Access the latest methodologies in applied psychology, master the writing of articles or delve into data analysis. Become a research professional in psychology”

The professional master’s degree in Research in Psychology understands that the development and improvement of research in the area of psychology requires focusing attention not only on the content to be developed, but also on the different methodologies and techniques used to achieve the objectives set more efficiently. It aims to respond to the whole context that surrounds both the research itself and the field of knowledge in which the research is framed. 

Learn the latest methodologies in applied psychology research and advanced data analysis, enhance your search and documentation techniques, improve your writing of scientific articles, this program will allow you to perform at the highest level in research in the area of psychology. 

The syllabus of the professional master’s degree in Research in Psychology is divided into different sections: the first of which deals with the techniques and methods of applied psychological research and the different applied documentation techniques. It continues with the second section, which focuses on advances in research on psychological development in childhood and on the neuropsychology of attention and memory. Finally, we find the evaluation and intervention in health psychology. 

Through this program, you will be able to incorporate the competencies associated with the researcher in psychology through a broad, objective and experiential description of the elements to be applied during their practice. From the most general to the most specific and transversal, analyzing all the stages that make up a piece of research. Research is a fundamental section in any area, since all the existing theoretical content is based on it.

The researcher who accesses the professional master’s degree in Research in Psychology will acquire knowledge in active methodologies”

This professional master’s degree in Research in Psychology contains the most complete and up-to-date program on the market. Its most notable features are: 

  • The development of 100 case studies presented by experts in Psychology and Scientific Research
  • The graphic, schematic, and 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

With this professional master’s degree, you will delve into the techniques of bibliographic searches and the writing of scientific articles, so that you will be able to enhance your ability to publish in the field of psychology”

It includes a very broad teaching staff made up of experts in psychology, who share their work experience in this program, 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 program designed to learn 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 researcher in psychology, updating your knowledge through this professional master’s degree"

This professional master’s degree marks the difference between a professional with a lot of knowledge and a professional who knows how to apply it in the processes of research and scientific publication"


The structure of the contents has been designed by a team of professionals in Research in Psychology, aware of the current relevance of training in order to delve into the area of knowledge and make publications of academic quality.

This professional master’s degree in Research in Psychology contains the most complete and up-to-date scientific program on the market”

Module 1. Advanced Data Analysis Techniques in Applied Psychology

1.1. Advanced Research Designs and Analysis in Psychology

1.1.1. Research in Psychology
1.1.2. Advanced Designs in Applied Psychology
1.1.3. Advanced Analysis in Applied Psychology

1.2. Statistical Software for Advanced Research Designs

1.2.1. IBM SPSS
1.2.2. AMOS

1.3. Basic Statistics

1.3.1. Descriptive Statistics
1.3.2. Frequency Analysis in a Sample of Participants
1.3.3. Relevant Parameters in Data Analysis
1.3.4. Relationships Between Basic Statistical Parameters

1.4. Parametric and Non-Parametric Analyses

1.4.1. Confirmatory Tests. Normality
1.4.2. Confirmatory Tests. Homoscedasticity
1.4.3. Non-Parametric Analyses
1.4.4. Parametric Analysis
1.4.5. Techniques for Interpretation of Results

1.5. Multivariate Models

1.5.1. Classic Multivariate Models
1.5.2. Multiple Linear Regression
1.5.3. Logistic Regression

1.6. Structural Equation Models

1.6.1. Causality and Model Structure
1.6.2. Complete Structural Model
1.6.3. Models of Structural Relationships

1.7. Design and Construction of Psychological Tests and Scales

1.7.1. Importance of Psychological Measurement
1.7.2. Measures of Aptitude vs. Measures of Knowledge
1.7.3. Operationalization of Constructs into Observable Measures

1.8. Analysis of Psychological Tests and Scales

1.8.1. Content Validity Analysis
1.8.2. Reliability Analysis. Cronbach's Alpha, Test-Retest and Two-Half Method
1.8.3. Item-Total Correlations
1.8.4. Debugging of Test Items for Improvement

