

6.9.1. Intervention Basis in Trauma 
6.9.2. Self-help Groups
6.9.3. EMDR   

6.10. Intervention Difficulties  

6.10.1. Predominant Problems in Working with Trauma 
6.10.2. Intervention Difficulties in EMDR 

Module 7. Mentalization-Based Therapies 

7.1. Introduction and History  

7.1.1. The Origin of Mentalization-Based Therapies 
7.1.2. Most Relevant Authors and Theories 

7.2. Normality and Pathology 

7.2.1. The Concept of Normality 
7.2.2. What Is Pathological? 
7.2.3. Normality vs. Pathology 

7.3. The Biopsychosocial Model 

7.3.1. The Need for an Integrating Model 
7.3.2. Basis and Foundations for the Model 
7.3.3. Most Relevant Authors and Theories 

7.4. Others Explanatory Models in Health 

7.4.1. Most Relevant Models  
7.4.2. Most Relevant Authors and Works 

7.5. Healthy Personality Development vs. Pathology 

7.5.1. Personality Development 
7.5.2. Developmental Phases 
7.5.3. Pathological Personalities 

7.6. Treatment Structure 

7.6.1. Patient Profile 
7.6.2. When to Use Psychotherapy or Psychiatric Drugs?

7.7. Patient Capacity Determination

7.7.1. Patient Suggestions
7.7.2. Mentalization Capacity Determination

7.8. Basic Principles and Common Mistakes 

7.8.1. Basic Treatment Principles in Mentalization-Based Therapies 
7.8.2. Therapist Rookie Mistakes 
7.8.3. How Do We Prevent Them? 

7.9. Mentalization-Based Psychotherapy Techniques 

7.9.1. Most Commonly Used Techniques in Clinical Psychology 
7.9.2. Advantages and Disadvantages  

7.10. Current Situation and Future 

7.10.1. Current Mentalization-Based Therapies 
7.10.2. Future Works and Lines of Research 

Module 8. Dialectical - Behavioral Therapy (DBT) 

8.1. The Introduction and History of DBT 

8.1.1. The Introduction and Beginnings of DBT 
8.1.2. The Emergence of DBT 
8.1.3. Most Representative Authors  

8.2. Therapeutic Stages, Strategies and Objectives 

8.2.1. Stages and Strategies  
8.2.2. Formulating Therapeutic Objectives  

8.3. DBT in Personality Disorders 

8.3.1. Interpreting Personality Disorders in DBT 
8.3.2. Personality Disorder Intervention and Treatment 
8.3.3. DBT and Borderline Personality Disorder 

8.4. Group Therapy vs Individual Therapy 

8.4.1. Introduction to Group Therapy 
8.4.2. Advantages and Disadvantages 
8.4.3. What to Use It? 

8.5. Beginnings and Considerations of Group Therapy 

8.5.1. The Origins of Group Therapy 
8.5.2. Group DBT 
8.5.3. Considerations to Consider 

8.6. Group Therapy: Capacity Modules 

8.6.1. Capacity Work in DBT 
8.6.2. How to Put It into Practice? 

8.7. DBT in Families 

8.7.1. The Concept of Family 
8.7.2. Attachment as a Foundation 
8.7.3. Using DBT in Families 

8.8. DBT Applied to Other Disorders 

8.8.1. Other Disorders Worth Mentioning 
8.8.2. Working from a Dialectical Behavioral Perspective 

8.9. Interdisciplinary Treatment 

8.9.1. Forming Interdisciplinary Teams 
8.9.2. The Figure of the Psychologist 
8.9.3. Advantages and Disadvantages 

8.10. The Current Situation and Future of DBT 

8.10.1. Current Lines of Research  
8.10.2. The Future of DBT 

Module 9. Positive Psychology and Emotion-Focused Therapy (EFT) 

9.1. Introduction and Emergence of Positive Psychology 

9.1.1. The Medical History of Positive Psychology 
9.1.2. The Emergence of Positive Psychology 

9.2. The Concept of Well-Being  

9.2.1. Introduction to the Concept of Well-Being 
9.2.2. Definitions of the Concept of Well-Being 
9.2.3. Explanatory Models 

9.3. Health Psychology and Positive Psychology 

9.3.1. Health Psychology Foundations 
9.3.2. The Concept of Health  
9.3.3. Relation between Positive Psychology and Health Psychology 

9.4. Positive Functioning Assessment 

9.4.1. Introduction to the Concept of Positive Functioning 
9.4.2. Evaluation Method

9.5. Use in Clinical Psychology 

9.5.1. The Basis for Clinical Intervention 
9.5.2. Positive Psychology Intervention 

9.6. Advances and Future of Positive Psychology  

9.6.1. The Impact of Positive Psychology 
9.6.2. Future Lines of Research and Works 

9.7. The Emergence of EFT

9.7.1. Origins and History of EFT
9.7.2. The Emergence of EFT

9.8. Introduction to EFT Work 

9.8.1. EFT and Clinical Practice 
9.8.2. EFT Techniques 

9.9. Gestalt Therapy 

9.9.1. The Benefits of Using Gestalt in Clinical Practice  
9.9.2. The Importance of the Emergence of Gestalt Schools 
9.9.3. Influence Today  

9.10. Most Common Work Techniques 

9.10.1. Most Common EFT Techniques 
9.10.2. Clinical Techniques in Positive Psychology 
9.10.3. Techniques of Interest in Gestalt Methodologies  

Module 10. Information Communication Technologies (ICTs) and Therapeutic Use 

10.1. What are ICTs?  

10.1.1. Concept of ICTs 
10.1.2. ICTs Classification 

10.2. First Steps in Therapy  

10.2.1. First Authors to Focus on ICTs and New Technologies 
10.2.2. First Clinical Uses  

10.3. Phobias and Types  

10.3.1. Concept and Definition of Phobia 
10.3.2. Types of Existing Phobia 

10.4. Social Phobia and Agoraphobia  

10.4.1. Introduction and Conceptualization of Social Phobia 
10.4.2. Introduction and Conceptualization of Agoraphobia 
10.4.3. Assessment and Diagnosis 

10.5. Treatment Program for Agoraphobia 

10.5.1. The Beginnings of Treatment for Agoraphobia 
10.5.2. Current Treatment Programs 

10.6. Virtual Reality as Treatment 

10.6.1. What Is VR and How Does It Work? 
10.6.2. First Clinical Practices Using VR 
10.6.3. Advantages and Disadvantages 

10.7. VR in Treating Specific Phobias 

10.7.1. First Works  
10.7.2. Most Relevant Authors 
10.7.3. Results 

10.8. Training in Anxiety Management 

10.8.1. Concept of Anxiety 
10.8.2. Treating and Improving Anxiety Control 
10.8.3. New Technology Uses 

10.9. Amaxophobia and Aerophobia Treatment 

10.9.1. Introduction to Amaxophobia and Aerophobia 
10.9.2. Common Patterns and Treatment Difficulties 
10.9.3. Benefits to Using New Technologies 
10.9.4. Current Treatments

10.10. Current Situation and Future of ICTs 

10.10.1. New Technologies Today 
10.10.2. Problems and Advantages 
10.10.3. Lines of Research y Future Works

Learn about the latest news regarding the use of Virtual Reality from Third Generation Therapies"