Mediante esta Postgraduate diploma 100% online, comprenderás en profundidad las características evolutivas del infante y del adolescente, y desarrollarás intervenciones diagnósticas ajustadas a sus necesidades”

La Evaluación Psicológica Infantojuvenil ha cobrado especial relevancia en los últimos años, convirtiéndose en un proceso esencial para identificar alteraciones emocionales y conductuales en menores. Por ejemplo, el incremento de casos relacionados con la depresión, la ansiedad o los trastornos del sueño ha generado una mayor demanda de diagnósticos clínicos tempranos y precisos. En este sentido, los psicólogos requieren disponer de un conocimiento profundo y actualizado sobre las metodologías más eficaces para intervenir de manera adecuada y favorecer el bienestar integral de niños y adolescentes.

En este contexto, TECH lanza un vanguardista programa en Evaluation and Diagnosis of Children and Adolescents. Diseñado por especialistas en el ámbito clínico, el itinerario académico profundizará en las principales teorías del desarrollo Infantil y su aplicación práctica en la Psicología Infantil. En sintonía con esto, el temario ahondará en las técnicas más eficaces para la realización de entrevistas clínicas adaptadas a niños y adolescentes. Asimismo, los materiales didácticos ofrecerán a los profesionales múltiples estrategias para identificar de forma precisa síntomas asociados a alteraciones emocionales y del comportamiento. De este modo, los egresados desarrollarán competencias avanzadas para llevar a cabo evaluaciones ajustadas al perfil evolutivo del menor. Gracias a esto, optimizarán los procesos diagnósticos desde un enfoque riguroso y especializado.

Por otra parte, la titulación universitaria se basa en una flexible modalidad 100% online que permite a los psicólogos organizar sus tiempos de estudio como deseen. De hecho, lo único que precisarán es un dispositivo electrónico con conexión a internet para acceder al Campus Virtual. Además, TECH emplea su disruptivo sistema del Relearning, que garantiza que los profesionales interioricen los conceptos clave de forma progresiva y efectiva. Así pues, los egresados no tendrán que depender de métodos convencionales como la repetición o la memorización mecánica. En adición, disfrutarán de una amplia gama de recursos multimedia de apoyo como vídeos explicativos, esquemas interactivos o casos clínicos aplicados. Así, una célebre Directora Invitada Internacional impartirá en exclusiva una serie de rigurosas Masterclasses.

Una prestigiosa Directora Invitada Internacional ofrecerá exclusivas Masterclasses sobre las últimas tendencias en Evaluation and Diagnosis of Children and Adolescents”

Esta Postgraduate diploma en Evaluation and Diagnosis of Children and Adolescents contiene el programa universitario más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos en Psicología
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en metodologías innovadoras
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

La multitud de recursos teórico-prácticos de este programa universitario te ayudarán a identificar con precisión los diferentes tipos de hijo dentro del contexto familiar y a adaptar tus estrategias de evaluación psicológica”

Incluye en su cuadro docente a profesionales pertenecientes al ámbito de la Psicología, que vierten en este programa la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un estudio inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el alumno deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso académico. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

Con TECH, podrás afianzar tus conocimientos sobre los factores de riesgo que afectan la salud mental en la infancia, desarrollando habilidades para realizar evaluaciones preventivas"

Un programa universitario 100% online, con el que podrás estudiar los trastornos de ansiedad en la población infantojuvenil desde cualquier lugar"

The syllabus of this Postgraduate diploma has been developed by a teaching team whose main objective is to provide the psychology professional with up-to-date knowledge. Under this premise, a study plan has been designed, consisting of 4 modules that will address the Evaluation and Diagnosis of Children and Adolescents. For this purpose, students will have access to a library of multimedia resources that will immerse them in the history of child and adolescent psychopathology, the therapeutic relationship with the infant, the socioeconomic and family context and pathological factors. Likewise, the Relearningsystem, based on the reiteration of content, will allow the knowledge obtained in this degree to be learned in a more natural and gradual way.

Access the library of multimedia resources and the most up-to-date content easily. All you need is a computer or tablet with internet access”

Module 1. History of Psychology: Child and Adolescent Psychopathology

1.1. Background of General Psychology

1.1.1. The Birth of Scientific Psychology
1.1.2. Psychology In the first Half of the 20th Century
1.1.3. Psychology In the Second Half of the 20th Century

1.2. Child psychology: Why study children?

1.2.1. What is Child Psychology?
1.2.2. Developmental Psychology
1.2.3. Why Should We 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. Understanding Symptoms in Child Psychopathology

1.8.1. Concept of Symptoms and Signs of Somatic and Psychopathological Illness
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. Background of Disease in the 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 infant, process of evolution and diagnosis in the psychopathology infantojuvenile

2.1. Therapeutic Relationship with Children and Adolescents

2.1.1. Infant and Adolescent Characteristics
2.1.2. Establishment of a Therapeutic Alliance with the Minor
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 Minor
2.2.2. Most Common Communication and Speech Techniques for Successful Psychological Therapy with the Infant
2.2.3. Communication Difficulties in Therapy

2.3. Clinical Assessment and Diagnosis Process in Childhood: Phases

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 to be Assessed in the Child and Adolescent Stage
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. Errors in Diagnosis in the Childhood and Adolescence 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. Concept of Family System
2.9.2. The Family System in Psychological Therapy
2.9.3. Problems Related to Family Involvement in the Minor's Therapy

2.10. Family Evaluation

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. Developmental Contexts

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

3.2. Pathologies of the Microcontext, Pathology of the Mesocontext and Pathology 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 the Family in the Development of Psychopathologies
3.4.2. Characteristics of the Pathological Family
3.4.3. Influences of the Pathological Family on the Infant

3.5. Conflictive Bonds

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

3.6. Type of Child and Sibling History

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

3.7. Family Psychopathology and its Impact on the Infant

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

3.8. Problematic Extrafamilial Environment

3.8.1. Introduction to the Concept of Extrafamilial Environment 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 Member
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 environments in 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 of 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 and Related Disorders

4.3.1. What are Bipolar and Related Disorders?
4.3.2. Disorders included in the diagnostic category of bipolar disorder and related disorders

4.4. Depressive Disorders

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

4.5. Anxiety Disorders

4.5.1. Anxiety Disorders
4.5.2. Types of Anxiety Disorders included in the 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 Disorder 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 Disorders Related to Trauma and stress factors

4.8. Dissociative Disorders

4.8.1. Characteristics of Dissociative Disorders
4.8.2. Disorders Included in the Diagnostic Category of "Dissociative Disorders"

4.9. Somatic Symptom Disorders and Related Disorders

4.9.1. What are Somatic Symptom Disorders and Related Disorders?
4.9.2. Disorders included in the Diagnostic Category of "Somatic Symptom Disorders and Related Disorders" 
4.9.3. Evidence and Data of Relevance on Factitious Disorder as Applied to Another (in Children and Adolescents) 

4.10. Eating and Food Ingestion 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 on eating and food intake disorders in adolescence

An online degree in which you will learn the latest techniques used in the evaluation of children with eating disorders”