Esta Postgraduate diploma te brinda la oportunidad de crecer como docente y ampliar tus conocimientos en psicología infantojuvenil. Inscríbete ahora”

La labor del docente ha dejado de ser exclusivamente la impartición de materia. Su figura como detector de alumnos con dificultades académicas derivadas de determinados trastornos se ha convertido esencial para su tratamiento por parte de profesionales de la psicología, así como para el propio desarrollo académico del alumnado. Esta Postgraduate diploma aporta a los profesionales cencia de crecer en su d de la docencia el conocimiento más actualizado y avanzado en la Evolución y Diagnóstico Infantojuvenil. 

Un programa que aporta al alumnado los instrumentos y técnicas más empleadas, así como las nuevas líneas de investigación en el abordaje psicológico en menores de edad. De esta forma, el alumnado que curse esta titulación adquirirá un aprendizaje intensivo entorno a los trastornos del neurodesarrollo, la influencia de la posición socioeconómico de la familia, la cultura y los medios en los menores. 

Una enseñanza que permitirá profundizar en el área de los criterios diagnósticos de los universos patológicos, en la comunicación más exitosa de la terapia en la etapa infantojuvenil o en la evolución en las psicopatologías infantojuveniles. Todo ello con un contenido multimedia conformado por video resúmenes, lecturas complementarias y casos clínicos reales, que serán de gran utilidad práctica en el aula. 

TECH otorga así la oportunidad a los profesionales de la docencia de crecer en su desempeño profesional con una enseñanza de calidad a la que podrán acceder las 24 horas del día, sin sesiones con horarios fijos y con tan solo un ordenador, móvil o tablet. Así, el alumnado puede avanzar en su carrera profesional sin descuidar otros ámbitos de su vida como el laboral o el personal. 

Una enseñanza 100% online a la que podrás acceder desde cualquier dispositivo electrónico, en cualquier lugar del mundo”

Esta Postgraduate diploma en Child and Adolescent Assessment and Diagnosis 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
• 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

Estás ante una Postgraduate diploma que te permitirá crecer profesionalmente compaginando tus responsabilidades laborales con una enseñanza de calidad”

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 a los profesionales 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 los profesionales deberán tratar de resolver las distintas situaciones de práctica profesional que se les planteen a lo largo del curso académico. Para ello, contarán con la ayuda de un novedoso sistema de videos interactivos realizados por reconocidos expertos.

Accede las 24 horas del día al temario más actual en relación a los instrumentos de evaluación empleados en la población adolescente"

Inscríbete ya en una titulación donde podrás adquirir un aprendizaje intensivo sobre psicopatología infantojuvenil"

The syllabus of this Postgraduate diploma has been developed by a specialized team whose main objective is to provide comprehensive and useful knowledge for teaching professionals. This syllabus is made up of 4 modules in which the history of child and adolescent psychopathology, the therapeutic relationship with the infant, the socioeconomic and family context and the pathological universes will be addressed. The Relearning system, based on the reiteration of content, will allow students to acquire learning in a more natural and progressive way. 

Una Postgraduate diploma that will allow you to delve into childhood schizophrenia, bipolar disorder and related disorders"

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 Should We 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, Evolution and Diagnostic Process in Child and Adolescent Psychopathology

2.1. Therapeutic Relationship with Children and Adolescents

2.1.1. Infant and Adolescent Characteristics
2.2.2. Establishment of a Therapeutic Alliance with the Minor
2.2.3. 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 Errors

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 Assessment

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 Universes 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 Disorder and Related Disorders

4.3.1. What Are Bipolar Disorder and Related Disorders?
4.3.2. Disorders Included in the Diagnostic Category of Bipolar 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 Stressors

4.8. Sleep/Wake Disorders

4.8.1. Common Characteristics of Sleep/Wake Disorders
4.8.2. Disorders Included in the Diagnostic Category of Sleep/Wake Disorders

4.9. Disruptive, Impulse-Control and Behavioral Disorders

4.9.1. Types of Disorders
4.9.2. Common Problems with Behavioral Management of Infants in Psychological Therapy

4.10. Eating and Food Intake 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 about Eating and Food Intake Disorders in Adolescence

An online qualification that will enable you to distinguish the autonomous self, the social self and the family self in childhood and adolescence"