This Master's Degree will provide you with a sense of confidence in the practice of psychology, which will help you grow both personally and professionally”

The keys to learning difficulties developed throughout complete and specific training that will allow you to approach the intervention with the greatest effectiveness"

The school must take greater responsibility when it comes to education in values, to incorporating emotional intelligence in the teacher/student relationship, to coexistence with different people (inclusive school)..., in order to offer our children and young people better development in these times of overwhelming change.

In addition to this, neuroscience is providing more and more information and clues as to how the brain works and how it learns best, calling into question the traditional teaching-learning system. Likewise, our brains are continually exposed to the inevitable presence of new technologies: we acquire knowledge and interact "in continuous connection" with others through screens, and this is already having an impact on the way we learn.

The Master's Degree in Psychological Intervention in Learning Difficulties that we now offer reflects the effort to gather the knowledge we already had regarding Learning Difficulties, while also incorporating new advances in neuroscience, educational and clinical psychology, and teaching, as well as aspects of new technologies that can help us work with this population. It is therefore a unique Master’s Degree, which offers a broad, global vision framed in the 21st century and, at the same time, has a practical, useful approach, with a focus on the real problems that we will encounter.

Students are trained to be competent in an area of professional practice where they will not only master the use of techniques or instruments to evaluate and design individual or group interventions. It will also place you in a new work framework, increasingly characterized by collaboration with other professionals, and by the demand for psychologists to provide guidance and advice in the design of educational environments, which must meet the special educational needs of the students with learning difficulties.

Update your knowledge through the Master's Degree in Psychological Intervention in Learning Difficulties”

This Master's Degree in Psychological Intervention in Learning Difficulties contains the most complete and up-to-date scientific program on the market. The most important features of the program include:

• More than 75 clinical cases presented by psychology experts. The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• Diagnostic-therapeutic developments on assessment, diagnosis, and treatment in intervention in learning difficulties”
• It contains practical exercises where the self-evaluation process can be carried out to improve learning
• Algorithm-based interactive learning system for decision-making in the presented clinical situations
• With special emphasis on evidence-based psychology and research methodologies in psychology
• All this will be complemented by 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

This Master's Degree may be the best investment you can make when choosing a refresher program for two reasons: in addition to updating your knowledge in Psychological Intervention in Learning Difficulties you will obtain a Master's Degree from TECH"

The teaching staff includes professionals from the field of psychology, who bring their experience to this training program, as well as renowned specialists from leading scientific societies.

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 immersive training program to train in real situations.

This program is designed around Problem Based Learning, whereby the psychologist must try to solve the different professional practice situations that arise during the course. For this purpose, the psychologist will be assisted by an innovative interactive video system created by renowned and experienced experts in the field of Clinical Ophthalmology with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge through this Master’s Degree"

Take the opportunity to learn about the latest advances in Psychological Intervention in Learning Difficulties and improve your patient care”

 

The structure of the contents has been designed by a team of professionals from the best hospitals and universities in the country, who are aware of the relevance of up-to-date training to be able to intervene with patients with mental illness or psychological disorders, and are committed to quality teaching through new educational technologies.

This Master's Degree in Psychological Intervention in Learning Difficulties contains the most complete and up-to-date scientific program on the market”

Module 1. Neurodevelopment and Learning

1.1. Neurodevelopment and Learning (I): Prenatal Development.
1.2. Neurodevelopment and Learning (II): Nervous System and Postnatal Learning
1.3. Neurodevelopment and Learning (III): Neuroanatomy of Learning.
1.4. Neurodevelopment and Learning (IV): Concept of Brain Plasticity.
1.5. Neurodevelopment and Learning (V): Development of Higher Cognitive Functions.
1.6. Cognitive Processes and Learning (I): Attention and Cognitive Resource Selection.
1.7. Cognitive Processes and Learning (II): Perception and Acquisition of Information.
1.8. Cognitive Processes and Learning (III): Memory and How it Works.
1.9. Cognitive Processes and Learning (IV): The Process of Coding Information.
1.10. Cognitive Processes and Learning (V): The Information Retrieval Process: The Transfer of Learning.
1.11. Cognitive Processes and Learning (VI): Grouping, Classifying and Forming Categories and Concepts.
1.12. Affective, Motivational, and Relational Variables (I): Personal Variables.
1.13. Affective, Motivational, and Relational Variables (II): The Family. 
1.14. Affective, Motivational, and Relational Variables (III): The School. 
1.15. Affective, Motivational, and Relational Variables (IV): The Community.

