A Professional Master’s Degree that will give you the opportunity to be aware of the ongoing advances in clinical psychological care for minors”

With the development of this Professional Master’s Degree in Clinical Child and Adolescent Psychology, psychology professionals will guarantee the development of their skills to deal with children and adolescents. In these stages, the clinical approach has new nuances, making it essential to establish a relationship of trust between the patient and the therapist. For this reason, this program will encourage the deployment of strategies that motivate patients to actively participate in therapy.

A program taught entirely in online mode, where students will have the opportunity to delve into the child and adolescent diseases, allowing in turn to expand knowledge in the new techniques used in the therapeutic relationship with the infant, as well as the role played by the family in certain interventions. Likewise, this university education will allow students to learn about recent research that delves into treatment programs that address depression and anxiety, ADHD, personality disorder or eating disorders. 

A whole process of renewal of knowledge that will be possible thanks to the specialized teaching team that imparts this degree. The multimedia content provided by the teachers will serve to show in a more agile and enjoyable way the pathological universes, the intervention techniques, as well as the current regulations for the diagnosis and evaluation of learning difficulties in educational centers.

TECH consequently offers a degree that facilitates the updating of the psychology professional with a flexible study plan. Students can access the entire syllabus from the first day, without fixed timetable sessions and using only an electronic device to connect to the virtual platform. A modality that facilitates the renewal of knowledge while balancing work and/or personal responsibilities with quality education. 

Access this university program 24 hours a day, without presence and using only a device with internet connection” 

This Professional Master’s Degree in Clinical Child and Adolescent Psychology contains the most complete and updated program on the market. The most important features of the program include:

• Practical cases presented by experts in Psychology
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative 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 to the most exhaustive knowledge in the assessment protocols to be followed by formal education centers"

The program’s teaching staff includes professionals from sector who contribute their work experience to this training program, as well as renowned specialists from leading societies 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 immersive training programmed to train in real situations.

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

Perform an intervention from a clinical perspective, using the tools of behavioral modification"

With this university degree, delve into the future perspectives in the treatment of child and adolescent psychopathologies"

The structure of the contents has been designed by a team of professionals from the best hospitals and universities in the country, who are aware of the relevance of up-to-date training to be able to intervene with patients with mental illness or psychological disorders, and are committed to quality teaching through new educational technologies.

This Professional Master’s Degree in Clinical Child and Adolescent Psychology contains the most complete and up-to-date scientific program on the market”

Module 1 History of Psychology: Child and Adolescent Psychopathology

1.1. General Psychology Background

1.1.1. Birth of Scientific Psychology
1.1.2. Psychology in the First Half of the XX Century
1.1.3. Psychology in the Second Half of the XX Century

1.2. Child Psychology. Why Study Children? 

1.2.1. What is Child Psychology?
1.2.2. Developmental Psychology
1.2.3. Why Study Children?
1.2.4. Topics of Study in Developmental Psychology

1.3. Historical Evolution of Child and Adolescent Psychopathology

1.3.1. What is Child and Adolescent Psychopathology?
1.3.2. Historical Evolution of Child and Adolescent Psychopathology
1.3.3. Methodological Foundations of Child Psychopathology

1.4. Normal Psychological Development 

1.4.1. What is Normal Psychological Development?
1.4.2. Factors Influencing Normal Psychological Development

1.5. Theories of Child Development

1.5.1. What Are Child Development Theories?
1.5.2. Main Theories of Child Development

1.6. Evolution and Transitions Between Normal and Pathological

1.6.1. What is Normal?
1.6.2. What is a Psychopathological Problem?
1.6.3. Transitions Between Normal and Pathological

1.7. General Etiology of Psychopathological Disorders in Childhood

1.7.1. Introduction and Concept of “Etiology”
1.7.2. Main Etiologies of Psychopathological Disorders in Childhood

1.8. Symptom Understanding in Childhood Psychopathology

1.8.1. Concept of Symptoms and Signs of Somatic and Psychopathological Disease
1.8.2. How to Identify Symptoms in Child Psychopathology?
1.8.3. Possible Masks of Childhood and Adolescent Psychopathology

1.9. Personal Characteristics and Most Common History of the Disease in Childhood

1.9.1. History of the Disease in Childhood
1.9.2. Inheritance - Environment
1.9.3. Personal Characteristics Influencing the Development of Disease in Childhood

