Forensic Psychology and Psychodiagnostics

With this 100% online program you will get the latest information on new diagnostic and therapeutic procedures in forensic psychology and judicial expertise”

The psychological opinion made by a forensic psychology professional is of utmost importance in judicial proceedings. Since the beginning of the 19th century, when this discipline was born, the progress in the knowledge of human behavior and mentality, the role played by the professional in this field has gained prominence and recognition. A relevance that, nevertheless, obliges the psychologists to be aware of their own discipline, as well as of the legal regulations in force, a key and inseparable element in the performance of their daily work.

Judges and lawyers are increasingly calling for the presence of these professionals, who have perfected their diagnostic techniques, to shed light on court cases with their conclusions. A complex reality in which they must work in family courts, penitentiary surveillance courts or forensic medical clinics. This is why this Professional Master’s Degree is a response to the growing demand for professionals in this field, who need to update their knowledge in order to practice their profession with the greatest scientific rigor.

With multimedia material based on videos in detail, video summaries or interactive diagrams, students taking this degree will delve into recent advances in projective techniques in the expertise, diagnostic tests, the preparation of reports based on the case or emotional management mediated by the VEC model. Likewise, the clinical cases provided by the specialized teaching team that teaches this Professional Master’s Degree will be of vital help to the professional, thanks to their direct application in their daily practice.

TECH also offers a 100% online program, without classes with fixed timetables, ideal for people who wish to balance their work and/or personal responsibilities with a quality university education. The professional will only need a computer, tablet or cell phone with which to connect to the virtual platform where the complete syllabus of this program is hosted. In this way, you will be able to distribute, if you wish, the teaching load according to your needs.

Expand, with this Professional Master’s Degree, your knowledge of expertise in secondary victimization, gender violence or work incapacity”

This Professional Master’s Degree in Forensic Psychology and Psychodiagnostics contains the most complete and up-to-dated program on the market. The most important features include:

• The development of practical cases presented by experts in Forensic 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

Get an agile update of your knowledge on the preparation of psychological reports thanks to the Relearning system used by TECH"

The program’s teaching staff includes professionals from the 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 throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts. 

The multimedia resource library will be available to you 24 hours a day. Access comfortably from your computer or tablet"

This program delves into the different techniques used in conflicts between parents and children"

The forensic psychology professionals who immerse themselves in this Professional Master’s Degree will obtain the latest information in the field of Forensic Psychology and Psychodiagnostics thanks to the content provided by the specialized teaching team of this program. A knowledge that is evident throughout the 7 modules that make up this syllabus, where through multimedia material, you can delve deeper in the studies that support the use of certain assessment systems, the legal guarantees of the legal evidence or the most effective diagnostic tests. All this in a much more agile way thanks to the relearning system used by TECH. 

This Professional Master’s Degree gives you the opportunity to update your knowledge on the different diagnostic methods"

Module 1. Psychodiagnostics and Psychological Assessment

1.1. Substantive Considerations

1.1.1. Psychodiagnostics
1.1.2. Scientific Method
1.1.3. Experimental Method
1.1.4. Correlational Method
1.1.5. Longitudinal Method
1.1.6. The models
1.1.7. Manifest Behavior Observation

1.2. Diagnosis as a Mobilizer of the Expert-Subject Connection
1.3. Reason for Diagnosis

1.3.1. Phases
1.3.2. The Interview as a First Encounter and Framing
1.3.3. Purposes of the Interview
1.3.4. Factors Affecting the Process

1.4. Assessor/Permittee's Anxieties, Hopes and Needs. Causing Harm and Making Mistakes

1.4.1. Anxieties and Fears

1.6. Needs and Anxieties of the Evaluated Person

1.6.1. Expectations
1.6.2. Anxieties

1.7. Psychodiagnostics Objectives

1.7.1. Differences and Interactions
1.7.2. Procedure Structure
1.7.3. Diagnostic Process Framework
1.7.4. Main Objectives
1.7.5. Secondary Objectives
1.7.6. Achieve a Singular Bond
1.7.7. Encourage the Subject's Resources
1.7.8. Gather Valid Information for the Process

