This Master's Degree will broaden your horizons as a psychologist and will allow you to grow personally and professionally" 

This Master's Degree provides extensive knowledge in advanced models and techniques in community health and social intervention. For this, the professional will have a faculty that stands out for its extensive professional experience in the different areas in which psychology is developed and in the different sectors of the population. 

With this program you will develop the necessary skills to act in different application contexts such as the promotion of volunteering and community development; gender diversity and equal opportunity policies; intervention in family diversity and families at risk; action in the criminological context; prevention and treatment of violence, mistreatment and abuse; and public health strategies, prevention and promotion, among others. 

Throughout this program, the professional will go through all the current approaches in the work of the community health and social intervention psychologist.  The correct approach to psychopathological disorders; knowing the characteristics and fundamental aspects of the psychological interview or knowing how to analyze needs and demands, will be many of the work and study topics that you will be able to integrate in your training with this complete program. 

TECH will not only take you through the theoretical knowledge we offer, but will show you another way of studying and learning, more organic, simpler and more efficient. We will work to keep the professional motivated and to create a passion for learning, helping them to think and develop critical thinking.  

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

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

This Master's Degree in Community Health Psychology and Social Intervention contains the most complete and up-to-date program on the market. The most important features include:

• The development of 100 practical cases presented by experts
• The graphic, schematic, and practical contents provide students with scientific and practical information on the disciplines that are essential for Psychologist
• New developments and innovations in the different areas of psychology
• Practical exercises where self-assessment can be used to improve learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• Special emphasis on cutting-edge 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 the deep knowledge of Community Health Psychology and Social Intervention and its multiple implications, in a complete program created 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, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced psychology experts. 

Increase your confidence as a psychologist, updating your knowledge through this Master's Degree"

A Master's Degree that will allow you to apply the knowledge you acquire in a practical way, with an approach focused on real and contextual learning"

The contents of this comprehensive training program have been developed by the sector’s most competent professionals, with a high quality criterion at every stage of the course For this purpose, the most relevant and comprehensive topics have been selected, with the latest and most interesting updates.

This Master's Degree in Community Health Psychology and Social Intervention contains the most complete and up-to-date program on the market" 

Module 1. Health Psychology and Quality of Life 

1.1. Health Psychology 

1.1.1. Historical Approach to the Concepts of Health and Disease 
1.1.2. The Birth of Health Psychology 
1.1.3. Conclusions 

1.2. Methodology in Health Psychology Research 

1.2.1. Key Concepts and Health Indicators in Epidemiologic Research 
1.2.2. Classification of Epidemiological Studies 
1.2.3. Health Program Assessment 

1.3. Contexts of Psychological Health Care 

1.3.1. Basic Considerations 
1.3.2. Care in Public Health Centers 
1.3.3. Care in Private Registered Centers 

1.4. Lifestyle and its Impact on Health 

1.4.1. What is Health Behaviour? 
1.4.2. Healthy Habits Versus Risk Habits 
1.4.3. Conclusions 

1.5. Health Promotion and Disease Prevention 

1.5.1. Relevant Aspects of Health Behavior Modification Intervention 
1.5.2. Health Promotion and Disease Prevention in Different Contexts 
1.5.3. Conclusions 

1.6. Stress and its Impact on Disease 

1.6.1. Conceptual Delimitation 
1.6.2. Psychophysiological Pathways of Stress 
1.6.3. Stress and Disease 
1.6.4. What Makes a Situation Stressful? 
1.6.5. Stress Control Techniques 
1.6.6. Healthy Stress 

1.7. Health and Quality of Life Improvement 

1.7.1. Managing Disease 
1.7.2. Preventing the Progress of the Disease 
1.7.3. Conclusions 

1.8. Chronic Diseases and Pain 

1.8.1. An Approach to Chronic Diseases 
1.8.2. Pain: An Approach from a Psychological Viewpoint 
1.8.3. Conclusions 

1.9. Family Intervention in Health 

1.9.1. Disease and Family. Basic Aspects 
1.9.2. The Family When Tackling Chronic-Progressive Diseases in Children 
1.9.3. The Family When Tackling Chronic Degenerative Processes in Older Adults 

1.10. Designing Programs for the Prevention of Health Risk Situations 

1.10.1. Introduction 
1.10.2. Logical Framework Phases 
1.10.3. Project Form Format for Funding 

Module 2. Psychology of Social Interaction 

2.1. Introduction to the Subject 

2.1.1. Why Social Interaction Processes Are Important 
2.1.2. Origin: Darwin 
2.1.3. Gaps that Have Been Filled: Further Developments in Darwinian Theory 
2.1.4. Evolutionary Perspective 
2.1.5. Competition and Cooperation 