1.9. Methods of Assessing Change in Applied Psychology

1.9.1. Research Hypothesis and Contrast
1.9.2. Confirmation or Rejection of Hypothesis
1.9.3. Analysis of Differences
1.9.4. Interpretation of Change and Conclusions

1.10. Effect Sizes in Advanced Research

1.10.1. Importance of Effect Sizes
1.10.2. Effect Size Analysis as a Method for Confirming Differences 
1.10.3. Effect Size Calculation
1.10.4. Interpretation and Forms of Representation of the Results

Module 2. Research Methods in Applied Psychology

2.1. Fundamentals of the Scientific Method in Psychology

2.1.1. The Scientific Method applied to Psychology

2.2. Ethics and Deontology in Psychology Research

2.2.1. Ethics of Research in Psychology
2.2.2. Professional Associations
2.2.3. The Code of Conduct
2.2.4. Ethics Committees in Psychology Research

2.3. Planning and Formulation of a Research Project

2.3.1. Object of Study
2.3.2. Target Population
2.3.3. Operationalization of the Project
2.3.4. Selection of Techniques and Future Analyses

2.4. Structure and Organization of a Research Project

2.4.1. The Structure of the Research Project
2.4.2. Sources of Project Financing

2.5. Introduction to Sampling Techniques

2.5.1. Probabilistic Techniques
2.5.2. Non-Probabilistic Techniques

2.6. Research Plans in Applied Psychology

2.6.1. Different Approaches to the Problem
2.6.2. Comparison Among Research Techniques

2.7. Cross-Sectional VS Longitudinal Designs

2.7.1. Cross-Sectional Design as a Source of Data
2.7.2. Longitudinal Designs and their Relationship to Statistical Power
2.7.3. Advantages and Disadvantages of Each Design

2.8. Single Case Designs

2.8.1. Evidence of Clinical Advances from Single-Case Investigations
2.8.2. The Single Case as an Approach to the Research Problem
2.8.3. Analysis and Interpretation of Single Case Results

2.9. APA Standards and Rules for Psychology

2.9.1. The American Psychological Association and its Influence on Research 
2.9.2. APA Standards Seventh Edition

2.10. Meta-Analysis and Systematic Reviews

2.10.1. Meta-Analysis as a Source of Previous Results
2.10.2. Systematic Reviews as a Source of Previous Results
2.10.3. Advantages and Disadvantages of Each Technique

Module 3. Documentation Techniques and Preparation of Publications in Applied Psychology

3.1. Databases in Applied Psychology

3.1.1. Databases as a Source of Information
3.1.2. General Databases
3.1.3. Psychology-Specific Databases
3.1.4. Advanced Search in Databases

3.2. Citing and Referencing I. Text Citations

3.2.1. Author-Based Citation
3.2.2. In-Text Citations

3.3. Citing and Referencing II. Bibliographic References

3.3.1. Books, Articles and Periodicals
3.3.2. References from Other Sources of Information

3.4. Reference Management Software

3.4.1. Mendeley" Software for Bibliographic References Management
3.4.2. Uses and Portability of the Application

3.5. Effective Reading of Research Articles

3.5.1. The Abstract as a General Source of Information
3.5.2. Identifying the Essential Information in an Article
3.5.3. Importance of the "Methods" Section
3.5.4. Analysis of Results and Conclusions
3.5.5. Authorship and Conflicts of Interest

3.6. Analysis and Synthesis of Research Results

3.6.1. Extraction of Research Results
3.6.2. Setting Up Data for Analysis
3.6.3. Analysis of the Results Obtained
3.6.4. Description and Synthesis of Conclusions

3.7. Formal Aspects of the Graphical Elements, Figures and Tables

3.7.1. Indispensable Elements in the Graphic Representation of Figures
3.7.2. Essential Elements in the Graphic Representation of Tables
3.7.3. Presentation of Graphic Elements According to APA Standards. Figures
3.7.4. Presentation of Graphic Elements According to APA Standards. Tables