1.10. Major or Minor Psychopathological Problems and Difficulties

1.10.1. Minor Psychopathological Problems
1.10.2. Major Psychopathological Problems

Module 2 Therapeutic Relationship with the Child, Process of Evolution and Diagnosis in Child and Adolescent Psychopathology 

2.1. Therapeutic Relationship with the Child and Adolescent

2.1.1. Child and Adolescent Characteristics
2.1.2. Establishment of the Therapeutic Alliance with the Child
2.1.3. Keys in the Therapeutic Relationship

2.2. Communication and Language Techniques in the Therapeutic Relationship in Childhood and Adolescence

2.2.1. Importance of Communication and Language Techniques in the Therapeutic Relationship with the Child
2.2.2. Most Common Communication and Speech Techniques for Successful Psychological Therapy with the Child
2.2.3. Communication Difficulties in Therapy

2.3. Clinical Assessment and Diagnosis Process in Childhood: Stages

2.3.1. The Clinical Assessment Process in the Childhood and Adolescence Stage
2.3.2. Clinical Diagnosis in Childhood and Adolescence
2.3.3. Keys to an Accurate Diagnosis

2.4. Areas of Psychological Functioning to be Assessed

2.4.1. Main areas of Psychological Functioning that Should be Assessed in Childhood and Adolescence
2.4.2. Other Areas of Functioning to be Considered by the Therapist

2.5. Diagnostic Objectives

2.5.1. Keys to an Accurate Diagnosis
2.5.2. Main Objectives in the Diagnosis of the Most Common Psychopathologies in Childhood and Adolescence

2.6. The Assessment and Diagnostic Process: Means for Assessment and Diagnosis

2.6.1. Interview
2.6.2. Main Instruments Used in the Diagnosis of Psychopathologies in Childhood and Adolescence

2.7. Evolution of Assessment and Diagnostic Instruments

2.7.1. Introduction to the Most Common Assessment and Diagnostic Instruments
2.7.2. New Lines of Assessment and Diagnosis

2.8. Diagnostic Errors in the Child and Adolescent Stage

2.8.1. When Can Errors in Diagnosis Occur?
2.8.2. Modulating Factors
2.8.3. Most Common Mistakes

2.9. Framing of the Family System in Psychological Therapy

2.9.1. Family System Concept
2.9.2. The Family System in Psychological Therapy
2.9.3. Problems Related to Family Intervention in the Child’s Therapy

2.10. Family Assessment

2.10.1. Family Therapy vs. Individual Therapy
2.10.2. Key Aspects for Family Assessment
2.10.3. Measuring Instruments in Family Assessment

Module 3 Developmental Contexts and Psychopathologies in Childhood and Adolescence, The Role of the Family

3.1. Evolutionary Contexts

3.1.1. What Are Evolutionary Contexts?
3.1.2. Types of Evolutionary Contexts
3.1.3. Importance of Developmental Contexts in the Development of Childhood and Adolescent Psychopathology

3.2. Pathologies of the Microcontext, Pathologies of the Mesocontext, and Pathologies of the Macrocontext

3.2.1. Microcontext Pathologies
3.2.2. Mesocontext Pathologies
3.2.3. Macrocontext Pathologies

3.3. Autonomous SELF, Social SELF and Family SELF

3.3.1. Autonomous Self
3.3.2. Social Self
3.3.3. Family Self

3.4. Characteristics of the Pathological Family

3.4.1. The Role of Family in the Development of Psychopathologies
3.4.2. Characteristics of the Pathological Family
3.4.3. Influences of the Pathological Family on the Child

3.5. Conflicting Relationships

3.5.1. Introduction to the Bonding Concept
3.5.2. Concept of Attachment
3.5.3. Types of Conflicting Relationships

3.6. Type of Child and Sibling History

 
3.6.1. Introduction to the Concept of Son in the Family
3.6.2. Kinds of Sons
3.6.3. The Role of Siblings in Normal and/or Pathological Development

3.7. Family Psychopathology and Its Impact on the Child

3.7.1. Psychopathology in the Family
3.7.2. Influence of Family Psychopathology in the Child and Adolescent

3.8. Problematic Extrafamilial Environment

3.8.1. Introduction to the Concept of Extrafamilial vs. Intrafamilial Environment
3.8.2. Problematic Types of Family Environments

3.9. Influence of Family Socioeconomic Status, Culture and Media

3.9.1. Introduction to the Concept of Socioeconomic Position of the Family 
3.9.2. Influence of Culture in the Development of Pathologies in Children and Adolescents
3.9.3. Influence of the Media in the Development of Pathologies in Children and Adolescents