2.2. Cultural Context and its Influence on the Processes of Social Interaction 

2.2.1. Introduction 
2.2.2. Social Psychology and Culture 
2.2.3. Conclusions 

2.3. Emotions in Social Interaction 

2.3.1. Definitions of Emotion and Related Terms 
2.3.2. Theories of the Study of Emotion 
2.3.3. Social Influence and Social Context 
2.3.4. The Role of Others and Culture on Emotional Expression 
2.3.5. Emotional Regulation and Self-Control 

2.4. Self-Concept and Social Identity 

2.4.1. The Study of the Self 
2.4.2. Self-Concept and Self-Esteem Research 
2.4.3. Self-Concept and Self-Esteem in Adolescence 

2.5. Couple's Relationship 

2.5.1. Couple's Health Indicators 
2.5.2. Pathology of the Couple 
2.5.3. Attachment 
2.5.4. Types of Crises that Can Occur in a Couple 

2.6. Successful Family Relationships 

2.6.1. Introduction: The Systemic Model and Relevant Approaches 
2.6.2. Communication as the Basis for Family Relationships 
2.6.3. Healthy Family: A Context Favorable for More Possibilities 
2.6.4. Emotional Family Psychoeducation 

2.7. Aggression and its Consequences in Today's World 

2.7.1. Definition 
2.7.2. Basic Assumptions in the Psychosocial Analysis of Aggression 
2.7.3. Psychosocial Theories 
2.7.4. Mechanisms Involved in the Aggression Process 

2.8. Prevention and Intervention of Aggressive-Violent Behavior in Childhood and Adolescence 

2.8.1. Definition of the Concept of Bullying
2.8.2. Theories Explaining Aggressiveness and Violent Behavior 
2.8.3. Contexts and Factors Involved in Peer-to-Peer Violence 
2.8.4. Research on the Prevalence of Peer-to-Peer Violence 

2.9. Aid and Altruism 

2.9.1. History of Helping Behavior in Social Psychology 
2.9.2. Basic Concepts: Prosocial Behavior, Helping Behavior, Altruism and Cooperation 
2.9.3. Explanatory Theories on Origins and Prosocial Tendencies 

2.10. Social Influence Processes 

2.10.1. Psychosocial Analysis of Social Influence 
2.10.2. Influence Centered on the Individual 
2.10.3. Group-Centered Influence 
2.10.4. Application of Social Influence to Different Aspects of Society 

Module 3. Family, Community and Human Development 

3.1. Introduction to the Study of Affective and Social Development 

3.1.1. Introduction 
3.1.2. Explanatory Theories 
3.1.3. Classification of Social Development Studies 

3.2. Beginning of Affective Relationships 

3.2.1. Conditions Necessary for an Attachment to Form 
3.2.2. Guidance for Parents to Improve Interaction with the Child with a Disability 
3.2.3. The Formation of the First Attachment 
3.2.4. Components of the Attachment Relationship 
3.2.5. Evolution of Attachment During Childhood 

3.3. Development and Evolution of Attachment in Infancy 

3.3.1. Theories on Affective Development 
3.3.2. Affective Development 
3.3.3. Types of Attachment 
3.3.4. Emotional development 

3.4. Development of Attachment from Adolescence to Adulthood 

3.4.1. Attachment in Adolescence 
3.4.2. Attachment in Young Adults 
3.4.3. Attachment in Middle-Aged and Older Adults 
3.4.4. Differences in Attachment in Adulthood 

3.5. Development of Personal Identity 

3.5.1. The Development of the Self-Concept 
3.5.2. Self-Esteem: the Evaluation Component of Self-Esteem 
3.5.3. The Development of Self-Control 
3.5.4. Who Am I Going to Be? Forging an Identity 
3.5.5. The Other Side of Social Cognition: Getting to Know Others 

3.6. Peer-to-Peer Relationships 

3.6.1. Peers: A New Social Experience? 
3.6.2. Sibling Relationships from 2 to 6 Years of Age 
3.6.3. Social Interactions in Play, Aggressiveness and Prosociality
3.6.4. Peer Relationships: Friendship 
3.6.5. Children's Groups and Dominance Hierarchies 
3.6.6. The Determinants of Social Experience 