3.8. Processes for Conducting a Systematic Review

3.8.1. Object of Study of the Systematic Review
3.8.2. Planning and Steps for the Implementation of the Systematic Review
3.8.3. Selection of Databases and Journals
3.8.4. Analysis and Synthesis of the Information Obtained

3.9. Selection of Journals for Publication

3.9.1. Selection of the Potential Audience
3.9.2. Discrimination of Potential Journals
3.9.3. Analysis of Publication Criteria

3.10. Design and Preparation of the Scientific Article

3.10.1. Conceptual Outline of the Research Adapted to the Criteria
3.10.2. Writing a Scientific Article
3.10.3. Translations of a Scientific Article
3.10.4. Revision of Article Versions
3.10.5. Reviewers' Comments and Corrections

Module 4. Emotional Intelligence

4.1. Emotional Intelligence. Concept and Structure

4.1.1. Emotional Intelligence as a Cognitive Process
4.1.2. Basic Concepts of Emotional Intelligence
4.1.3. Structure of Emotional Intelligence

4.2. Explanatory Models of Emotional Intelligence

4.2.1. Approaches to the Study of Emotional Intelligence
4.2.2. Evidence in the Investigation of Emotional Intelligence
4.2.3. Explanatory Models of Emotional Intelligence

4.3. Instruments for the Assessment of Emotional Intelligence

4.3.1. Tests and Scales to Evaluate Emotional Intelligence
4.3.2. Other Methods of Emotional Intelligence Assessment
4.3.3. Advantages and Disadvantages of Different Measurements

4.4. Emotional Intelligence in Children and Adolescents

4.4.1. Emotional Intelligence in Childhood
4.4.2. Development of Emotional Intelligence during Childhood
4.4.3. Emotional Intelligence as a Predictor Variable

4.5. Emotional Intelligence in Adults and the Elderly

4.5.1. Emotional Intelligence in Adults
4.5.2. Differences in Emotional Intelligence Between Adults and the Elderly
4.5.3. Influence of Emotional Intelligence on Behavior

4.6. Emotional Intelligence in Socio-Educational Contexts

4.6.1. Emotional Intelligence at School
4.6.2. Emotional Intelligence in the Family Context
4.6.3. Relationships Between Socio-Educational Contexts and their Influence on Emotional Intelligence

4.7. Relationships of Emotional Intelligence with Other Psychological Measures

4.7.1. Relationships Between Emotional Intelligence and Other Psychological Constructs
4.7.2. Influence of Emotional Intelligence on other Cognitive Processes

4.8. Emotional Intelligence and Psychopathology

4.8.1. Individual Differences in Emotional Intelligence
4.8.2. Emotional Intelligence as a Possible Source of Psychopathology
4.8.3. Psychological Problems Related to Emotional Intelligence

4.9. Interventions for the Improvement of Emotional Intelligence in the Social Context

4.9.1. Approaches to Emotional Intelligence Training in Social Contexts 
4.9.2. Evidence from Social Intervention on Emotional Intelligence
4.9.3. Design and Planning of Interventions in the Social Context

4.10. Interventions for the Improvement of Emotional Intelligence in the Educational Context

4.10.1. Approaches to the Training of Emotional Intelligence in Educational Contexts
4.10.2. Evidence of Intervention in Educational Contexts on Emotional Intelligence
4.10.3. Design and Planning of Interventions in the Educational Context
4.10.4. Implementation and Follow-Up of Interventions
4.10.5. Assessment of the Effectiveness of an Intervention

Module 5. Environment, Social Behavior and Education

5.1. Environmental Psychology. Concept and Structure

5.1.1. Defining Characteristics of Environmental Psychology
5.1.2. Basic Concepts
5.1.3. Structure and Approaches of Environmental Psychology

5.2. Environmental Identity and Relationship with the Environment

5.2.1. Environmental Identity. Concept and Structure
5.2.2. Environmental Identity as a Personal Psychological Construct
5.2.3. Human Relationship with the Environment and the Construction of Environmental Identity

5.3. Well-Being and Environment

5.3.1. Influences of the Environment on Perceived Well-Being
5.3.2. Factors Influencing Perceived Well-Being
5.3.3. Individual Differences in the Well-Being-Environment Relationship
5.3.4. Interventions on the Environment to Improve Well-being

