Profundizarás en la caracterización de la dismorfia corporal y en cómo esta afecta a la autoestima de los jóvenes mediante un intensivo programa en modalidad 100% online”

Ante los crecientes aumentos de los casos de acoso escolar, los adolescentes tienden a sufrir Trastornos de la Conducta Alimentaria con mayor frecuencia. Entre ellos, la Anorexia y la Bulimia presentan cifras alarmantes. A la presión social se suman otros factores como hábitos inadecuados de alimentación, la disfuncionalidad familiar o la presión social que ejercen los medios de comunicación respecto a una imagen corporal idealizada. Este contexto, se requieren medidas terapéuticas más efectivas, orientadas la prevención y el manejo adecuado de estas afecciones en los más jóvenes.  

Para apoyar a los profesionales de este campo, TECH integrará los contenidos más punteros al respecto en este exhaustivo Experto Universitario. Así, este plan de estudios destacará en el panorama académico por su óptica innovadora y su énfasis en el desarrollo de competencias profesionales para hacerle frente a estas afecciones y trastornos psicológicos. Su temario abordará cómo la creación de un entorno de apoyo puede marcar una diferencia significativa en la vida de los jóvenes. Además, el itinerario académico establecerá estrategias para que tanto los padres como los educadores promuevan relaciones saludables con los alimentos. Tras su intensivo abordaje, los egresados serán capaces de diseñar recursos provechosos mediante estrategias de implementación y seguimiento en los TCA.

Por otro lado, TECH empleará el revolucionario sistema del Relearning para afianzar todos estos contenidos. Este método de aprendizaje se centrará en la reiteración de los conceptos más importantes, garantizando que el alumnado su asimilación natural y progresiva. Lo único que necesitarán los estudiantes es un dispositivo con acceso a Internet para acceder a sus materiales de modo personalizado, sin ninguna restricción y durante las 24 horas del día. Además, tendrán la posibilidad de descargarse todo el temario para almacenarlo y visualizarlo en el futuro. 

Serás capaz de evaluar las necesidades de pacientes con Bulimia o Anorexia durante la adolescencia y ajustar los recursos terapéuticos a tu alcance para su intervención” 

Esta Postgraduate diploma en Prevention of Eating Disorders contiene el programa educativo más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos en Psicología, Dietética, Nutrición, entre otros
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido 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

Analizarás los principios del enfoque Health at Every Size a través de este exhaustivo temario con 450 horas de duración” 

El programa incluye en su cuadro docente a profesionales del sector que vierten en esta capacitación 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 una capacitación inmersiva programada para entrenarse ante situaciones reales.

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

Ampliarás tus habilidades y podrás desarrollar campañas de concienciación sobre los TCA que impacten en tus pacientes y sus entornos"

Accederás a las ventajas del sistema de enseñanza Relearning que garantiza la asimilación de conceptos complejos de un modo natural y progresivo"

The present Postgraduate diploma is structured into 3 complete modules, in which the prevention of EDs during adolescence is discussed in depth. The program will analyze how identity is constructed during this period, emphasizing family relationships and the influence of friendships. Along these lines, the curriculum will address the psychological risks faced by minors. In this way, graduates will be able to identify early on the possible problems that may develop in their eating behavior.

You will delve into the most effective strategies to promote healthy eating among adolescents and young adults through this disruptive university degree”

Module 1. Adolescence, Body Image and Self-Esteem

1.1. Cardiac Catheterization

1. 1.1. Characteristics of Adolescence

1.1.1.1. Characteristics of Adolescence
1.1.1.2. Typical Physical, Cognitive and Emotional Changes in Adolescence
1.1.1.3. Social and Emotional Development

1.1.2. Exploration of Identity Formation

1.1.2.1. The Role of Friendships and Family Relationships
1.1.2.2. Addressing the Typical Emotions of Adolescence: Rebelliousness and the Search for Independence
1.1.2.3. Psychological Risks and Challenges
1.1.2.4. Risk Factors: Bullying and Substance Abuse
1.1.2.5. Identification of Possible Psychological Problems in Adolescence: Depression, Anxiety and Conduct Disorders
1.1.2.6. Prevention: The Role of Mental Health Education in Schools. Importance of Early Detection of Conflicts

1.2. Body image

1.2.1. Description of body image
1.2.2. Construction of Body Image and Body Changes through the Life Cycle
1.2.3. How Body Image Perception may Vary between Individuals
1.2.4. Current Research and Studies Related to Body Image
1.2.5. Influencing Factors on Body Image, Risk and Protective Factors