3.7. Social Development in Adolescence 

3.7.1. Model of Individual Change: Erikson's Theory 
3.7.2. Self-Concept and Self-Esteem 
3.7.3. Family Relationships 
3.7.4. Relationships with Peers 

3.8. Moral Development 

3.8.1. What is Moral Development? 
3.8.2. Moral Thinking 
3.8.3. Moral Behavior 
3.8.4. Moral Sentiments 
3.8.5. Moral Education 
3.8.6. Values, Religion and Sects 

3.9. Early Promotion of Emotional Development 

3.9.1. Factors that Determine Parental Performance 
3.9.2. Intervention Models 
3.9.3. Educational Criteria for Parents 

3.10. Intervention in Social Development 

3.10.1. Family Education and Social Competence 
3.10.2. Assessment of Social Competence in Young Children 
3.10.3. Development of Social Competence in the Early Childhood School 
3.10.4. Procedures for Developing Social Competence in Early Childhood Schools 
3.10.5. Prevention of Antisocial Behavior

Module 4. Group Psychology 

4.1. Groups in Psychology: Conceptualization, Classifications and Typologies. The Reality of Groups: From the Individualistic to the Interactionist Approach

4.1.1. Social Influence: An Approach to Normalization and Conformity
4.1.2. Group Concept: Definitions Based on Interdependence, Social Identity and Social Interaction and Structure
4.1.3. Types of Groups

4.2. Temporal Aspects: Training, Development and Socialization of Groups 

4.2.1. Group Functions
4.2.2. The Group as a Dynamic Phenomenon
4.2.3. Formation of Groups as a Process of Social Integration

4.3. Group Development: Explanatory Models

4.3.1. The Purpose of Groups
4.3.2. Development of the Relationship Between the Individual and the Group: Group Socialization
4.3.3. Conclusions 

4.4. The Physical, Personal and Social Environment of Groups 

4.4.1. Physical Environment of the Group: Group Space. Human Territoriality
4.4.2. Small Group Ecology
4.4.3. Environmental Stressors and Their Effect on Group Processes

4.5. Personal Environment of the Group: The Size of the Group

4.5.1. Personal Variables and Their Effect on Group Behavior and Performance
4.5.2. Social Environment of the Group: Effects of Composition
4.5.3. Conclusions 

4.6. Intergroup Relationships 

4.6.1. Main Explanatory Models
4.6.2. Affection and Intergroup Relationships
4.6.3. Intergroup Conflicts
4.6.4. Psychosocial Strategies for the Prevention and Management of Intergroup Conflict

4.7. Group Structure: Status, Role and Rules 

4.7.1. Group Structure: Definitions and Components
4.7.2. Status and Roles 
4.7.3. Relationships Between Role and Rule
4.7.4. Social Influence: Rules and Enforcement
4.7.5. Group Structure and Cohesion

4.8. Leadership and Group Functioning 

4.8.1. Conceptual Approach
4.8.2. Leader Characteristics and Behavior
4.8.3. Leadership and Power
4.8.4. Leadership Styles
4.8.5. Situational Leadership
4.8.6. Super Leadership

4.9. Scope of Group Application 

4.9.1. Conceptual Approach to the Different Areas of Group Application
4.9.2. Work 
4.9.3. Therapeutics 
4.9.4. Educational 
4.9.5. Psychosocial 

4.10. Group Dynamics Techniques and Activities: Group Psychotherapy in Specific Programs 

4.10.1. Group Psychotherapy on Specific Programs 
4.10.2. Eating Disorders 
4.10.3. Personality Disorders 
4.10.4. Psychosis 
4.10.5. Alcohol Consumption Disorder 
4.10.6. Affective and Anxiety Disorders 
4.10.7. Group Therapy for the Elderly

Module 5. Legal Psychology 

5.1. Legal Psychology 

5.1.1. What Is Legal Psychology? 
5.1.2. Act and Legal Fact
5.1.3. The Union: Psychology and Law
5.1.4. Action Nuclei
5.1.5. Praxis and Deontology 

5.2. An Expert Report 

5.2.1. What is an Expert Report? 
5.2.2. Report Types According to Scenarios 
5.2.3. Sections of the Report 
5.2.4. Writing the Report 

5.3. Psychological Assessment 

5.3.1. Expert Witness and Expert Assessment
5.3.2. Stages of Forensic Psychological Expertise
5.3.3. Scenarios for Psychological Assessment
5.3.4. The Interview 

5.4. Criminal Proceedings 

5.4.1. The Parties to Criminal Proceedings 
5.4.2. Imputability vs. Psychological Unimputability 
5.4.3. Causes of Psychological Unimputability 