5.4. Interdisciplinarity in Environmental Psychology

5.4.1. Approaches to Environmental Psychology
5.4.2. Environmental Psychology and its Relationship with Other Scientific Disciplines
5.4.3. Contributions and Evidence from Other Disciplines to Environmental Psychology

5.5. Beliefs, Attitudes and Behavior

5.5.1. Rule Formation
5.5.2. Frame Formation
5.5.3. Belief Formation
5.5.4. Influence of Personal Beliefs and Attitudes on Human Behavior
5.5.5. Interventions Based on Cognitive Restructuring or Behavior Modification

5.6. Risk Perception

5.6.1. Risk Assessment and Analysis
5.6.2. Influence of Risk Perception on Behavior
5.6.3. Interventions Aimed at Improving Risk Perception

5.7. Influence of Environmental Variables on Behavior

5.7.1. Evidence of the Relationship Between Environmental Variables and Human Behavior
5.7.2. Analysis of Variables. Description and Operationalization
5.7.3. Intervention Methods

5.8. Relations Between Physical Space and Behavior

5.8.1. Physical Space as a Social Environment
5.8.2. The Integrated Socio-Physical Environment
5.8.3. Relations Between Physical Space and Behavior

5.9. Assessment Techniques in Environmental Psychology

5.9.1. Environmental Assessments Based on Technical Indices
5.9.2. Environmental Assessments Based on Observational Indices
5.9.3. Evaluation of the Advantages and Disadvantages in the Use of Each Technique

5.10. Intervention Techniques in Environmental Psychology

5.10.1. Interventions Based on Environmental Variables
5.10.2. Interventions Based on Physical Variables
5.10.3. Interventions Based on Psychological Variables
5.10.4. Evaluation of the Advantages and Disadvantages in the Use of Each Technique

Module 6. Advances in Research on Psychological Developmentin Childhood

6.1. Tools for the Assessment of Psychological Development in Childhood

6.1.1. Ethics of Psychological Assessment in Childhood
6.1.2. Tests and Scales as Measures of Psychological Development
6.1.3. Biases in Assessment
6.1.4. Other Cognitive Measures of Psychological Development in Childhood

6.2. Normalization and Standardization of Tests

6.2.1. Standardization of a Psychological Measure
6.2.2. The Normative Sample
6.2.3. Z-Scores and Peer Assessment
6.2.4. Advantages and Disadvantages of Standardized Measures in Childhood

6.3. Development of Beliefs and Biases in Students

6.3.1. Beliefs and Prejudices in School Children Population
6.3.2. Influence of Beliefs on Students' Behavior

6.4. Generalization of Rules in Childhood from Belief to Norm

6.4.1. Generation of Rules and Norms in Students
6.4.2. Influence of Rules and Norms on Student Behavior
6.4.3. Psychological Interventions to Favor the Change of Beliefs

6.5. Evolutionary Windows in Children's Psychological Development

6.5.1. Turning Points in Children's Psychological Development
6.5.2. Individual Differences in Children's Psychological Development
6.5.3. Maturational Delay

6.6. Problem Solving in Childhood

6.6.1. Behavior Planning and Scheduling in Childhood
6.6.2. Problem-Solving Strategies in Children
6.6.3. From the Concrete to the Abstract

6.7. Development of Literacy in the School and Family Context

6.7.1. Literacy in the School Context
6.7.2. Literacy in Family Contexts
6.7.3. Interventions at School
6.7.4. Interventions in Families

6.8. Linguistic Competence and its Relationship to Other Psychological Constructs

6.8.1. Relationships Between Basic Psychological Processes and Language Competence in Childhood
6.8.2. Linguistic Competence and its Influence on Other Higher Psychological Processes
6.8.3. Evaluation of Linguistic Competence
6.8.4. Different Levels of Literacy as Predictors of Psychological Development