1.8. Psychodiagnostic Scenarios

1.8.1. Subject’s Mental Functions
1.8.2. Biological Imbalances
1.8.3. Interaction of the Subject in Their Microcontext, Mesocontext and Macrocontext

1.9. Analysis of Suffering Through its Symptoms

1.9.1. Suffering and the Mind

1.10. Psychodiagnostics in a Legal Setting

1.10.1. Expert Evidence
1.10.2. Fields of Action of the Legal Psychologist

Module 2. The Interview in a Psychotherapeutic Setting

2.1. Active Interview (CHSV)

2.1.1. Information Theory
2.1.2. Communication Channels
2.1.3. Communication System

2.2. Axioms of the Interview

2.2.1. It is Impossible Not To Communicate
2.2.2. Content and Relationship
2.2.3. Affective Value
2.2.4. Digital and Analog Communication
2.2.5. Symmetric and Asymmetric

2.3. Exploring Communication

2.3.1. Verbal Communication
2.3.2. Non-Verbal Communication
2.3.3. Double Bond
2.3.4. A Gesture is Worth a Thousand Words

2.4. Medical History According to Which Model is Used

2.4.1. Personal
2.4.2. Family
2.4.3. Generational

2.5. Anamnesis from the Limited Time Psychotherapy

2.5.1. Psychopathological Biography
2.5.2. Biography of Medical Diseases
2.5.3. Biography and Relationships Social Point of View

2.6. General Structure of the Mental Examination

2.6.1. Psychopathology and Normalcy

2.7. Semiology. Signs and Symptoms

2.7.1. Awareness
2.7.2. Attention
2.7.3. Memory
2.7.4. Intelligence
2.7.5. Perception
2.7.6. Affectivity
2.7.7. Physical Signs
2.7.8. Motor Skills
2.7.9. Cognitive Area

2.8. Epistemology of Diagnosis

2.8.1. Descriptive Syndromic Diagnosis Versus Disease
2.8.2. Nosology Categorical Versus Dimensional Diagnosis

2.9. Multiple Diagnoses and Comorbidity

2.9.1. Comorbidity Types
2.9.2. Axis I and II Comorbidity
2.9.3. Comorbidity of Personality Disorders and Mood Disorders

2.10. Clinical Versus Forensic Criteria

2.10.1. Compliance Lines of the Forensic Psychologist
2.10.2. The Code of Conduct

2.11. Expert Interview Biases to Avoid

2.11.1. Forced Choice Questions
2.11.2. Open-Ended Questions
2.11.3. Other Types of Questions

Module 3. Evaluation Process in Expert Psychodiagnostics

3.1. Projective Techniques in Expert Appraisal

3.1.1. Characteristics and Types of Projective Techniques

3.2. Rorschach Test

3.2.1. Application
3.2.2. Presentation of Sheets
3.2.3. Reaction Time
3.2.4. Time of the Patient in Front of the Sheet
3.2.5. Removal of Sheet and Survey
3.2.6. Rorschach Assessment
3.2.7. Apperception Modes
3.2.8. Contents
3.2.9. Frequency

3.3. Expressive Techniques

3.3.1. Graphic Tests
3.3.2. Drawing Size
3.3.3. Drawing Projection
3.3.4. Position in the Sheet
3.3.5. Shape of the Stroke
3.3.6. Strength of the Stroke
3.3.7. Continuity of the Stroke
3.3.8. Personal Style

3.4. Drawing (HTP)

3.4.1. The House
3.4.2. The Tree
3.4.3. Wittgenstein's Index
3.4.4. Human Figure

3.5. Free Drawing

3.5.1. Development
3.5.2. Analysis
3.5.3. Free Drawing Quality
3.5.4. Advantage and Disadvantage

3.6. Family Drawing

3.6.1. Graphic Plane
3.6.2. Structural Plane
3.6.3. Content Plane or Clinical Interpretation
3.6.4. Psychoanalytic Interpretation

3.7. Düss Fables

3.7.1. Bird Fable: Degree of Dependence, Independence, Autonomy
3.7.2. Marriage Anniversary Fable: Oedipus Complex
3.7.3. Lamb Fable: Fraternal Jealousy, Weaning Complex
3.7.4. Burial Fable: Loss, Guilt, Aggressiveness, Death Wishes
3.7.5. Fear Fable: Fears

