A deep and comprehensive dive into strategies and approaches in Psychological Assessment and Intervention with Children and Adolescents"


Psychologists play a fundamental role in healthcare when it comes to improving people's physical, mental and social wellbeing. Today they are an essential component in resolving different psychological disorders.

This Postgraduate Diploma provides extensive knowledge in advanced models and techniques in assessment, diagnosis and psychological intervention in this field of health. For this, you will have a teaching faculty that stands out for its extensive professional experience in the different areas in which psychology has developed and in different sectors of the population. 

Throughout this training programme, the student will go through all the current approaches in the work carried out by health psychologists.  The correct approach to psychological assessments and interviews; the implementation of psychological techniques for stress prevention or the assimilation of the different phases of the research process in Psychology. There will be some of the many topics of work and study that students will be able to integrate into their training with this comprehensive program.  

We will not only take you through the theoretical knowledge we offer, but we will introduce you to another way of studying and learning, one which is simpler, more organic and more efficient. We will work to keep you motivated and to develop your passion for learning, helping you to think and develop critical thinking skills.  

A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level.

A training program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively" 

This Postgraduate Diploma in Psychological Assessment and Intervention with Children and Adolescents has the most complete and up-to-date academic program on the market. The most important features of the program include: 

  • More than 100 practical cases presented by experts in Psychological Assessment and Intervention with Children and Adolescents. 
  • The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for carrying out research. 
  • News and innovations on research in the different fields of Psychology. 
  • Practical exercises where the self-assessment process can be carried out to improve learning. 
  • Algorithm-based interactive learning system for decision-making in the situations that are presented to the student. 
  • Special emphasis on research methodologies. 
  • 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

 Access deep insights into Psychological Assessment and Intervention with Children and Adolescents and its multiple implications, in a comprehensive Postgraduate Diploma designed to propel you to another professional level"  

It includes a very broad teaching staff made up of experts in psychology, who share their work experience in this training, as well as recognized specialists from leading communities and prestigious universities. 

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 training program designed to train in real situations. 

This program is designed around Problem Based Learning, where the student must try to solve the different professional practice situations that arise during the course. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced research experts. 

Increase your confidence as a healthcare psychiatrist by updating your knowledge through this Postgraduate Diploma"


This Postgraduate Diploma marks the difference between a professional with a lot of knowledge, and a professional who knows how to apply it in daily practice"


The structure of the contents has been designed by a team of professionals inPsychological Assessment and Intervention with Children and Adolescents, who are aware of the importance of up-to-date training in order to be able to delve deeper into this field of knowledge and produce publications of academic quality. 


This Postgraduate Diploma in Psychological Assessment and Intervention with Children and Adolescents and has the most complete and up-to-date scientific program on the market” 

Module 1. Scientific and Professional Foundations of General Health Psychology 

1.1. Clinical and Health Psychology 

1.1.1. Historical Background. 
1.1.2. Clinical Psychology. 
1.1.3. Psychological Assessment and Intervention with Children and Adolescents.  

1.2. Ethical and Deontological Aspects of Health Psychology 

1.2.1. Basic Concepts of Ethics and Deontology. 
1.2.2. Ethical-Deontological Aspects of Psychology as a Scientific Discipline. 
1.2.3. Ethical-Deontological Aspects of Psychology as a Scientific Discipline. 
1.2.4. Data Protection in Psychology. 

1.3. Health: Conceptualization and Models  

1.3.1. Conceptualization of Health. 
1.3.2. Health Models. 
1.3.3. Theories of Behavior and Health. 

1.4. Stress and Psychosocial Factors in the Health-Disease Process 

1.4.1. Theories of Stress. 
1.4.2. Relationship between Stress and Disease. 
1.4.3. Personality and Health.

1.5. Interprofessional and Health Outcomes Communication 

1.5.1. Psychosocial Rehabilitation.  
1.5.2. Health Care from the Community and Hospital Settings. 
1.5.3. Results Communication. 

1.6. Diagnostic Classifications: Basic and Differential Aspects 

1.6.1. Concepts and Models in Psychopathology. 
1.6.2. Diagnostic Classifications in Psychopathology. 
1.6.3. New Classification Systems in Psychopathology. 

1.7. Fundamentals of Evidence-Based Clinical Practice and Evidence-Based Evaluation 

1.7.1. Introduction to Evidence-Based Clinical Practice. 
1.7.2. Evidence-Based Clinical Practice Methodology. 
1.7.3. Evidence-Based Psychology. 

1.8. Evidence-Based Psychological Treatments 

1.8.1. History of Effectiveness Evaluation. 
1.8.2. Clinical Practice Guidelines. 
1.8.3. Limitations and Challenges of Evidence-Based Treatments. 

1.9. Transdiagnostic Approach and Evaluation of Processes and Outcomes 

1.9.1. Transdiagnostic Approach 
1.9.2. Evaluation of Therapeutic Results 
1.9.3. Evaluation of Therapeutic Processes. 

1.10. Fundamentals of Research and New Technologies in Health Psychology 

1.10.1. Scientific Research in Psychology. 
1.10.2. Research Designs. 
1.10.3. Intervention through New Technologies. 

1.11. Scientific-Professional Resources for Healthcare Practice 

1.11.1. Criteria and Search in Systematic Reviews. 
1.11.2. Study Selection and Data Extraction in Systematic Reviews. 
1.11.3. Analysis of Results in Systematic Reviews 

Module 2. Skills and Techniques of a General Health Psychologist 

2.1. The Therapeutic Relationship and the Therapeutic Process 

2.1.1. Therapeutic Process. 
2.1.2. Therapeutic Relationship. 

2.2. Health Psychologist's Basic Skills and Competencies 

2.2.1. Therapist's Basic Skills.  
2.2.2. Therapist's Characteristics.  
2.2.3. General Health Psychologist Competencies. 