5.5. The Civil Procedure 

5.5.1. Civil and Family Law 
5.5.2. Role in Guardianship and Custody 
5.5.3. Role in Adoption and Guardianship 
5.5.4. The Psychological Effects of Divorce 

5.6. Work Setting 

5.6.1. Determining Partial Psychological Disability 
5.6.2. Determining Total Psychological Disability 
5.6.3. Psychological Effects of the Nature of Work 
5.6.4. Psychological Effects of Mobbing 

5.7. Children in Legal Proceedings 

5.7.1. What Is Juvenile Delinquency? 
5.7.2. Psychological Theories Explaining Juvenile Delinquency 
5.7.3. Juvenile Delinquency Risk Factors 
5.7.4. The Law and Juvenile Offenders 

5.8. Mediation 

5.8.1. The Concept of Conflict 
5.8.2. Alternative Non-judicial Solutions 
5.8.3. Mediation Theories 
5.8.4. Technique in Mediation 
5.8.5. Mediation Processes 

5.9. Victimology 

5.9.1. Psychological Approach 
5.9.2. Who Is the Victim?
5.9.3. Types of Victim 
5.9.4. Victim vs. Perpetrator 
5.9.5. The Role of Psychology 

5.10. Correctional Psychology 

5.10.1. Crime Theories 
5.10.2. Risk Factors 
5.10.3. Correctional Assessment 
5.10.4. Principles of Correctional Intervention 
5.10.5. Personality and Crime

Module 6. Violence Against Women: Genesis, Analysis, Prevention and Intervention 

6.1. The Understanding of Gender Violence 

6.1.1. Previous Ideas about Violence Against Women. (Myths and Neo-Myths) 
6.1.2. Distinctive Characteristics of Gender Violence
6.1.3. Origin and Transmission of Violence Against Women
6.1.4. Basic Characteristics of Violence Against Women 
6.1.5. Manifestations of Violence Against Women: Physical, Sexual, Psychological, etc. and the Interrelationship Between Them 
6.1.6. Forms of Violence Against Women According to Scenarios and Throughout the Life Cycle

6.2. Basic Aspects for Professional Intervention 

6.2.1. Gender Violence as a Tool for Ensuring Dominance and Inequality: Implications of this Approach
6.2.2. The Subjects of Violence: Batterer and Victim: Behavioral, Cognitive and Interactive Dimension
6.2.3. The Cycle of Violence: Evolution and Consequences 
6.2.4. The Violence Process

6.3. Consequences for the Woman that Suffers from It 

6.3.1. Physical, Psychological Criteria and Social Consequences
6.3.2. Victimization and Personality Nullification
6.3.3. Emotional Dependence: The Traumatic Bond

6.4. The Impact of Violence on Children Exposed to Violence against their Mothers

6.4.1. Physical, Psychological Criteria and Social Consequences
6.4.2. Resources and Care Programs

6.5. Intervention in Processes of Violence Against Women 

6.5.1. Intervention with Women who Suffer Gender-Based Violence
6.5.2. Intervention with Children who are "Witnesses" of Violence
6.5.3. Re-education Programs with Men Perpetrators of Violence 
6.5.4. Gender Violence Prevention Programs for Young Couples

Module 7. Social and Community Intervention 

7.1. Social Intervention 

7.1.1. The Historical Background of Social Intervention 
7.1.2. Fundamentals of Social and Community Intervention 
7.1.3. Areas of Action 

7.2. Intervention Programs 

7.2.1. Program Objectives 
7.2.2. Population Characteristics 
7.2.3. Detecting Population Needs 
7.2.4. Program Design 

7.3. Patient-Centered Intervention 

7.3.1. Patient-Centered vs. Disease-Centered Intervention 
7.3.2. Psychological Approach to Chronicity 
7.3.3. Patient-Centered Program Design 
7.3.4. Intervention in Chronic Patients 

7.4. Psychosocial Intervention in Situations of Poverty

7.4.1. Factors that Determine the Risk of Exclusion 
7.4.2. Risk Groups and Characteristics 
7.4.3. Intervention with Minors at Risk of Exclusion 
7.4.4. Psychological Effects of Exclusion 

7.5. Intervention in Political Violence 

7.5.1. Political and Gender Violence 
7.5.2. Protocol for Dealing with Political Violence 
7.5.3. Psychological Impact of Political Violence 
7.5.4. Intervention Design and Characteristics 