3.10. Risk and Protective Factors for Mental Health in Childhood

3.10.1. Introduction to the Concept of Modulatory Factors
3.10.2. Risk Factors for Mental Health in Childhood
3.10.3. Protective Factors for Mental Health in Childhood

Module 4 Pathological Universes in the Clinical Psychological Therapy of Childhood and Adolescence

4.1. Neurodevelopment Disorders

4.1.1. What are Neurodevelopmental Disorders?
4.1.2. Disorders Included in the Diagnostic Category of Neurodevelopmental Disorders
4.1.3. Relevant Aspects on Neurodevelopmental Disorders in Childhood and Adolescence

4.2. Schizophrenia Spectrum Disorders and other Psychotic Disorders

4.2.1. What are Schizophrenia Spectrum Disorders and other Psychotic Disorders?
4.2.2. Disorders Included in the Diagnostic Category of Schizophrenia Spectrum Disorders and other Psychotic Disorders
4.2.3. Childhood Schizophrenia

4.3 Bipolar Disorder and Related Disorders

4.3.1. What are Bipolar Disorder and Related Disorders?
4.3.2. Disorders Included in the Diagnostic Category of Bipolar and Related Disorders

4.4. Depressive Disorders

4.4.1. Universe of Depressive Disorders
4.4.2. Disorders Included in the Diagnostic Category Depressive Disorder

4.5. Anxiety Disorders

4.5.1. Anxiety Disorders
4.5.2. Types of Anxiety Disorders Included in DSM-V
4.5.3. Relevance of Anxiety Disorders in Childhood and Adolescence

4.6. Obsessive Compulsive-Disorder and Related Disorders

4.6.1. Introduction to Obsessive-Compulsive Disorder and Related Disorders
4.6.2. Disorders Included in the Diagnostic Category of Obsessive-Compulsive and Related Disorders

4.7. Trauma and Stress-Related Disorders

4.7.1. What are Trauma-Related Disorders and Stressors?
4.7.2. Disorders Included in the Diagnostic Category of Trauma-Related Disorders and Stressors

4.8. Sleep/Wake Disorders 

4.8.1. Common Features for Sleep/Wake Disorders
4.8.2. Disorders Included in the Diagnostic Category of Sleep/Wake Disorder

4.9. Disruptive, Impulse-Control and Conduct Disorders

4.9.1. Types of Disorders 
4.9.2. Common Problems with Behavioral Management of Children in Psychological Therapy 

4.10. Eating and Food Intake Disorders

4.10.1. What are Eating and Food Intake Disorders?
4.10.2. Eating and Food Intake Disorders Included in the DSM-V
4.10.3. Relevant Facts about Eating and Food Intake Disorders in Adolescence

Module 5 Protocols and Frameworks for the Diagnosis and Assessment of Learning Difficulties in Formal Education Centers

5.1. Concept, Evolution and Diagnostic Criteria. Early Detection of Specific Needs of Educational Support (SNES) Legal Framework in Spain

5.1.1. Concept and Evolution of Diagnostic Criteria in Learning Difficulties
5.1.2. Early Detection and Action Frameworks
5.1.3. Assessment of Learning Difficulties in Formal Education Centers

5.2. Assessment Protocols in Formal Education Centers

5.2.1. Protocols for Action in Centers at the Pre-school and Primary School Levels
5.2.2. Protocol in High School and Vocational Training
5.2.3. What About SNES at the Post-Compulsory Levels of Education?

5.3. Legislation for Professional Practice in Learning Difficulties

5.3.1. Legal Framework in Spain
5.3.2. Other Related Legislation (Autonomous Communities,  Specific Regulations)

5.4. Cognitive Functions and their Sub-Processes

5.4.1. Main Cognitive Functions to be Assessed in Learning Difficulties
5.4.2. Reading and its Sub-Processes
5.4.3. Writing and its Sub-Processes
5.4.4. Attention and Perception and their Sub-Processes

5.5. Standardized Assessment Tests in Reading

5.5.1. Global Reading
5.5.2. Reading Comprehension
5.5.3. Reading Research

5.6. Standardized Assessment Tests in Writing

5.6.1. Routes of Access to Lexicon
5.6.2. Written Composition
5.6.3. Writing Research

5.7. Standardized Assessment Tests in Attention and Perception

5.7.1. Types of Tasks that Assess Each Attention Section: Sustained Attention, Divided Attention, Selective Attention
5.7.2. Tests for Global Assessment of Attention
5.7.3. Attention Research

