Mejora tus conocimientos en Applied Psychology for Speech-Therapy Intervention a través de este programa, donde encontrarás el mejor material didáctico con casos clínicos reales. Conoce aquí los últimos avances en la especialidad para poder realizar una praxis psicológica de calidad”

Conocer cuáles son las necesidades educativas específicas que se derivan de los diversos trastornos de la comunicación, una vez definido, ayudará a diseñar e implementar modelos de intervención tanto generalistas o ambientalistas en la línea de adaptación del lenguaje del adulto descrita por Rondal J.A. en los 90, pasando por modelos funcionales en la línea de Monfort y hacia modelos más específicos centrados en la pragmática como expone Belinchón, M. (1992).

Es fundamental considerar los aportes de la psicología a la práctica diaria en las aulas y en los gabinetes, de manera que los especialistas en logopedia, tanto clínica como escolar, sean capaces de abordar la diversidad de situaciones que se presentan en los diferentes contextos educativos. No se trata tanto de un método único de intervención que sería muy reduccionista, sino de ajustar los diferentes modelos a la neuropsicología y el contexto de cada sujeto.

Esta formación aúna conocimientos básicos en psicología y en logopedia, así como herramientas que permiten al logopeda buscar la mejora del desempeño con sus alumnos en aquellas áreas que demanden intervención, ofreciendo las pautas necesarias que provoquen los cambios y la normalización de los procesos comunicativos alterados.

Restaurar y reeducar patronos de comunicación, habla y lenguaje conlleva pautas, rutinas, esfuerzos y motivaciones que tienen un ritmo de desarrollo diferente en cada sujeto. Las variables psicológicas inciden directamente sobre el estado del alumno y sobre su evolución, por ello es tan importante tener conocimientos básicos psicológicos, que nos ayuden a comprender al alumno y a reorientar sus conductas. En definitiva, la intervención logopédica requiere modificar conductas de forma semejante a un trabajo psicológico.

Una oportunidad de aunar, en un mismo programa, logopedia y psicología aplicada para llegar a la excelencia terapéutica haciendo uso de las herramientas aplicadas tanto al ámbito de la educación como a otros escenarios”

Este Postgraduate certificate en Applied Psychology for Speech-Therapy Intervention , contiene el programa científico más completo y actualizado del mercado. Las características más destacadas del Postgraduate certificate son:

• El desarrollo de casos clínicos presentados por expertos en Psicología Aplicada a la Intervención Logopédica
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y asistencial sobre aquellas disciplinas indispensables para el ejercicio profesional
• Las novedades sobre Psicología Aplicada a la Intervención Logopédica
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• El sistema interactivo de aprendizaje basado en algoritmos para la toma de decisiones sobre las situaciones clínicas planteadas
• Su especial hincapié en la medicina basada en la evidencia y las metodologías de la investigación en Psicología Aplicada a la Intervención Logopédica
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Este Postgraduate certificate puede ser la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Applied Psychology for Speech-Therapy Intervention, obtendrás un título de Postgraduate certificate por la TECH Global University”

Incluye en su cuadro docente a profesionales pertenecientes al ámbito de la actuación psicológica aplicada a la logopedia, que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas de sociedades científicas de referencia.

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 psicólogo deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen. Para ello, el especialista contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la actuación psicológica aplicada a la intervención logopédica y con gran experiencia.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de este Postgraduate certificate”

Aprovecha la oportunidad para conocer los últimos avances en Applied Psychology for Speech-Therapy Intervention y mejorar la atención a tus pacientes”

The structure of the content has been designed by a team of professionals from leading hospitals and universities in the country. They are fully aware of the importance of up-to-date training for effective intervention in learning and are committed to delivering high-quality education through new educational technologies.