7.6. Program Implementation 

7.6.1. The Need to Consider the Design 
7.6.2. Types of Programs Based on Population 
7.6.3. Mandatory Program Features 
7.6.4. Program Implementation Methods 

7.7. Implementing a Drug Program 

7.7.1. Psychology and Addictive Behavior 
7.7.2. Risk Factors in Addictive Behavior 
7.7.3. Programs with Drug Addicts 

7.8. Cases of Vulnerability 

7.8.1. Determination of Psychosocial Vulnerability 
7.8.2. Psychosocial Risk and Vulnerability 
7.8.3. Programs Aimed at the Vulnerable Population 
7.8.4. Risk, Coping, Resilience, Stress and Attachment 
7.8.5. Psychosocial Support in Times of Crisis 

7.9. Program Assessment 

7.9.1. Program Types 
7.9.2. Standards and Assessment Criteria (Be vs. Should Be) 
7.9.3. Monitoring Assessment Programs 
7.9.4. Measuring Impacts 

7.10. Programs with Immigrants 

7.10.1. The Migratory Phenomenon in the 21st Century 
7.10.2. Causes for Migration (Economic, Physical and Psychological) 
7.10.3. Features of Immigrant Programs 
7.10.4. Intervention with Immigrants

Module 8. Family Counseling and Intervention 

8.1. Conceptual Foundations 

8.1.1. Contextualization of the Study of the Family in Psychology
8.1.2. The Concept of Family
8.1.3. Current Social and Cultural Context of the Family 

8.2. Why Guidance and Intervention in the Family Environment? 

8.2.1. Communication between the Different Spheres 
8.2.2. Main Family Problems 
8.2.3. Family Crises 
8.2.4. The Importance of Intervening in the Family Environment 

8.3. General Conceptual Foundations of Counseling and Psychological Intervention 

8.3.1. Counseling and Psychological Intervention in the Family 
8.3.2. Phases of Counseling and Psychological Intervention 
8.3.3. Main trends and Models of Counseling and Psychological Intervention 

8.4. Systemic and Structural Therapy in Family Counseling and Intervention

8.4.1. Conceptual Foundations
8.4.2. Features
8.4.3. Intervention Phases
8.4.4. Resources

8.5. Cognitive-Behavioral Therapy in Family Counseling and Intervention 

8.5.1. Conceptual Foundations
8.5.2. Specific Characteristics 
8.5.3. Intervention Phases
8.5.4. Resources

8.6. Counseling Model in Family Counseling and Intervention

8.6.1. Conceptual Foundations
8.6.2. Specific Characteristics 
8.6.3. Intervention Phases
8.6.4. Resources

8.7. Comprehensive View of the Family and Therapeutic Approaches 

8.7.1. Intervention Approaches
8.7.2. Efficient Therapeutic Practices

8.8. Specific Objects of Intervention in Today's Society in Family Counseling and Intervention 

8.8.1. Family Authority
8.8.2. Family Violence
8.8.3. Family Resilience
8.8.4. Family Communication

8.9. The Role of Information Technologies and Family Communication 

8.9.1. Information and Communication Technologies
8.9.2. Problems Associated with Information and Communication Technologies in the Family Environment
8.9.3. Guidelines for Education and Family Praxis in the Use of Information and Communication Technologies

8.10. Family Education 

8.10.1. Educational Programs
8.10.2. Proactive and Preventive Approach to Family Guidance and Intervention

Module 9. Addiction Assessment and Intervention 

9.1. Definition of Addictions 

9.1.1. Substance Addictions 
9.1.2. Non-Substance Addictions 
9.1.3. Typical Behaviors 

9.2. Context and Comorbidity of Addictions 

9.2.1. Cultural Characteristics 
9.2.2. Risk Factors 
9.2.3. Protective Factors 
9.2.4. Genetic Vulnerability 
9.2.5. Comorbidity 