3.8. Desiderative Test
3.9. Max Lüscher Color Test

3.9.1. Color Test
3.9.2. Meaning of the Eight Places
3.9.3. Function Interpretation
3.9.4. Basic and Auxiliary Colors: The keys to the Eight Colors
3.9.5. Categories of the Four Basic Colors
3.9.6. Auxiliary Colors

3.10. Thematic Apperception Test TAT
3.11. Psychometric Tests in Expertise

3.12. Wechsler Intelligence Test

3.12.1. WISC-IV
3.12.2. Test Description

3.13. Neuropsychological Maturity Questionnaire. CUMANES

3.13.1. Forensic Neuropsychology
3.13.2. The Revised Barcelona Test

3.14. Raven’s Progressive Matrices

3.14.1. Domino Test or D 48
3.14.2. Kaufman Assessment Battery for Children (KABC)

3.15. Goodenough's Test
3.16. The Personality Test
3.17. Millon Clinical Multiaxial Inventory (MCMI III)

3.18. 16 Cattell PF 5

3.18.1. First Order Factors
3.18.2. Second Order Factors
3.18.3. Profile Interpretation Steps

3.19. BASC Behavioral Assessment System and PAI Inventory

3.19.1. Scales in Questionnaires for Parents and Guardians
3.19.2. Self-Report Scales
3.19.3. Personality Assessment Inventory PAI

3.20. Children's Personality Questionnaire CPQ

3.20.1. Reserved/Open, Low/High Intelligence, Emotionally Affected/Stable, Calm/Excitable, Submissive/Dominant, Sober Enthusiastic, Unconcerned/Conscientious, Cohibited/Entrepid, Hard/Soft Sensitivity, Confident/Doubtful, Simple/Atute, Serene/Apprehensive, Less or More Integrated, and Relaxed/Tensed

3.21. Clinical Analysis Questionnaire CAQ
3.22. STAIC and STAI Anxiety Questionnaires and TAMAI Self-Assessment Test

3.22.1. Trait-State Anxiety Questionnaire in Children STAIC and in Adults STAI
3.22.2. Multifactor Self-Assessment Test of Child Adjustment TAMAI

3.23. Questionnaire for the Assessment of Adopters, Caregivers, Guardians and Mediators CUIDA

3.23.1. Primary Scales
3.23.2. Response Styles

3.24. Brief Listing of Symptoms SCL 90 R

3.24.1. Dimensions
3.24.2. Levels

3.25. Study of the Story's Credibility

3.25.1. System for Analyzing the Validity of Statements: The SVA Method
3.25.2. SVA = Interview + CBCA + Validity Checklist

Module 4. Contexts Surrounding Psychological Assessment

4.1. Expert Evidence

4.1.1. Suitability
4.1.2. Preposition
4.1.3. Appointment
4.1.4. Ratification
4.1.5. Expert Opinion
4.1.6. Appreciation and Appraisal

4.2. Object of the Expert Evidence

4.2.1. Behavioral Analysis in the Law Setting
4.2.2. Differentiate Mental Illness from Voluntary Act
4.2.3. Most significant Mental Disorders and How to Bring such Material to the Judge's Decision
4.2.4. Fundamentals and Background
4.2.3. Other Questions
4.2.4. Ethical Aspects of Online Therapy

4.3. The Expert's Role in the 21st Century

4.3.1. Criminal Investigation
4.3.2. Police and Military Psychology
4.3.3. Victimology
4.3.4. Judicial Psychology (Testimony and Jury)

4.4. Procedure of a Judicial Hearing
4.5. Relationship with Other Groups

4.5.1. Judicial Police
4.5.2. Identification Laboratories
4.5.3. Forensics
4.5.4. Judges
4.5.5. Lawyers

4.6. Family Diagnosis: The Family as a System

4.6.1. Family Rules, Rituals, Homeostasis
4.6.2. Crisis, Morphogenesis and Change
4.6.3. Family Typology, Adaptation, Evolutionary Cycle
4.6.4. Frontiers, Centripetal and Centrifugal Functions
4.6.5. Typology of Dysfunctional Families