This Postgraduate certificate in Applied Psychology for Speech-Therapy Intervention contains the most complete and up-to-date scientific program on the market”

Module 1. Psychological Knowledge of Interest in the Speech-Therapy Field

1.1. Child and Adolescent Psychology

1.1.1. First Approach to Child and Adolescent Psychology

1.1.1.1. What Does the Field of Child and Adolescent Psychology Study?
1.1.1.2. How Has It Evolved Over the Years?
1.1.1.3. What Different Theoretical Orientations Can a Psychologist Follow?
1.1.1.4. The Cognitive-Behavioral Model

1.1.2. Psychological Symptoms and Mental Disorders in Childhood and Adolescence

1.1.2.1. Difference Between Sign, Symptom, and Syndrome
1.1.2.2. Definition of Mental Disorder
1.1.2.3. Classification of Mental Disorders: DSM 5 and ICD-11
1.1.2.4. Difference Between Psychological Problem or Difficulty and Mental Disorder
1.1.2.5. Comorbidity
1.1.2.6. Common Problems Addressed in Psychological Care

1.1.3. Skills Required for Professionals Working With Children and Adolescents

1.1.3.1. Essential Knowledge
1.1.3.2. Main Ethical and Legal Aspects in Work With Children and Adolescents
1.1.3.3. Personal Characteristics and Skills of the Professional
1.1.3.4. Communication Skills
1.1.3.5. Play in Clinical Settings

1.1.4. Main Procedures in Psychological Assessment and Intervention in Childhood and Adolescence

1.1.4.1. Decision to Seek Help and Request for Assistance in Children and Adolescents
1.1.4.2. Interview
1.1.4.3. Hypothesis Development and Assessment Instruments
1.1.4.4. Functional Analysis and Explanatory Hypotheses of Difficulties
1.1.4.5. Goal Setting
1.1.4.6. Psychological Intervention
1.1.4.7. Follow-Up
1.1.4.8. The Psychological Report: Key Aspects

1.1.5. Benefits of Working With Other Individuals Involved in the Child’s Life

1.1.5.1. Parents
1.1.5.2. Education Professionals
1.1.5.3. The Speech Therapist
1.1.5.4. The Psychologist
1.1.5.5. Other Professionals

1.1.6. The Relevance of Psychology From the Speech Therapist’s Perspective

1.1.6.1. The Importance of Prevention
1.1.6.2. The Influence of Psychological Symptoms on Speech-Therapy Rehabilitation
1.1.6.3. The Importance of Detecting Possible Psychological Symptoms
1.1.6.4. Referral to the Appropriate Professional

1.2. Internalizing Problems: Anxiety

1.2.1. Concept of Anxiety
1.2.2. Detection: Main Manifestations

1.2.2.1. Emotional Dimension
1.2.2.2. Cognitive Dimension
1.2.2.3. Psychophysiological Dimension
1.2.2.4. Behavioral Dimension

1.2.3. Risk Factors for Anxiety

1.2.3.1. Individual Factors
1.2.3.2. Contextual Factors

1.2.4. Conceptual Distinctions

1.2.4.1. Anxiety and Stress
1.2.4.2. Anxiety and Fear
1.2.4.3. Anxiety and Phobia

1.2.5. Fears in Childhood and Adolescence

1.2.5.1. Difference Between Developmental Fears and Pathological Fears

1.2.5.2. Developmental Fears in Infants
1.2.5.3. Developmental Fears in Pre-School
1.2.5.4. Developmental Fears in School-Age Children
1.2.5.5. Main Fears and Concerns in Adolescence

1.2.6. Some of the Main Anxiety Disorders and Problems in Childhood and Adolescence

1.2.6.1. School Refusal

1.2.6.1.1. Concept
1.2.6.1.2. Distinguishing School Anxiety, School Refusal, and School Phobia
1.2.6.1.3. Main Symptoms
1.2.6.1.4. Prevalence
1.2.6.1.5. Etiology