1.2.5.1. Social and Cultural Factors
1.2.5.2. Beauty over Time: Evolution of the Ideals of Beauty

1.3. Self-esteem

1.3.1. Description of Self-Esteem
1.3.2. Factors Influencing Self-Esteem: Family Relationships, Culture and Personal Experiences
1.3.3. Characteristics of Healthy Self-Esteem: Self-Confidence, Resilience, and Self-Love
1.3.4. Consequences of Low Self-Esteem on Mental Health, Interpersonal Relationships, Academic and Work Performance, and Quality of Life

1.4. Relationship between Body Image and Self-Esteem

1.4.1. Development of Self-esteem and Self-image in Relation to the Body
1.4.2. Influencing Factors

1.4.2.1. Influence of Body Image on Self-Esteem
1.4.2.2. Influence of Media and Culture on Beauty Standards
1.4.2.3. Social Pressure and Comparisons with Others

1.5. Common Body Image Problems in Mental Health

1.5.1. Characteristic Features of Body Image Problems
1.5.2. Connection between Negative Body Image and Disorders such as Anxiety and Depression
1.5.3. Tools for measuring BI
1.5.4. Interventions for BI
1.5.5. Body image-Related Disorders

1.5.5.1. Body Dysmorphia
1.5.5.2. Eating Disorders
1.5.5.3. Importance of Early Detection and Diagnosis
1.5.5.4. Prevention and Education: Strategies to Promote Healthy Body Image in Society and in Schools from Early Ages

1.6. Psychosocial Factors in Adolescence

1.6.1. Influence of the Family on Adolescent Development
1.6.2. the importance of Sexual and emotional education in Adolescence
1.6.3. Role of Technology and Social Networks in the Lives of Adolescents

1.7. Intervention Strategies in Problems of Self-esteem

1.7.1. Cognitive Therapy Techniques to Improve Self-Esteem
1.7.2. Promotion of Resilience in Adolescents
1.7.3. Support Groups and their Impact on Adolescent Self-Esteem

1.8. Development of a Positive Body Image

1.8.1. Encouraging a Healthy Relationship with Food and Exercise
1.8.2. strategies for dealing social pressure and beauty standards
1.8.3. The Importance of Personal Acceptance and Authenticity

1.9. Prevention of Emotional Disorders in Adolescents

1.9.1. Identification of Early Risk Factors

1.9.1.1. Traumatic Experiences
1.9.1.2. Family History
1.9.1.3. School and Academic Stress
1.9.1.4. Interpersonal Relationship Problems
1.9.1.5. Substance abuse
1.9.1.6. Hormonal Fluctuations in Adolescence
1.9.1.7. Early Identification of Risk The Factors
1.9.1.8. How to Address Conversations about Weight in a Positive Way

1.10. Self Expression and Creativity in Adolescence

1.10.1. Art as a Therapeutic Tool for Exploring Identity
1.10.2. Promotion of Emotional Expressions in Adolescence
1.10.3. The Importance of Self Expression in Self-esteem Construction

Module 2. Development of Eating Disorders

2.1. Etymology of Eating Behavior Disorders (EDs)

2.1.1. Origin of the term "Eating Disorders"
2.1.2. Eating Disorders in Today's Clinical Setting
2.1.3. Evolution of the Understanding of EDs Over Time

2.2. Eating Disorders over Time

2.2.1. Historical Milestones in the Identification and Understanding of EDs
2.2.2. Changes in the Social Perception of EDs Over Time
2.2.3. Scientific Advances that have Contributed to the Understanding of EDs

2.3. Epidemiology

2.3.1. Global Statistics on the Incidence of EDs
2.3.2. Most Affected Population Groups and their Geographical Distribution
2.3.3. Factors Influencing the Variability in the Prevalence of EDs

2.4. Prevalence of EDs in Adolescents and Young Adults

2.4.1. Specific Data on Prevalence in Age Groups
2.4.2. Changes in Prevalence during Adolescence and the Transition to Adulthood
2.4.3. Factors that may Contribute to Childhood Onset of EDs

2.5. Social and Psychological Impact of EDs

2.5.1. Effects on Interpersonal and Family Relationships
2.5.2. Consequences on Quality of Life and Emotional Well-Being
2.5.3. Stigma and Discrimination Associated with EDs

2.6. Gender Differences in the Manifestation of EDs and Special Groups

2.6.1. Exploration of Differences in Prevalence between Men and Women
2.6.2. Gender Considerations in the Presentation and Diagnosis of EDs
2.6.3. Influence of Gender Norms on the Manifestation of EDs
2.6.4. EDs in Special Groups

2.6.4.1. Eds in Athletes
2.6.4.2. Normalization of Risky Behavior
2.6.4.3. Bigorexia
2.6.4.4. Orthorexia
2.6.4.5. EDs in Pregnancy
2.6.4.6. EDs in Diabetes
2.6.4.7. ED-DMT1
2.6.4.8. EDs in the LGBTI Community
2.6.4.9. Chronic Patient Management