6.9. Attachment Development in Childhood

6.9.1. Infantile Attachment, Vital Development in Childhood
6.9.2. Variables Influencing Attachment Development
6.9.3. The Family and the Development of Attachment
6.9.4. Influences of Attachment on Social Relationships and General Behavior

6.10. Intervention Techniques in Developmental Psychology

6.10.1. Standardized Intervention Plans
6.10.2. Evaluation of Intervention Outcomes
6.10.3. Personalized Intervention Plans
6.10.4. Evaluation of a Customized Intervention Plan
6.10.5. Advantages and Disadvantages of Individual VS Group Intervention

Module 7. Neuropsychology of attention and memory

7.1. Neuropsychology and Brain-Behavior Relationships

7.1.1. What is Neuropsychology?
7.1.2. Basic Concepts
7.1.3. Definitions and Approaches to Neuropsychology

7.2. Physiology and Pharmacology of Attention and Memory

7.2.1. Psychobiology of Attentional Processes
7.2.2. Psychobiology of Memory
7.2.3. Psychopharmacology of the Attentional Processes
7.2.4. Psychopharmacology of Memory

7.3. Advances in the Neuropsychological Assessment of Attentional Processes

7.3.1. Traditional Assessment of Attention
7.3.2. New Techniques for Measuring Attentional Processes
7.3.3. Ecological Validity of the Measures
7.3.4. Identification of Possible Biases in the Evaluation

7.4. Advances in the Neuropsychological Evaluation of Memory

7.4.1. Traditional Assessment of Human Memory
7.4.2. New Techniques for Measuring Memory-Related Processes
7.4.3. Ecological Validity of the Measures
7.4.4. Identification of Potential Biases in the Evaluation

7.5. Symptoms, Syndromes, and Attention Disorders

7.5.1. Possible Deficits in Attentional Processes
7.5.2. Attention Problems in Relation to Non-Attentional Disorders
7.5.3. Attention Deficit Hyperactivity Disorder
7.5.4. Problems with ADHD Assessment and Treatment

7.6. Neuropsychological Foundations of Human Memory

7.6.1. Memory Systems Identified in Humans
7.6.2. Declarative vs. Non-Declarative
7.6.3. Procedural Memory
7.6.4. Semantic Memory
7.6.5. Episodic and Autobiographical Memory

7.7. Symptoms, Syndromes and Memory Disorders

7.7.1. Origins and Causes of Memory Problems
7.7.2. Anterograde Amnesia
7.7.3. Retrograde Amnesia
7.7.4. Amnesia of the Source
7.7.5. Psychogenic Amnesia
7.7.6. Infantile Amnesia. Possible Causes

7.8. Neuropsychology of Working Memory

7.8.1. From Short-Term Memory to Working Memory
7.8.2. The Phonological Loop
7.8.3. The Visuospatial Agenda
7.8.4. The Central Executive as a Distributor of Resources
7.8.5. Convergence of Information in the System: The Episodic Buffer

7.9. Neuropsychology of Executive Functions

7.9.1. Executive Functions Concepts and Definitions
7.9.2. Approaches to the Study of Executive Functions
7.9.3. Explanatory Models of Executive Functions
7.9.4. Relationships of Executive Functions with Psychopathology

7.10. Relationships of Attention and Memory with Other Psychological Processes

7.10.1. Attention as the Basis of Other Basic Cognitive Processes
7.10.2. Memory as the Basis of Other Basic Cognitive Processes
7.10.3. Relations of Attention with Other Higher Psychological Processes
7.10.4. Relations of Memory with Other Higher Psychological Processes

Module 8. Cognitive Processes in Normal and Pathological Aging

8.1. Aging in Spain. New Challenges

8.1.1. Aging of the Spanish Population
8.1.2. Psychological Consequences of Increased Life Expectancy
8.1.3. Health Care and Social Services for the Elderly in Our Country

8.2. Evaluation of Cognitive Processes in Old Age

8.2.1. Evaluation by Means of Tests and Behavioral Scales
8.2.2. Subjectivity Biases in Standard Evaluation
8.2.3. Assessment by Neuropsychological Tests
8.2.4. Individual Differences in Higher Cognitive Processes in Adulthood and Older Age