1.2.6.2. Pathological Fear of the Dark

1.2.6.2.1. Concept
1.2.6.2.2. Main Symptoms
1.2.6.2.3. Prevalence
1.2.6.2.4. Etiology

1.2.6.3. Separation Anxiety

1.2.6.3.1. Concept
1.2.6.3.2. Main Symptoms
1.2.6.3.3. Prevalence
1.2.6.3.4. Etiology

1.2.6.4. Specific Phobia

1.2.6.4.1. Concept
1.2.6.4.2. Main Symptoms
1.2.6.4.3. Prevalence
1.2.6.4.4. Etiology

1.2.6.5. Social Phobia

1.2.6.5.1. Concept
1.2.6.5.2. Main Symptoms
1.2.6.5.3. Prevalence
1.2.6.5.4. Etiology
1.2.6.6. Panic Disorder

1.2.6.6.1. Concept
1.2.6.6.2. Main Symptoms
1.2.6.6.3. Prevalence
1.2.6.6.4. Etiology

1.2.6.7. Agoraphobia

1.2.6.7.1. Concept
1.2.6.7.2. Main Symptoms
1.2.6.7.3. Prevalence
1.2.6.7.4. Etiology

1.2.6.8. Generalized Anxiety Disorder

1.2.6.8.1. Concept
1.2.6.8.2. Main Symptoms
1.2.6.8.3. Prevalence
1.2.6.8.4. Etiology

1.2.6.9. Obsessive Compulsive Disorder

1.2.6.9.1. Concept
1.2.6.9.2. Main Symptoms
1.2.6.9.3. Prevalence
1.2.6.9.4. Etiology

1.2.6.10. Post-Traumatic Stress Disorders

1.2.6.10.1. Concept
1.2.6.10.2. Main Symptoms
1.2.6.10.3. Prevalence
1.2.6.10.4. Etiology

1.2.7. Possible Interference of Anxiety Symptoms in Speech-Therapy Rehabilitation

1.2.7.1. In Articulation Rehabilitation
1.2.7.2. In Reading and Writing Rehabilitation
1.2.7.3. In Voice Rehabilitation
1.2.7.4. In Dysphemia Rehabilitation

1.3. Internalizing Problems: Depression

1.3.1. Concept
1.3.2. Detection: Main Manifestations

1.3.2.1. Emotional Dimension
1.3.2.2. Cognitive Dimension
1.3.2.3. Psychophysiological Dimension
1.3.2.4. Behavioral Dimension

1.3.3. Risk Factors for Depression

1.3.3.1. Individual Factors
1.3.3.2. Contextual Factors

1.3.4. Evolution of Depressive Symptomatology Across Development

1.3.4.1. Symptoms in Children
1.3.4.2. Symptoms in Adolescents
1.3.4.3. Symptoms in Adults

1.3.5. Some of the Main Depression Disorders and Problems in Childhood and Adolescence

1.3.5.1. Major Depressive Disorder

1.3.5.1.1. Concept
1.3.5.1.2. Main Symptoms
1.3.5.1.3. Prevalence
1.3.5.1.4. Etiology

1.3.5.2. Persistent Depressive Disorder

1.3.5.2.1. Concept
1.3.5.2.2. Main Symptoms
1.3.5.2.3. Prevalence
1.3.5.2.4. Etiology

1.3.5.3. Disruptive Mood Dysregulation Disorder

1.3.5.3.1. Concept
1.3.5.3.2. Main Symptoms
1.3.5.3.3. Prevalence
1.3.5.3.4. Etiology

1.3.6. Interference of Depressive Symptomatology in Speech-Therapy Rehabilitation

1.3.6.1. In Articulation Rehabilitation
1.3.6.2. In Reading and Writing Rehabilitation
1.3.6.3. In Voice Rehabilitation
1.3.6.4. In Dysphemia Rehabilitation

1.4. Externalizing Problems: Main Disruptive Behaviors and Their Characteristics

1.4.1. Factors Contributing to the Development of Behavior Problems

1.4.1.1. In Childhood
1.4.1.2. In Adolescence

1.4.2. Disobedient and Aggressive Behavior

1.4.2.1. Disobedience

1.4.2.1.1. Concept
1.4.2.1.2. Manifestations

1.4.2.2. Aggressiveness

1.4.2.2.1. Concept
1.4.2.2.2. Manifestations
1.4.2.2.3. Types of Aggressive Behaviors

1.4.3. Some of the Main Behavioral Disorders in Childhood and Adolescence

1.4.3.1. Oppositional Defiant Disorder

1.4.3.1.1. Concept
1.4.3.1.2. Main Symptoms
1.4.3.1.3. Facilitating Factors
1.4.3.1.4. Prevalence
1.4.3.1.5. Etiology

1.4.3.2. Conduct Disorder

1.4.3.2.1. Concept
1.4.3.2.2. Main Symptoms
1.4.3.2.3. Facilitating Factors
1.4.3.2.4. Prevalence
1.4.3.2.5. Etiology

1.4.4. Hyperactivity and Impulsivity

1.4.4.1. Hyperactivity and its Manifestations
1.4.4.2. Relationship Between Hyperactivity and Disruptive Behavior
1.4.4.3. Development of Hyperactive and Impulsive Behaviors Over Time
1.4.4.4. Problems Associated With Hyperactivity/Impulsivity