4.7. Assessment of Guilt in Psychopathology
4.8. Diagnostic Process Framing in the Expert Appraisal

4.8. 1. Axis I. Clinical Disorders
4.8.2. Personality Disorders (Axis II)
4.8.3. Social and Environmental Problems (axis IV)
4.8.4. Diagnosis and Expert's framework of the Subject

4.9. Psychological Expert Opinion

4.9.1. Possess the Appropriate Skills
4.9.2. Respect the Client’s Dignity, Freedom, Autonomy and Privacy
4.9.3. Respect and Comply with the Right and Duty to Inform the Client
4.9.4. Organize the Report Contents
4.9.5. Describe the Instruments Used and Facilitate the Understanding of the Data
4.9.6. Include the Evaluation Process, Hypotheses Formulated and Justify the Conclusions
4.9.7. Take Care of the Style
4.9.8. Maintain Confidentiality and Professional Secrecy
4.9.9. Request Informed Consent
4.9.10. Protect Documents

Module 5. Types of Expert Surveys

5.1. Definitions Regarding Appraisal

5.1.1. Definitions Regarding Appraisal
5.1.2. The Process
5.1.3. Procedure for the Judicial Appointment of the Expert

5.2. Juvenile Expertise

5.2.1. Functional Dependency and Functions
5.2.2. Report Structure and Content
5.2.3. Characteristics in Juvenile Offenders
5.2.4. Observation in the Judicial Context

5.3. Psychopedagogical Expertise

5.3.1. School Psychological Report
5.3.2. Psychopedagogical Evaluation Report

5.4. Elderly Expert

5.4.1. Classification According to the American Psychiatric Association
5.4.2. The Rights of the Elderly in the Area of Social Security, Procurement and Administration of Justice

5.5. Marital Separation

5.5.1. Can I divorce even if my partner does not agree?
5.5.2. Do I Have to Plead any Cause to Be Able to Separate?
5.5.3. How Long Must I Have Been Married Before I Can Separate or Divorce?
5.5.4. Should I File for Separation Before Divorce?
5.5.5. What are the Differences Between Separation and Divorce?
5.5.6. What are the Differences between Divorce and Annulment of Marriage?
5.5.7. Can I Remarry after Separation?
5.5.8. Can Reconciliation Take Place During Separation Proceedings?
5.5.9. Is Reconciliation Possible after a Separation Judgment?
5.5.10. What are the Effects of Spousal Reconciliation?
5.5.11. What Types of Separation Procedures Are There?

5.6. Adoptions

5.6.1. Legal Framework for International Adoption
5.6.2. In the Case of an International Adoption
5.6.3. Psychological Report

5.7. Care and Custody

5.7.1. Report of Results and Conclusions of the Expert Psychological Study of Marital Separation
5.7.2. Objectives
5.7.3. Methodology
5.7.4. JCB Evaluation
5.7.5. ALF Evaluation
5.7.6. PNL Evaluation
5.7.7. Diana Evaluation
5.7.8. Family Environment Evaluation
5.7.9. Interactions Analysis
5.7.10. Conclusions
5.7.11. Recommendations

5.8. Marriage Annulment

5.8.1. Procedure in Formal Cases of Marriage Nullity, Instructions for Deacon/Pastoral Minister

5.9. Laboral Disability

5.9.1. Deficiency, Disability and Handicap
5.9.2. Incapacity
5.9.3. Civil Incapacity and Labor Incapacity
5.9.4. Temporary Occupational Incapacity and Permanent Incapacity

5.10. Simulation

5.10.1. Simulation of Disease
5.10.2. Oversimulation
5.10.3. Metasimulation

5.11. Gender-Based Violence

5.11.1. Violence Against Women
5.11.2. Legal and Theoretical Foundations

5.12. Abuse

5.12.1. Evaluation Areas
5.12.2. Psychological Consequences Psychic Damage and Sequelae
5.12.3. Causal Nexus

5.13. Secondary Victimization

Module 6. Types of Reports and their Different Reporting Procedures

6.1. Criteria for Writing the Psychological Report

6.1.1. Forensic Psychological Report
6.1.2. Medical History
6.1.3. Results
6.1.4. Conclusions

6.2. Insurance Report

6.2.1. Descriptive Format of Report to Send to Insurance or Mutual Insurance Companies

6.3. School Report

6.3.1. School or Psychopedagogical Report
6.3.2. Psychopedagogical Report 1
6.3.3. Psychopedagogical Report 2
6.3.4. Reasons for the Report
6.3.5. Psychopedagogical Report 3
6.3.6. Clinical Psychopedagogical Report
6.3.7. Results
6.3.8. Conclusions