8.3. Normal Aging

8.3.1. Basic Cognitive Processes in Normal Aging
8.3.2. Superior Cognitive Processes in Normal Aging
8.3.3. Attention and Memory in Elderly People with Normal Aging

8.4. Cognitive Reserve and its Importance in Aging

8.4.1. Cognitive Reserve. Definition and Basic Concepts
8.4.2. Functionality of Cognitive Reserve
8.4.3. Influencing Variables in Cognitive Reserve
8.4.4. Interventions Based on Improving Cognitive Reserve in the Elderly

8.5. Pathological Cognitive Development in Old Age

8.5.1. Differences Between normal and Pathological Aging
8.5.2. Basic Cognitive Processes in Pathological Aging
8.5.3. Higher Cognitive Processes in Pathological Aging
8.5.4. Attention and Memory in Elderly People with Pathology Ageing

8.6. Disorders Related to Pathological Ageing

8.6.1. Psychological Disorders Related to Pathological Ageing

8.7. Dementia in Old Age Types and Main Affectations

8.7.1. Dementias: Definition and Key Concepts
8.7.2. Types of Dementias and Affectations they Produce
8.7.3. Alzheimer's Type Dementia. Evaluation, Diagnosis and Prognosis

8.8. Relationships Between Aging and Quality of Life

8.8.1. General Cognitive Status and its Relation to Perceived Quality of Life
8.8.2. Quality of Life as a Predictor of Pathological Aging

8.9. Social Relations and Sexuality in Old Age

8.9.1. Social Relations in Adulthood
8.9.2. Sexuality and Old Age
8.9.3. Social Relations as a Protective Factor Against Pathological Aging

8.10. Interventions in Cognitive Processes in Old Age

8.10.1. Systematized Interventions. Occupational Workshops
8.10.2. Other Systematized Interventions
8.10.3. Person-Centered Psychological Interventions
8.10.4. Person-Centered Neuropsychological Interventions 

Module 9. Advances in Researchin Adolescent Psychopathology

9.1. Mental Health and Adolescence

9.1.1. General Psychological Characteristics of Adolescence
9.1.2. Adolescence as a Period of Risk in Psychological Development
9.1.3. The Problem of Etiquette Lighting Problems

9.2. Psychopathology in Adolescence. Risk Factors and Protection

9.2.1. General Psychopathology of Adolescence
9.2.2. Risk Factors in the Occurrence of Psychological Problems in Adolescents
9.2.3. Protective Factors in the Occurrence of Psychological Problems in Adolescents

9.3. Advances in the Assessment of Mental Health in Adolescence

9.3.1. Traditional Assessment of Mental Health in Adolescence
9.3.2. New Techniques for Adolescent Mental Health Assessment
9.3.3. Traditional VS. New Diagnostic Techniques

9.4. Anxiety in Adolescence

9.4.1. Anxiety. An All-Too-Common Problem in Adolescence
9.4.2. Origins of Adolescent Anxiety
9.4.3. Generalization of Anxiety and Chronification
9.4.4. Assessment of Anxiety and its Symptoms in Adolescents
9.4.5. Anxiety as a Prodrome of other Psychological Problems

9.5. Depression and Suicide in Adolescents

9.5.1. Depression in Adolescence
9.5.2. Origins of Adolescent Depression
9.5.3. Depressive Symptoms Identified in Adolescents
9.5.4. Assessment of Depression and Suicide Risk in Adolescents
9.5.5. Adolescent Suicide. Data in Spain and Other Countries

9.6. Eating Disorders. A Frequent Problem in Adolescents

9.6.1. Eating Disorders. Definition and Basic Concepts
9.6.2. Classification of Eating Disorders
9.6.3. Evaluation of Eating Disorders in Adolescents
9.6.4. Anorexia
9.6.5. Bulimia

9.7. Addictions and Substance Use in Adolescents

9.7.1. Addiction. Definition and Basic Concepts
9.7.2. Substance Use in adolescents. Global Data and the Situation in our Country
9.7.3. Physiological Changes in the Brain Produced by Substance Use
9.7.4. Substance Abuse Disorder