1.4.5. Jealousy

1.4.5.1. Concept
1.4.5.2. Main Manifestations
1.4.5.3. Possible Causes

1.4.6. Behavior Problems at Mealtimes or Bedtime

1.4.6.1. Common Problems at Bedtime
1.4.6.2. Common Problems at Mealtimes

1.4.7. Interference of Behavior Problems in Speech-Therapy Rehabilitation

1.4.7.1. In Articulation Rehabilitation
1.4.7.2. In Reading and Writing Rehabilitation
1.4.7.3. In Voice Rehabilitation
1.4.7.4. In Dysphemia Rehabilitation

1.5. Attention

1.5.1. Concept
1.5.2. Brain Areas Involved in Attentional Processes and Main Characteristics
1.5.3. Classification of Attention
1.5.4. Influence of Attention on Language
1.5.5. Influence of Attention Deficits on Speech-Therapy Rehabilitation

1.5.5.1. In Articulation Rehabilitation
1.5.5.2. In Reading and Writing Rehabilitation
1.5.5.3. In Voice Rehabilitation
1.5.5.4. In Dysphemia Rehabilitation

1.5.6. Specific Strategies to Enhance Different Types of Attention

1.5.6.1. Tasks That Promote Sustained Attention
1.5.6.2. Tasks That Promote Selective Attention
1.5.6.3. Tasks That Promote Divided Attention

1.5.7. The Importance of Coordinated Intervention With Other Professionals

1.6. Executive Functions

1.6.1. Concept
1.6.2. Brain Areas Involved in Executive Functions and Main Characteristics
1.6.3. Components of Executive Functions

1.6.3.1. Verbal Fluency
1.6.3.2. Cognitive Flexibility
1.6.3.3. Planning and Organization
1.6.3.4. Inhibition
1.6.3.5. Decision-Making
1.6.3.6. Reasoning and Abstract Thinking

1.6.4. Influence of Executive Functions on Language
1.6.5. Specific Strategies for Training Executive Functions

1.6.5.1. Strategies That Enhance Verbal Fluency
1.6.5.2. Strategies That Enhance Cognitive Flexibility
1.6.5.3. Strategies That Enhance Planning and Organization
1.6.5.4. Strategies That Enhance Inhibition
1.6.5.5. Strategies That Enhance Decision-Making
1.6.5.6. Strategies That Enhance Reasoning and Abstract Thinking

1.6.6. The Importance of Coordinated Intervention With Other Professionals

1.7. Social Skills I: Related Concepts

1.7.1. Social Skills

1.7.1.1. Concept
1.7.1.2. The Importance of Social Skills
1.7.1.3. Different Components of Social Skills
1.7.1.4. Dimensions of Social Skills

1.7.2. Communication

1.7.2.1. Communication Difficulties
1.7.2.2. Effective Communication
1.7.2.3. Components of Communication

1.7.2.3.1. Characteristics of Verbal Communication
1.7.2.3.2. Characteristics of Non-Verbal Communication and Its Components

1.7.3. Communication Styles

1.7.3.1. Inhibited Style
1.7.3.2. Aggressive Style
1.7.3.3. Assertive Style
1.7.3.4. Benefits of an Assertive Communication Style

1.7.4. Parenting Styles

1.7.4.1. Concept
1.7.4.2. Indulgent Permissive Parenting Style
1.7.4.3. Neglectful Permissive Parenting Style
1.7.4.4. Authoritarian Parenting Style
1.7.4.5. Democratic Parenting Style
1.7.4.6. Consequences of Different Parenting Styles in Children and Adolescents

1.7.5. Emotional Intelligence

1.7.5.1. Intrapersonal and Interpersonal Emotional Intelligence
1.7.5.2. Basic Emotions
1.7.5.3. The Importance of Recognizing Emotions in Oneself and Others
1.7.5.4. Emotional Regulation
1.7.5.5. Strategies to Promote Adequate Emotional Regulation

1.7.6. Self-Esteem

1.7.6.1. Concept of Self-Esteem
1.7.6.2. Difference Between Self-Concept and Self-Esteem
1.7.6.3. Characteristics of Low Self-Esteem
1.7.6.4. Factors Associated With Low Self-Esteem
1.7.6.5. Strategies to Foster Self-Esteem