Module 2. Learning Difficulties. Designing an Intervention.

2.1. Learning Difficulties (I): Origin and Definition. 
2.2. Learning Difficulties (II): Classification of Learning Difficulties. 
2.3. Learning Difficulties (III): Specific Learning Disorders and Comorbidity.
2.4. Learning Difficulties (IV): Prevalence of Learning Difficulties.
2.5. Learning Difficulties (V): Risk Factors and Warning Signs.
2.6. Assessment and Intervention Design (I): Conditions in the Assessment.
2.7. Assessment and Intervention Design (II): Early Intervention/Attention.
2.8. Assessment and Intervention Design (III): Assessment Techniques and Instruments.
2.9. Assessment and Intervention Design (IV): Communication and Administration of Tests.
2.10. Assessment and Intervention Design (V): Correction, Interpretation, and Completion of the Assessment Report.
2.11. Assessment and Intervention Design (VI): Developing the Intervention Plan
2.12. Assessment and Intervention Design (VII): Following the Intervention Plan.
2.13. Good Practices (I): Networking and Communication with the Family.
2.14. Good Practices (II): Legal and Regulatory Framework.

Module 3. Neurodevelopmental Disorders (I): Specific Learning Disorder

3.1. Learning Reading, Writing, and Mathematics in Early Childhood. 
3.2. Definition and Prevalence.
3.3. Neurobiological Foundations. 
3.4. Neuropsychological Approaches.
3.5. Types of Dyslexia, Dysgraphia, and Dyscalculia. 
3.6. Diagnostic Criteria (I): DSM-V: Reading Difficulties (Dyslexia), Difficulties in Written Expression (Dysgraphia), Difficulties in Mathematics (Dyscalculia).
3.7. Diagnostic Criteria (II): Differential Diagnosis. DSM-V and ICD-10.
3.8. Assessment: Assessment Variables and Techniques and Instruments.
3.9. Psychological and Psychopedagogical Intervention: Intervention Programs.

Module 4. Neurodevelopmental Disorders (II): Communication Disorders and Learning Difficulties

4.1. Childhood Language Development.
4.2. Definition and Prevalence. 
4.3. Neurobiological Foundations.
4.4. Neuropsychological Approaches.
4.5. Classification of Comprehension, Production-Expression and Pronunciation Disorders. 
4.6. Diagnostic Criteria (I): DSM-V: Language Disorder. Phonological Disorder.
4.7. Diagnostic Criteria (II): DSM-V: Childhood-Onset Fluency Disorder (Stuttering). Social Communication Disorders (Pragmatic).
4.8. Diagnostic Criteria (III): Differential Diagnosis. DSM-V and ICD-10.
4.9. Assessment: Assessment Variables and Techniques and Instruments.
4.10. Psychological and Psychopedagogical Intervention: Intervention Programs.

Module 5. Neurodevelopmental Disorders (III): Intellectual Disability and Learning Difficulties

5.1. Intellectual Development in Children.
5.2. The Concept of Intelligence
5.3. Definition and Prevalence.
5.4. Causes of Intellectual Disability.
5.5. Diagnostic Criteria: DSM-V
5.6. Differential Diagnosis. DSM-V and ICD-10.
5.7. Assessment: Assessment Variables and Techniques and Instruments.
5.8. Psychological and Psychopedagogical Intervention: Intervention Programs.

Module 6. Neurodevelopmental Disorders (IV): Autism Spectrum Disorder and Learning Difficulties

6.1. Definition and Prevalence.
6.2. Neurobiological Foundations.
6.3. Neuropsychological Approaches.
6.4. Etiology of Autism.
6.5. Pervasive Developmental Disorders and Subtypes according to DSM-IV.
6.6. Diagnostic Criteria (I): DSM-V: Autism Spectrum Disorder.
6.7. Diagnostic Criteria (II): Differential Diagnosis. DSM-V and ICD-10.
6.8. Assessment: Assessment Variables and Techniques and Instruments.
6.9. Psychological and Psychopedagogical Intervention: Intervention Programs.