2.7. Consequences of Not Treating EDs

2.7.1. Long-term Medical and Psychological Complications
2.7.2. Impact on Quality of Life and Daily Functioning
2.7.3. Mortality Risks Associated with Untreated EDs

2.8. Barriers to Diagnosis and Treatment of EDs

2.8.1. Common Barriers to Early Identification of EDs
2.8.2. Limited Access to Health Care Services
2.8.3. Stigma and Lack of Public Awareness as Barriers to Seeking Help

2.9. Myths and Realities of EDs

2.9.1. Exploration of Common Myths Surrounding EDs
2.9.2. Clarification of Misinterpretations
2.9.3. The Importance of Education and Awareness in Demystifying EDs

2.10. Recovery in EDs

2.10.1. Understanding the Nature and Complexity of EDs as Mental Illnesses
2.10.2. Recovery as a Process, an Individual Pathway
2.10.3. Setting Realistic Goals in the Recovery Process
2.10.4. Demystifying the Belief that EDs are Incurable
2.10.5. Factors Influencing Recovery
2.10.6. Recovery Testimonials

Module 3. Prevention of EDs in the Family and School Environment

3.1. Education in the Promotion of a Healthy Body Image

3.1.1. Promotion of a Positive Perception of the Body and Body Image
3.1.2. Strategies to Address Social Pressure and Beauty Standards
3.1.3. Creating an Environment that Promotes Self-Acceptance

3.2. Health at Every Size (HAES) program and Balanced Eating

3.2.1. Principles of the Health at Every Size (HAES) Approach
3.2.2. Promotion of a Healthy Relationship with Feeding and Exercise
3.2.3. Teaching the Importance of Respect for Different Body Shapes and Measurements

3.3. Education in Schools and Educational Centers

3.3.1. Educational and Awareness of EDs
3.3.2. Integration of Education about ED in the School Curriculum
3.3.3. Collaboration with Educators and Counselors to Promote Prevention
3.3.4. Measures to Create a School Environment that Promotes Mental Health and Positive Body Image

3.4. Family Involvement in the Prevention

3.4.1. Role of Parents and Caregivers in Promoting a Healthy Relationship with Food
3.4.2. Effective Parent-Child Communication about Mental Health and Nutrition
3.4.3. Resources and Support for Families in the Prevention of EDs

3.5. Media and Social Networking Strategies

3.5.1. Responsible Use of Body Images in the Media
3.5.2. Awareness Campaigns in Social Networks
3.5.3. Collaboration with Influencers and Public Figures in the Promotion of Prevention

3.6. Evaluating the Effectiveness of Prevention Programs

3.6.1. Methods and Metrics for Measuring the Impact of Programs
3.6.2. Identification of Areas for Improvement and Adaptation of Strategies
3.6.3. Importance of Community Feedback in Evaluation

3.7. Interdisciplinary Collaboration in Prevention

3.7.1. Joint Work of Health Professionals, Educators and Community
3.7.2. Examples of Successful Interdisciplinary Collaboration Initiatives
3.7.3. Fostering a Community Support Network in the prevention of EDs

3.8. Promoting Healthy Eating and Exercise Habits

3.8.1. Promoting a Balanced and Adequate Diet for Growth and Development
3.8.2. Importance of Physical Activity as Part of a Healthy Lifestyle
3.8.3. Strategies to Promote the Adoption of Healthy Habits in the Family and School Environment

3.9. Implementation of a Community Prevention Program - "I Love Myself as I Am” Campaign

3.9.1. Steps to Develop an Effective ED Prevention Program
3.9.2. Needs and Resource Assessment in the Community
3.9.3. Strategies for Implementing and Monitoring the Prevention Program
3.9.4. Implementation of a Talk to the Community as Part of the "I Love Myself as I Am" Campaign

3.10. Is Relapse Feasible?

3.10.1. Identification of Warning Signs and Personal Triggers: Stress and Challenging Events
3.10.2. Recognizing Changes in Behavior and Mood for Relapse Prevention
3.10.3. Support Networks: Family, Caregivers
3.10.4. Addressing Relapse: Re-establishing Therapeutic Communication for Adjustment of the Treatment Plan

3.10.4.1. Coping Strategies and Skills
3.10.4.2. Development of Healthy Coping Mechanisms
3.10.4.3. Self-control and Self-regulation Skills
3.10.4.4. Understanding that Relapse Is Not Failure
3.10.4.5. Focus on Resilience and Perseverance

Looking to update your skills for the prevention and intervention of young people with Depression or Anxiety? Achieve it through TECH!"