1.7.7. Empathy

1.7.7.1. Concept of Empathy
1.7.7.2. Is Empathy the Same as Sympathy?
1.7.7.3. Types of Empathy
1.7.7.4. Theory of Mind
1.7.7.5. Strategies to Foster Empathy
1.7.7.6. Strategies to Work on Theory of Mind

1.8. Social Skills II: Specific Guidelines for Managing Different Situations

1.8.1. Communicative Intent

1.8.1.1. Factors to Consider When Starting a Conversation
1.8.1.2. Specific Guidelines for Initiating a Conversation

1.8.2. Joining an Ongoing Conversation

1.8.2.1. Specific Guidelines for Joining an Ongoing Conversation

1.8.3. Maintaining Dialogue

1.8.3.1. Active Listening
1.8.3.2. Specific Guidelines for Maintaining Conversations

1.8.4. Conversational Closure

1.8.4.1. Difficulties Encountered When Ending Conversations
1.8.4.2. Assertive Style in Conversational Closure
1.8.4.3. Specific Guidelines for Ending Conversations in Different Circumstances

1.8.5. Making Requests

1.8.5.1. Non-Assertive Ways of Making Requests
1.8.5.2. Specific Guidelines for Making Assertive Requests

1.8.6. Refusing Requests

1.8.6.1. Non-Assertive Ways of Refusing Requests
1.8.6.2. Specific Guidelines for Refusing Requests Assertively

1.8.7. Giving and Receiving Compliments

1.8.7.1. Specific Guidelines for Giving Compliments
1.8.7.2. Specific Guidelines for Accepting Compliments Assertively

1.8.8. Responding to Criticism

1.8.8.1. Non-Assertive Ways of Responding to Criticism
1.8.8.2. Specific Guidelines for Responding Assertively to Criticism

1.8.9. Requesting Behavior Change

1.8.9.1. Reasons for Requesting Behavior Change
1.8.9.2. Specific Strategies for Requesting Behavior Change

1.8.10. Managing Interpersonal Conflicts

1.8.10.1. Types of Conflict
1.8.10.2. Non-Assertive Ways of Facing Conflict
1.8.10.3. Specific Strategies for Facing Conflict Assertively

1.9. Behavior-Modification Strategies in Clinical Practice and for Increasing Motivation in Young Children in Session

1.9.1. What Are Behavior-Modification Techniques?
1.9.2. Techniques Based on Operant Conditioning
1.9.3. Techniques for Initiating, Developing, and Generalizing Appropriate Behaviors

1.9.3.1. Positive Reinforcement
1.9.3.2. Token Economy

1.9.4. Techniques for Reducing or Eliminating Inappropriate Behaviors

1.9.4.1. Extinction
1.9.4.2. Reinforcement of Incompatible Behaviors
1.9.4.3. Response Cost and Removal of Privileges

1.9.5. Punishment

1.9.5.1. Concept
1.9.5.2. Main Disadvantages
1.9.5.3. Guidelines for Applying Punishment

1.9.6. Motivation

1.9.6.1. Concept and Main Characteristics
1.9.6.2. Types of Motivation
1.9.6.3. Main Explanatory Theories
1.9.6.4. Influence of Beliefs and Other Variables on Motivation
1.9.6.5. Main Manifestations of Low Motivation
1.9.6.6. Guidelines to Foster Motivation in Clinical Settings

1.10. School Failure: Study Habits and Techniques From a Speech-Therapy and Psychological Perspective

1.10.1. Concept of School Failure
1.10.2. Causes of School Failure
1.10.3. Consequences of School Failure in Children
1.10.4. Factors Influencing School Success
1.10.5. Aspects to Be Taken Care Of to Achieve Good Performance

1.10.5.1. Sleep
1.10.5.2. Nutrition
1.10.5.3. Physical Activity

1.10.6. The Role of Parents
1.10.7. Some Study Guidelines and Techniques That Can Help Children and Adolescents

1.10.7.1. Study Environment
1.10.7.2. Organization and Planning of Study
1.10.7.3. Time Management
1.10.7.4. Underlining Techniques
1.10.7.5. Schemes
1.10.7.6. Mnemonic Devices
1.10.7.7. Review
1.10.7.8. Breaks

A unique, essential and decisive learning experience to boost your professional development”