9.8. New Technologies and Their Relationship to Adolescent Psychopathology

9.8.1. New Technologies as a Source of Adolescent Psychopathology
9.8.2. Nomophobia and Imaginary Call Syndrome
9.8.3. Addiction to Internet or Video Game Use
9.8.4. The Problem of Online Gambling

9.9. Psychological Interventions in Adolescence. Prevention and Action

9.9.1. Prevention-Based Interventions
9.9.2. Interventions Based on Correction

9.10. Design and Implementation of Adolescent Intervention Programs

9.10.1. Problem Identification
9.10.2. Intervention Design and Planning
9.10.3. Implementation and Follow-Up of the Intervention
9.10.4. Assessment and Evaluation of the Results of the Intervention

Module 10. Assessment and Intervention in Health Psychology

10.1. Body-Mind Relationships. Psychosomatic Medicine

10.1.1. From Descartes to Psychosomatic Medicine
10.1.2. The biopsychosocial model
10.1.3. Evidence of the Relation Between Body and Mind
10.1.4. Physical Pathologies with Identified Psychological Causal Factors

10.2. The Assessment Process in Health Psychology

10.2.1. Classical Assessment in Health Psychology
10.2.2. Role of the Different Agents. Internist Physician, Psychologist, Psychiatrist
10.2.3. New Techniques of Psychological Health Assessment

10.3. Scales, Tests, and Common Tests in Health Psychology

10.3.1. Traditional Behavioral Tests and Scales in Health Psychology
10.3.2. Advantages and Disadvantages of Different Measurements

10.4. Stress and its Relation to Mental Health

10.4.1. Stress as a Causal Factor in Psychopathology
10.4.2. Psychobiology of Stress. Cortisol
10.4.3. Personality, Individual Characteristics and Stress Levels

10.5. Sleep-Related Pathologies

10.5.1. Insomnia. Definition and Basic Concepts
10.5.2. Types of Insomnia and Possible Causes
10.5.3. Hypersomnias Definition and Basic Concepts
10.5.4. Hypersomnias Types
10.5.5. Circadian Rhythm Disturbances and Parasomnias
10.5.6. REM Sleep Behaviour Disorders

10.6. Quality of Life as a Relevant Factor in Psychological Health

10.6.1. Quality of Life. Definition and Approaches to the Term
10.6.2. Factors Influencing Perceived Quality of Life
10.6.3. Quality of Life as a Predictor of Psychological Health

10.7. Advances and Areas of Intervention in Health Psychology

10.7.1. Interventions Based on Health Promotion
10.7.2. Interventions in Cardiovascular Disease, Diabetes and Cancer
10.7.3. Intervention in Addictions and Substance Abuse Problems
10.7.4. Interventions Aimed at Psychological Processes Stress Management

10.8. Biofeedback Techniques as an Iintervention in Health Psychology

10.8.1. Biofeedback. Definition and Basic Concepts
10.8.2. Techniques that Use Biofeedback
10.8.3. Biofeedback as a Method of Intervention in Health Psychology
10.8.4. Evidence on the Use of Biofeedback in the Treatment of Certain Disorders

10.9. Transcranial Magnetic Stimulation (TMS) as an Intervention in Health Psychology

10.9.1. Transcranial Magnetic Stimulation. Definition and Basic Concepts
10.9.2. Functional Areas Considered Therapeutic Targets of Transcranial Magnetic Stimulation
10.9.3. Results of Intervention through TMS in Health Psychology

10.10. Design and Implementation of Intervention Programs in Health Psychology

10.10.1. Problem Analysis
10.10.2. Description and Operationalization of the Problem
10.10.3. Planning and Design of the Intervention Program
10.10.4. Program Implementation and Follow-up
10.10.5. Evaluation of the Results of the Intervention Program
10.10.6. Correction and Improvement of the Intervention Program

Discover the importance of the professional’s orientation towards research and the implications of effective accompaniment in this field”