Module 7. Neurodevelopmental Disorders (V): Attention Deficit/Hyperactivity Disorder (ADHD), Motor Disorders, and Learning Disabilities

7.1. Self-Control and Inhibition Processes.
7.2. Attention Deficit Hyperactivity Disorder (I): Definition and Prevalence.
7.3. Attention Deficit Hyperactivity Disorder (II): Neurobiological Foundations. 
7.4. Attention Deficit Hyperactivity Disorder (III): Neuropsychological Approaches.
7.5. Attention Deficit Hyperactivity Disorder (IV): DSM-V Diagnostic Criteria.
7.6. Attention Deficit Hyperactivity Disorder (V): Differential Diagnosis. DSM-V and ICD-10.
7.7. Attention Deficit Hyperactivity Disorder (VI): Assessment: Assessment Variables and Techniques and Instruments.
7.8. Attention Deficit Hyperactivity Disorder (VII): Psychological and Psychopedagogical Intervention: Intervention Programs.
7.9. Motor Disorders (I): Childhood Psychomotor Development.
7.10. Motor Disorders (II): Definition and Prevalence.
7.11. Motor Disorders (III): Neurobiological Foundations. 
7.12. Motor Disorders (IV): DSM-V Diagnostic Criteria: Developmental Coordination Disorder. 
7.13. Motor Disorders (V): DSM-V Diagnostic Criteria: Stereotypic Movement Disorder. Tic Disorder.
7.14. Motor Disorders (VI): Differential Diagnosis. DSM-V and ICD-10.
7.15. Motor Disorders (VII): Assessment: Assessment Variables and Techniques and Instruments.
7.16. Motor Disorders (VIII): Psychological and Psychopedagogical Intervention: Intervention Programs.

Module 8. Disorders and Other Personal and Social Circumstances Modulating Learning Difficulties: Disruptive, Impulse-Control and Conduct Disorders and Learning Difficulties.

8.1.1. Disruptive, Impulse-Control and Conduct Disorders (I): Impulse Control and Prosocial Behavior.
8.1.2. Disruptive, Impulse-Control and Conduct Disorders (II): Definition and Prevalence.
8.1.3. Disruptive, Impulse-Control and Conduct Disorders (III): Neurobiological Foundations. 
8.1.4. Disruptive, Impulse-Control and Conduct Disorders (IV): Neuropsychological Approaches to Antisocial Behavior.
8.1.5. Disruptive, Impulse-Control and Conduct Disorders (V): DSM-V Diagnostic Criteria: Oppositional Defiant Disorder. Intermittent Explosive Disorder.
8.1.6. Disruptive, Impulse-Control and Conduct Disorders (VI): DSM-V Diagnostic Criteria: Behavioral Disorders.
8.1.7. Disruptive, Impulse-Control and Conduct Disorders (VII): DSM-V Diagnostic Criteria: Antisocial Personality Disorder.
8.1.8. Disruptive, Impulse-Control and Conduct Disorders (VIII): Differential Diagnosis. DSM-V and ICD-10.
8.1.9. Disruptive, Impulse-Control and Conduct Disorders (IX): Assessment: Assessment Variables and Techniques and Instruments.
8.1.10. Disruptive, Impulse-Control and Conduct Disorders (X): Psychological and Psychopedagogical Intervention: Intervention Programs.
8.1.11. Definition of Gifted and Prevalence.
8.1.12. Assessment Criteria.
8.1.13. Assessment: Assessment Variables and Techniques and Instruments.
8.1.14. Psychological and Psychopedagogical Intervention: Intervention Programs.
8.1.15. Children and Youth in Situations of Social and Family Risk: Substance Abuse, Unsafe Sexual Behavior, Family Destructuring, and Violence.
8.1.16. Children and Youth at Risk of Social Exclusion: Poverty and Displacement Problems.
8.1.17. Children and Youth in Situations of Mental Health Risk: Affective Problems.
8.1.18. Assessment: Assessment Variables and Techniques and Instruments.
8.1.19. Psychological and Psychopedagogical Intervention: Intervention Programs.

A unique, key, and decisive Master’s Degree experience to boost your professional development”