9.3. Neurobiological Mechanisms 

9.3.1. Characteristics of Addictive Behavior 
9.3.2. Licit Drugs 
9.3.3. Illicit Drugs 

9.4. Assessment of Addictions 

9.4.1. Description, Classification, and Explanation of Addictions 
9.4.2. Evolutionary History 
9.4.3. Assessment Tools 

9.5. Prevention Models 

9.5.1. Rational and Informative Model 
9.5.2. Influence Model 
9.5.3. General Skills Model 

9.6. Addictions Intervention 

9.6.1. General Prevention 
9.6.2. Specific Prevention 

9.7. Psychopathology and Drug Addiction 

9.7.1. Drug Addiction and Polydrug Addiction 
9.7.2. Anxiety and Depression 

9.8. Dual Pathology 

9.8.1. Drug-Dependent Patients 
9.8.2. Profiles 
9.8.3. Phases: Acute and Chronic 

9.9. Interview for the Assessment of Addictions 

9.9.1. Motivational Interview 
9.9.2. Specific Evaluation of the Different Addictions 

9.10. Treatment of Addictions 

9.10.1. Intervention Strategy 
9.10.2. Therapeutic Process 
9.10.3. Therapeutic Objectives

Module 10. Conflict and Negotiation 

10.1. Conflict and Negotiation 

10.1.1. Social Relations 

10.2. Social Psychology and Negotiation 

10.2.1. The Relationship between Social Psychology and Negotiation 

10.3. Negotiation 

10.3.1. Explanatory Models 

10.4. Frequent Errors in Negotiation 

10.4.1. Attitudes and Constructive Techniques 
10.4.2. Irrationality 

10.5. The Negotiation Process 

10.5.1. Preparing a Negotiation 
10.5.2. Negotiation Phases 

10.6. Competitive Negotiation and Cooperative Negotiation 

10.6.1. The Eight Phase Model 

10.7. Social Dilemmas 

10.7.1. Negotiation During Conflict 

10.8. Factors that Affect Negotiation 

10.8.1. Personal Variables 
10.8.2. Contextual Variables 

10.9. Negotiation Strategies 

10.9.1. Negotiation Tactics 
10.9.2. The Limits of Negotiation 

10.10. Forms of Intermediation 

10.10.1. Law 
10.10.2. Conflicts 
10.10.3. Mediation

Module 11. Coaching 

11.1. What Is Coaching? 

11.1.1. An Objective-Driven Process

11.1.1.1. The Importance of Defining the Objective
11.1.1.2. Starting from the End 
11.1.1.3. How to Define a SMARTER Objective?
11.1.1.4. From Apparent to Real Objective 
11.1.1.5. Target Characteristics

11.1.2. A Process Among People

11.1.2.1. Coaching Framework or Context
11.1.2.2. The Coaching Relationship
11.1.2.3. Influences in the Coaching Process
11.1.2.4. Trust
11.1.2.5. Respect

11.1.3. The Bond
11.1.4. A Communicative Process

11.1.4.1. The Power of Language 
11.1.4.2. Active Listening
11.1.4.3. Lack of Judgment
11.1.4.4. Non-Verbal Communication

11.1.5. An Action-oriented Process 

11.1.5.1. The Importance of Action
11.1.5.2. Designing an Action Plan 
11.1.5.3. Monitoring
11.1.5.4. Assessment
11.1.5.5. A Creative Process
11.1.5.6. Generating Options
11.1.5.7. Choosing Options

11.2. The Origins and Background of Coaching

11.2.1. Philosophical Origins and Maieutics

11.2.1.1. Pre-Socratic Maieutics 
11.2.1.2. Socratic Maieutics
11.2.1.3. Plato
11.2.1.4. Later Philosophical Influences

11.2.2. Influences of Humanistic Psychology

11.2.2.1. The Basics of Humanistic Psychology
11.2.2.2. Confidence in the Client's Ability
11.2.2.3. Focus on Potentialities and Possibilities

11.2.3. Contributions of Positive Psychology

11.2.3.1. The Basics of Positive Psychology
11.2.3.2. Conditions for Positive Psychology
11.2.3.3. Human Strengths
11.2.3.4. Meaning and Purpose in Life

11.2.4. The Winner Game

11.2.4.1. Deliberate Practice
11.2.4.2. Improvement in Sports Performance
11.2.4.3. Gawain

11.2.5. Orientalism

11.2.5.1. Importance of the Process or Pathway 
11.2.5.2. Objectives as Goals 
11.2.5.3. Detachment from Expectations and Achievements 
11.2.5.4. Understanding Suffering 
11.2.5.5. The Power of the Present

11.2.6. Other Influences

11.2.6.1. Systemic Psychology
11.2.6.2. Gestalt Psychology
11.2.6.3. The Flow Concept 
11.2.6.4. Zen Teachings
11.2.6.5. Management
11.2.6.6. Neurosciences
11.2.6.7. Epigenetics

11.3. Current Schools and Trends

11.3.1. The American School

11.3.1.1. The Practical Coaching Approach
11.3.1.2. Thomas Leonard
11.3.1.3. Other Exponents 

11.3.2. The European School

11.3.2.1. Humanistic Coaching
11.3.2.2. John Whitmore
11.3.2.3. Other Exponents of European Coaching

11.3.3. The Latin American School

11.3.3.1. The Ontological Coaching Approach
11.3.3.2. Rafael Echeverría and Julio Olalla
11.3.3.3. Other Exponents of Latin American Coaching