2.3. Listening Skills 

2.3.1. Listening. 
2.3.2. Listening Techniques. 

2.4. Verbal and Non-Verbal Communication 

2.4.1. Non-Verbal Communication. 
2.4.2. Verbal Communication Techniques. 

2.5. Obstacles and Feared Scenarios in the Therapeutic Process 

2.5.1. Obstacles in Initiation and Assessment. 
2.5.2. Obstacles in Implementing Treatment. 

2.6. Most Frequent Errors Made by Psychologists 

2.6.1. Risk of Dual Relationship. 
2.6.2. Other Obstacles in the Therapeutic Process. 

2.7. Psychotherapy and Therapeutic Components 

2.7.1. Models in Psychotherapy. 
2.7.2. Integration in Psychotherapy. 

2.8. Contribution of Psychodynamic, Phenomenological-Existential, and Humanistic models. 

2.8.1. Psychodynamic Models.  
2.8.2. Phenomenological-Existential and Humanistic Models. 

2.9. Behavioral Techniques 

2.9.1. Relaxation Techniques. 
2.9.2. Exposure Techniques. 
2.9.3. Operative Techniques. 

2.10. Cognitive Techniques 

2.10.1. Skills Training. 
2.10.2. Cognitive Restructuring. 

2.11. Third Generation Therapies 

2.11.1. Therapies Based on Mindfulness. 
2.11.2. Dialectical Behavior Therapy. 
2.11.3. Behavioral Activation Therapy. 
2.11.4. Functional Analytic Psychotherapy. 

2.12. Group Intervention and Family Therapy 

2.12.1. Group Intervention. 
2.12.2. Family Therapy. 

2.13. Positive Psychology 

2.13.1. Positive Psychology: Concepts. 
2.13.2. Positive Psychology: Techniques. 

2.14. Psychological Assessment and Intervention with Children and Adolescents 

2.14.1. Prevention and Health Promotion. 
2.14.2. Counseling. 

Module 3. Psychological Intervention in Childhood and Adolescence 

3.1. Fundamentals of Child and Adolescent Assessment 

3.1.1. Peculiarities of Psychological Assessment with Children and Adolescents. 
3.1.2. Assessment Tools. 
3.1.3. Obstacles to Interviewing Children and Adolescents. 

3.2. Intervention in Autism Spectrum Disorders 

3.2.1. Autism Spectrum Disorders: Etiology, Course, and Prevalence. 
3.2.2. Autism Spectrum disorders: Assessment Tools. 
3.2.3. Autism Spectrum Disorders: Scientific Evidence. 
3.2.4. Autism Spectrum Disorders: Psychological Intervention Techniques. 

3.3. Attention Deficit Hyperactivity Disorder Intervention 

3.3.1. Attention Deficit Hyperactivity Disorder: Etiology, Course, and Prevalence. 
3.3.2. Attention Deficit Hyperactivity Disorder: Assessment Tools. 
3.3.3. Attention Deficit Hyperactivity Disorder: Scientific Evidence. 
3.3.4. Attention Deficit Hyperactivity Disorder: Psychological Intervention Techniques. 

3.4. Intervention in Childhood and Adolescent Depression 

3.4.1. Childhood and Adolescent Depression: Etiology, Course, and Prevalence. 
3.4.2. Childhood and Adolescent Depression: Assessment Tools. 
3.4.3. Childhood and Adolescent Depression: Scientific Evidence. 
3.4.4. Childhood and Adolescent Depression: Psychological Intervention Techniques. 

3.5. Intervention in Child and Adolescent Anxiety 

3.5.1. Childhood and Adolescent Anxiety: Etiology, Course, and Prevalence. 
3.5.2. Childhood and Adolescent Anxiety: Scientific Evidence. 
3.5.3. Child and Adolescent Anxiety: Behavioral Techniques. 
3.5.4. Childhood and Adolescent Anxiety: Cognitive Techniques. 

3.6. Intervention in Trauma-Related Disorders in Children and Adolescents 

3.6.1. Trauma-Related Disorders in Children and Adolescents: Etiology, Course and Prevalence. 
3.6.2. Trauma-Related Disorders in Children and Adolescents: Scientific Evidence.  
3.6.3. Trauma-Related Disorders in Children and Adolescents: Psychological Intervention Techniques.  

3.7. Eating Disorder Intervention in Children and Adolescents 

3.7.1. Eating Disorders in Children and Adolescents: Etiology, Course and Prevalence. 
3.7.2. Eating Disorders in Children and Adolescents: Scientific Evidence.  
3.7.3. Eating Disorders in Children and Adolescents: Psychological Intervention Techniques. 

3.8. Intervention in Excretory Disorders 

3.8.1. Excretory Disorders: Etiology, Course and Prevalence. 
3.8.2. Excretory Disorders: Scientific Evidence. 
3.8.3. Excretory Disorders: Psychological Intervention Techniques. 

3.9. Intervention in Behavioral Disorders 

3.9.1. Behavioral Disorders: Etiology, Cours, and Prevalence. 
3.9.2. Behavioral Disorders: Assessment Tools. 
3.9.3. Behavioral Disorders: Empirical Evidence. 
3.9.4. Behavioral Disorders: Intervention Techniques. 

3.10. Intervention in Substance Use Disorders in Children and Adolescents 

3.10.1. Substance Use Disorders: Etiology, Course and Prevalence in Childhood and Adolescence. 
3.10.2. Substance Use Disorders: Scientific Evidence. 
3.10.3. Substance Use Disorders: Intervention Techniques. 


Our curriculum has been designed with teaching effectiveness in mind: so that you learn faster, more efficiently, and on a more permanent basis"