5.8. Standardized Assessment Tests in Memory

5.8.1. Working Memory
5.8.2. Other Types of Memory
5.8.3. Memory Research

5.9. Basic Skills Assessment Batteries in Primary Education

5.9.1. Assessment Batteries for the First and Second Cycle of Primary Education
5.9.2. Skills Assessment Batteries in Other Educational Levels
5.9.3. Research Framework for Basic Skills Testing

5.10. Complementary Assessment Protocols in the Educational Field

5.10.1. Assessment in Non-Formal Education
5.10.2. Skills Assessment in Higher Education
5.10.3. Evaluation of Teaching Skills

Module 6 Intervention Techniques  

6.1. Beck’s Cognitive Therapy

6.1.1.Who is Beck?
6.1.2. Fundamentals of Cognitive Therapy
6.1.3. Clinical Application

6.2. Problem-Solving Therapy

6.2.1 Introduction to Problem-Solving Therapy 
6.2.2. Relevant Authors
6.2.3. Clinical Application

6.3. Exposure Therapy

6.3.1. Types of Exposure
6.3.2. Relevant Authors
6.3.3. Clinical Application

6.4. Modeling Techniques

6.4.1. Origin of Modeling 
6.4.2. Techniques and Application 

6.5. Ellis Rational-Emotive-Behavioral Therapy

6.5.1. Rational-Emotive-Behavioral Therapy Fundamentals
6.5.2. Clinical Application

6.6. Humanistic Techniques

6.6.1. Fundamentals of Humanistic Therapy
6.6.2. Most Common Techniques

6.7. Cognitive-Behavioral Techniques

6.7.1. Rational-Emotive-Behavioral Therapy Fundamentals
6.7.2. Clinical Application

6.8. Gestalt Therapy

6.8.1. Fundamentals of Gestalt Therapy
6.8.2. Clinical Application

6.9. Piaget’s School 

6.9.1. Fundamentals of Piaget School
6.9.2. Clinical Application

6.10. Mindfulness

6.10.1. Origins of Mindfulness
6.10.2. Mechanisms of Action 
6.10.3. Clinical Application

Module 7 Treatment and Intervention of Child and Adolescent Psychopathologies

7.1. Factors Influencing Treatment Outcome

7.1.1. Modulating Factors in the Treatment of the Minor

7.2. Treatment Modalities

7.2.1. Introduction to Treatment of Child and Adolescent Psychopathologies
7.2.2. Different Treatment Modalities for Children and Adolescents

7.3. Bandura’s Vicarious Learning

7.3.1. Bandura’s History
7.3.2. Bandura’s Vicarious Learning Theory

7.4.      Functional Analysis

7.4.1. Introduction to Functional Analysis
7.4.2. Functional Analysis in Psychological Therapy

7.5. Systemic Therapy

7.5.1. Introduction to Systemic Therapy
7.5.2. Systemic Therapy Today

7.6. Strategic Therapy and Constructivism

7.6.1. Introduction to Strategic Therapy
7.6.2. Introduction to Constructivism

7.7. Cognitive-Behavioral Therapy. Cognitive Restructuring

7.7.1. Introduction to Cognitive-Behavioral Therapy
7.7.2. Cognitive Restructuring Technique
7.7.3. Cognitive Restructuring as a Treatment Today

7.8. Solution-Focused Brief Therapy

7.8.1. Introduction to Solution-Focused Brief Therapy
7.8.2. Techniques and Clinical Application 

7.9. Psychotherapeutic Techniques

7.9.1. Introduction to Psychotherapeutic Techniques
7.9.2. Main Psychotherapeutic Techniques Today

7.10. Future Prospects for Treatment Planning

7.10.1. New Perspectives of Treatment in the Childhood and Adolescence Stage

Module 8 Behavioral Modification

8.1. Main Theories and Authors

8.1.1. Beginnings of Behavioral Theories
8.1.2. Most Relevant Authors

8.2. Operant Techniques for Behavioral Enhancement

8.2.1. Which Behaviors Are We Looking to Increase?
8.2.2. Techniques to Increase a Behavior

8.3. Operant Techniques for Acquisition

8.3.1. Which Behaviors Are We Looking to Be Acquired?
8.3.2. Development of Techniques to Facilitate the Acquisition of Behaviors