11.4. Differences Between Coaching and Other Approaches 

11.4.1. Specificities of a Coaching Relationship

11.4.1.1. The Coachee's Responsibility
11.4.1.2. The Role of the Coach
11.4.1.3. Achieving Objectives

11.4.2. The Limits of Coaching

11.4.2.1. Psychological Conditions of the Coachee
11.4.2.2. The Coach’s Review and Personal Work
11.4.2.3. Discomfort and Neurosis in Coaching Processes
11.4.2.4. Signs of Psychosis in the Coachee
11.4.2.5. Considerations on the Referral of the Coachee to Psychotherapy Professionals
11.4.2.6. The Approach to Coaching Processes with Coachees in Psychiatric Treatment

11.4.3. Cognitive-Behavioral

11.4.3.1. The Pychotherapeutic Approach
11.4.3.2. The Psychodynamic Approach 
11.4.3.3. The Humanistic Approach
11.4.3.4. The Gestalt Approach
11.4.3.5. The Behavioral Approach
11.4.3.6. The Jungian Approach
11.4.3.7. Systemic Approach 
11.4.3.8. Complementation of Psychotherapy in Coaching Processes

11.4.4. Mentoring

11.4.4.1. Mentoring Objectives
11.4.4.2. Relationships in Mentoring 
11.4.4.3. The Power of Trust in Mentoring
11.4.4.4. Mentoring Advice in Mentoring
11.4.4.5. Limits of Mentoring
11.4.4.6. Complementation of Mentoring with Coaching Processes

11.4.5. Consulting

11.4.5.1. Relationships in Consulting
11.4.5.2. The Objectives of Consulting
11.4.5.3. Complementation of Consulting with Coaching processes

11.4.6. Counseling

11.4.6.1. Relationships in Counseling
11.4.6.2. Objectives and Scope
11.4.6.3. Complementation of Counseling in Coaching Processes

11.4.7. Empowerment

11.4.7.1. Definition
11.4.7.2. Processes 
11.4.7.3. Types

11.4.8. Other Approaches

11.4.8.1. Art Therapy
11.4.8.2. Music Therapy
11.4.8.3. Drama Therapy 
11.4.8.4. Dance Therapy
11.4.8.5. Body Therapies and Mind-Body Integrative Therapies

11.5. Areas of Coaching

11.5.1. Live Coaching

11.5.1.1. Personal
11.5.1.2. Family
11.5.1.3. Relationship

11.5.2. Sports Coaching 

11.5.2.1. Professional Sports Coaching
11.5.2.2. Health and Fitness Coaching
11.5.2.3. Executive Coaching
11.5.2.4. Team Coaching
11.5.2.5. Business Coaching 
11.5.2.6. Nutritional Coaching
11.5.2.7. Systemic Coaching
11.5.2.8. Psycho Coaching
11.5.2.9. Transformational Coaching
11.5.2.10. Educational Coaching

11.6. The Competences of a Coach 

11.6.1. Code of Ethics

11.6.1.1. Ecology
11.6.1.2. Confidentiality
11.6.1.3. Forming Partnerships
11.6.1.4. Creating the Bond
11.6.1.5. Honesty
11.6.1.6. Transparency
11.6.1.7. Respect
11.6.1.8. Commitment

11.6.2. Internal Skills 

11.6.2.1. Self-Knowledge 
11.6.2.2. Vulnerability 
11.6.2.3. Being Proactive
11.6.2.4. Empathy
11.6.2.5. Reflection 

11.6.3. External Skills

11.6.3.1. Effective Communication 
11.6.3.2. Active Listening
11.6.3.3. Admiration
11.6.3.4. Assertiveness 
11.6.3.5. Feedback
11.6.3.6. Process Management
11.6.3.7. Silence
11.6.3.8. Motivation

11.6.4. Coaching Associations

11.6.4.1. International Coach Federation
11.6.4.2. International Coaching Community
11.6.4.3. International Association of Coaching and Psychology 

11.6.5. Coaching Qualifications and Training

11.6.5.1. Quality Training Requirements 
11.6.5.2. Accredited Programs
11.6.5.3. Professional Coach Accreditation 
11.6.5.4. Accreditation Process 