6.4. Clinical Report

6.4.1. Intervention Clinical Report

6.5. Informed Consent Request

6.5.1. Statement of Informed Consent to Record in Psychotherapy
6.5.2. Informed Consent for Minors 
6.5.3. General Informed Consent

6.6. Report for Pardon

6.6.1. Objective of this Report
6.6.2. Methodology Used
6.6.3. Test Results
6.6.4. Conclusions

6.7. Report of a Kidnapping

6.7.1. Clinical Report
6.7.2. Assessment Reason
6.7.3. Personal Background
6.7.4. Evidence
6.7.5. Results Obtained
6.7.6. Conclusions
6.7.7. Treatment and Recommendations

6.8. Structured Interview to Locate Depressive Personality Disorder (DPD)

Module 7. Mediation and Coaching

7.1. Family Mediation

7.1.1. Pre-Mediation
7.1.2. Mediation
7.1.3. Mediator Techniques

7.2. Notion of Conflict

7.2.1. Psychological Conflicts
7.2.2. Communication Conflicts or Conflicts Related to the Communication Channel
7.2.3. Substantive Conflicts
7.2.4. Ways of Dealing with Conflicts

7.3. Types of Conflict and Methods of Resolution

7.3.1. Attraction-Attraction
7.3.2. Evasion-Evasion
7.3.3. Attraction-Evasion
7.3.4. Negotiation, Mediation, Arbitration and Neutral Evaluation

7.4. Mediation in Parent/Child Relationships

7.4.1. Conflict Resolution in the Parent-Child Relationship
7.4.2. "I, as a Father that I Am, I Win and You, as a Son that You Are, You Lose."
7.4.3. "You, As a Son you Win and I, As a Father I Lose."
7.4.4. Concertation: Nobody Loses

7.5. Coaching and Psychology

7.5.1. Similarities and Differences?
7.5.2. Contradictions

7.6. How to Work with Coaching and Psychotherapy?
7.7. Learning in Coaching

7.7.1. Stripping Off the Masks
7.7.2. Coaching and Psychologists

7.8. Coaching in the Company

7.8.1. Facing Challenges that can be Taken on
7.8.2. The Life of Managers
7.8.3. Self-Deception

7.9. All Psychological Therapy Involves Personal Growth

7.9.1. Coach or Psychologist, According to the Coaches
7.9.2. Conflict and Coaching

7.10. Clear Goals

7.10.1. Definition of Where You Are
7.10.2. Definition of Where You Want to Go

7.11. Feeding Back on the Activity

7.11.1. Placing the Attitude in Action and not in Anticipatory Thinking
7.11.2. Verbalizing Small Achievements
7.11.3. Be Flexible and Allow for Frustration

7.12. Working on Self-Deception

7.12.1. The Coach as a Trainer
7.12.2. The Coach as an Advisor
7.12.3. The Coach as a Corrector

7.13. Obstacles in Coaching

7.13.1. Feedback
7.13.2. Coaching Through Rewards
7.13.3. Coaching and Leadership

7.14. Emotional Management Using the VEC Model (Conscious Emotional Bonding)

7.14.1. What is Proposed?
7.14.2. Identity Traits of the Conscious Emotional Bonding (CEB) Model
7.14.3. Basic Assumptions of the VEC Model
7.14.4. Conclusions

7.15. Dialogue With Beliefs

7.15.1. A Critique of Goleman's Work
7.15.2. Intelligence and Emotional Intelligence

7.16. Emotional Neuroanatomy

7.16.1. The Brain and its Messengers

7.17. Intrapersonal Skills

7.17.1. Self-Concept
7.17.2. Basic Emotio

A 100% online university program that will provide you with the latest developments in coaching and psychotherapy work"