8.4. Techniques to Reduce or Eliminate Behavior

8.4.1. Which Behaviors Are We Looking to Be eliminated?
8.4.2. Techniques to Reduce or Extinguish a Behavior

8.5. Token Economy Program

8.5.1. Theoretical Basis for the Token Economy
8.5.2. Its Use in the Classroom
8.5.3. Clinical Use

8.6. Contingency Contracts

8.6.1. Theoretical Basis of Contingency Contracts
8.6.2. Application of Contingency Contracts

8.7. Most Common Operant Conditioning Techniques

8.7.1. Classical Operant Conditioning Techniques
8.7.2. Operant Conditioning Techniques Oriented to Clinical Psychology

8.8. Latest Applications and Studies

8.8.1. Neobehavioral Theories
8.8.2. Main Authors
8.8.3. Research Lines

8.9. Behavioral Assessment

8.9.1. Behavioral Assessment Strategies
8.9.2. Functional Analysis of Behavior

Module 9 Intervention and Treatment in Clinical Child and Adolescent Psychology

9.1. Characteristics of Psychological Interventions in Children and Adolescents 

9.1.1. Main Features 

9.2. Autism Spectrum

9.2.1. Autism Spectrum Basis
9.2.2. Assessment and Diagnosis
9.2.3. Intervention and Treatment 

9.3. Schizophrenia 

9.3.1. Basis of Disease
9.3.2. Assessment and Diagnosis
9.3.3. Intervention and Treatment 

9.4. Intervention in Obsessive-Compulsive Disorder

9.4.1. Basis of the Disorder
9.4.2. Assessment and Diagnosis
9.4.3. Treatment Programs

9.5. Program for the Treatment of Social Phobia

9.5.1. Most Common Treatment Programs for Social Phobia
9.5.2. Treatments and Research Lines
9.5.3. Cognitive-Behavioural Intervention 

9.6. Treatment of Specific Phobias

 
9.6.1. Diagnostic Characteristics of Specific Phobias
9.6.2. Assessment
9.6.3. Intervention and Treatment

9.7. Family Therapy

9.7.1. Basis of Family Therapy
9.7.2. Utility and Effectiveness

9.8. Treatment of Sexual Disorders

9.8.1. Assessment and Diagnosis of Sexual Disorders
9.8.2. Treatment and intervention of Sexual Disorders

9.9. Treatment for Oppositional Defiant Disorder

9.9.1. What is Oppositional Defiant Disorder?
9.9.2. Assessment and Diagnosis of Oppositional Defiant Disorder
9.9.3. Intervention and Treatment

9.10. Treatment of Addictions

9.10.1. Concept of Addiction 
9.10.2. Addiction Components 
9.10.3. Intervention Programs

Module 10 Treatment Programs

10.1. Depression and Anxiety

10.1.1. Introduction to the Treatment of Depression and Anxiety in Clinical Child and Adolescent Psychology
10.1.2. Intervention in Depression and Anxiety in Children

10.2. ADHD

10.2.1. Introduction to ADHD Treatment
10.2.2. Intervention in ADHD in Children

10.3. Personality Disorders

10.3.1. Introduction to Personality Disorders Treatment
10.3.2. Intervention in Personality Disorders in Children and Adolescents

10.4. Bipolar Disorder

10.4.1. Introduction to Bipolar Disorder and its Treatment
10.4.2. Intervention in Bipolar Disorder in Childhood and Adolescence

10.5. Eating Disorders

10.5.1. Introduction to Eating Disorders Treatment in Children and Adolescents
10.5.2. Intervention of Eating Disorders in Minors

10.6. Sleep Disorders

10.6.1. Introduction to Sleep Disorders Treatment inChildren and Adolescents
10.6.2. Sleep Disorders Intervention

10.7. Disruptive Behavioral Disorders

10.7.1. Introduction and Relevance of Disruptive Behavioral Disorder Treatment in Minors
10.7.2. Intervention of Behaviour Disorders in Childhood and Adolescence

10.8. Excretory Disorders 

10.8.1. General Aspects for Excretory System Disorders and their Treatment
10.8.2. Intervention of Excretory System Disorders in Minors

10.9. Dissociative Disorders and Psychosomatic Disorders 

10.9.1. Relevance of Dissociative Disorders and Psychosomatic Disorders in Children and Adolescents
10.9.2. Intervention and Treatment of Dissociative and Psychosomatic Disorders in Children

10.10. Stress Disorders 

10.10.1. General Overview of Stress-Related Disorders
10.10.2. Intervention of Stress Disorders in the Child and Adolescent Population

A unique, key, and decisive Professional Master’s Degree experience to boost your professional development”