11.6.6. The 11 ICF Core Competencies

11.6.6.1. Laying the Foundations
11.6.6.2. Co-Creating the Relationship 
11.6.6.3. Communicating Effectively
11.6.6.4. Cultivating Learning and Growth

11.7. Session Structure

11.7.1. Coach and Coachee Roles 

11.7.1.1. Role and Responsibilities of the Coach
11.7.1.2. Role and Responsibilities of the Coachee
11.7.1.3. The Coaching Process 
11.7.1.4. Defining Objectives 
11.7.1.5. Action Plan
11.7.1.6. Commitment 
11.7.1.7. Partnerships
11.7.1.8. Assessment

11.7.2. Sponsor

11.7.2.1. Company, Management or Institution as Sponsor
11.7.2.2. Company and Coachee Objectives
11.7.2.3. Responsibility in the Coaching Process

11.7.3. Structure and Framework

11.7.3.1. Initial Situation 
11.7.3.2. Desired Situation
11.7.3.3. Distance Between the Start and Coaching Goal

11.7.4. Partnership and Contract

11.7.4.1. The Suitability of a Partnership
11.7.4.2. The Contract and Contractual Matters
11.7.4.3. Differences and Complementarity Between Partnership and Contract

11.7.5. Types of Session According to their Purpose

11.7.5.1. On Contact
11.7.5.2. On the Starting Process
11.7.5.3. On Development
11.7.5.4. On Monitoring
11.7.5.5. On Assessment
11.7.5.6. On Closure

11.7.6. Closing the Relationship

11.7.6.1. Process Assessment 
11.7.6.2. Relationship Assessment 
11.7.6.3. Evaluating the Achievement of Objectives

11.8. Models

11.8.1. Wasik 
11.8.2. PIE 
11.8.3. STIR 
11.8.4. GROW Model 

11.8.4.1. Objective 
11.8.4.2. Reality 
11.8.4.3. Options
11.8.4.4. Action 
11.8.4.5. Outcomes Model 
11.8.4.6. Objectives 
11.8.4.7. Reasons 
11.8.4.8. Acting from Now
11.8.4.9. Clarifying the Difference
11.8.4.10. Generating Options 
11.8.4.11. Motivating to action
11.8.4.12. Enthusiasm and Incentives
11.8.4.13. Support

11.8.5. Achieves Model 

11.8.5.1. Assess Cure and Situation 
11.8.5.2. Create Brainstorming of Alternatives
11.8.5.3. Hone Goals
11.8.5.4. Initiate Options
11.8.5.5. Assess Options 
11.8.5.6. Validate Action Program
11.8.5.7. Entourage Momentum

11.9. Coactive Coaching

11.9.1. Fundamentals of Coactive Coaching
11.9.2. The Coactive Coaching Model
11.9.3. The Coactive Coaching Relationship 
11.9.4. Contexts

11.9.4.1. Listening
11.9.4.2. Intuition 
11.9.4.3. Curiosity
11.9.4.4. Pushing and Deepening

11.9.5. Self-Management

11.9.5.1. Principles and Practices
11.9.5.2. Fullness
11.9.5.3. Process 
11.9.5.4. Balance
11.9.5.5. Combining

11.10. Coaching as a Tool for the Development of Groups, Companies and Communities

11.10.1. Current Challenges for Companies and Institutions
11.10.2. Organizational Coaching
11.10.3. Company Objectives
11.10.4. Coaching Services for Companies

11.10.4.1. Executive
11.10.4.2. Specific Training Programs
11.10.4.3. Shadow Coaching
11.10.4.4. Group Coaching 
11.10.4.5. (Systemic) Team Coaching

11.10.5. Psychometric Diagnostic Tools 

11.10.5.1. Motivation and values 
11.10.5.2. Psychometric Diagnostic Tools
11.10.5.3. MBTI 
11.10.5.4. FIRO-B 
11.10.5.5. Feedback 360 
11.10.5.6. DISC 
11.10.5.7. Belbin
11.10.5.8. Evolution in Systems and Communities
11.10.5.9. Change and Innovation through Coaching
11.10.5.10. Basic Coaching Tools

11.10.5.10.1. Personal Life Wheel
11.10.5.10.2. Teaching Wheel
11.10.5.10.3. Student Wheel 
11.10.5.10.4. Personal SWOT Analysis
11.10.5.10.5. Johari Window
11.10.5.10.6. GROW Scheme
11.10.5.10.7. Circle of Control, Influence and Concern
11.10.5.10.8. Head, Heart, Belly
11.10.5.10.9. VAK

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