Amplia tu campo de trabajo hacia la intervención familiar y comunitaria con las competencias teóricas y prácticas que adquirirás en esta Postgraduate diploma”

Esta Postgraduate diploma ampliará tus horizontes como psicólogo y te permitirá crecer personal y profesionalmente” 

Esta Postgraduate diploma proporciona amplios conocimientos en modelos y técnicas avanzadas en Family and Community Intervention. Para ello, contarás con un profesorado que destaca por su amplia experiencia profesional en los diferentes ámbitos en los que se desarrolla la psicología y en los distintos sectores de la población. 

A lo largo de este programa, recorrerás los planteamientos actuales y más novedosos en la materia.  Aprenderás a trabajar en todos los ámbitos de trabajo de la intervención familiar y comunitaria controlando todos y cada uno de los aspectos de sus desarrollos. De esta manera, al acabar esta formación, estarás capacitado para desarrollar proyectos e intervenciones de este ámtbito. Un compendio de conocimientos que te colocará en un posicionamiento profesional muy competitivo y útil.

No solo te llevaremos a través de los conocimientos teóricos que te ofrecemos, sino que te mostraremos otra manera de estudiar y aprender, más orgánica, más sencilla y más eficiente. Trabajaremos para mantenerte motivado y para crear en ti pasión por el aprendizaje, ayudándote a pensar y a desarrollar el pensamiento crítico.  

Un paso de alto nivel que se convertirá en un proceso de mejora, no solo profesional, sino personal.  

Una formación creada para profesionales que aspiran a la excelencia y que te permitirá adquirir nuevas competencias y estrategias de manera fluida y eficaz”

Esta Postgraduate diploma en Family and Community Intervention contiene el programa académico más completo y actualizado del panorama universitario. Las características más destacadas de la formación son: 

• El desarrollo de casos prácticos presentados por expertos
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el psicólogo
• Las novedades e innovaciones de los diferentes campos de la psicología
• 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 planteadas
• Su especial hincapié en metodologías de vanguardia
• 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

Un planteamiento totalmente centrado en la eficacia formativa, que te permitirá aprender de forma real, constante y eficiente”

Incluye un cuadro docente muy amplio de profesionales pertenecientes al ámbito de la psicología, que vierten en esta formación 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 un aprendizaje inmersivo programado para entrenarse ante situaciones reales. 

El diseño de este programa se apoya en el Aprendizaje Basado en Problemas, mediante el cual el alumno deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la psicología. 

Olvídate de las obsoletas formas de estudiar a la manera tradicional y consigue que tu aprendizaje sea más sencillo y motivador”

Esta Postgraduate diploma marca la diferencia en el mercado laboral situándote entre los profesionales más capacitados”

The structure of the contents has been designed by a team of professionals in Family and Community Intervention, aware of the relevance of the current relevance of the specialization in order to deepen the area of knowledge and make publications of academic quality.

This Online Postgraduate diploma in Family and Community Intervention contains the most complete and up-to-date scientific program on the market”

Module 1. Family, Community and Human Development

1.1. The Person and Social Context

1.1.1. Introduction
1.1.2. Social Systems: Structures and Processes
1.1.3. The Ecological Model of Human Development

1.2. The Family: Concept, Types and Functions

1.2.1. Introduction
1.2.2. Origin and Universality of the Family
1.2.3. Family Diversity and Change
1.2.4. Family Functions

1.3. Family as a System

1.3.1. Introduction
1.3.2. Ecological-systemic Analysis of the Family
1.3.3. Dimensions for Analyzing the Family from a Developmental-Educational Perspective
1.3.4. Evolutionary Changes in the Family

1.4. The Influence of the Family on Psychological Development (1): Childhood and Adolescence

1.4.1. Theoretical Framework for Understanding the Influence of the Family on Development
1.4.2. Family Context and Psychological Development During Childhood and Adolescence
1.4.3. The Family Context Optimizes and Enhances Psychological Development

1.5. The Influence of the Family on Psychological Development (2): Adulthood and Old Age

1.5.1. The Family Context of Adults
1.5.2. A Couple’s Relationship in Adulthood and Old Age
1.5.3. Relationships Between Older Parents and Adult Children
1.5.4. Grandparenting
1.5.5. Interventions to Improve the Family Context in Adulthood and Old Age

1.6. Disturbances in Family Relationships (1): Abuse in Childhood

1.6.1. The Concept of Child Abuse
1.6.2. Child Abuse Figures
1.6.3. Etiology of Child Abuse
1.6.4. Child Abuse Intervention

1.7. Disturbances in Family Relationships (2): Violence Against Women in the Family Context

1.7.1. Violence Against Women: Definition and Types
1.7.2. Intimate-Partner Violence Against Women: Statistics, Etiology, and Consequences
1.7.3. Intervention and Prevention

1.8. Disturbances in Family Relationships (3): Delinquent Behavior in Adolescence

1.8.1. Brief Overview of Delinquent Behavior and High-risk Behaviors in Youths and Adolescents
1.8.2. Explanatory Models
1.8.3. Risk Factors

1.9. The Community from a Psychosocial Perspective: Community Psychology

1.9.1. Introduction
1.9.2. Differences Between Community Psychology and Clinical and Medical models
1.9.3. Visions of Community Psychology and North-South Differences
1.9.4. The Concept and Basic Characteristics of Community Psychology

1.10. Concept and Sense of Community

1.10.1. The Community and Sense of Community
1.10.2. Components and Evaluation of the Sense of Community
1.10.3. The Modern Community: City and Neighborhoods
1.10.4. Social Support: Conceptual Analysis
1.10.5. Social Support, Health and Well-being

Module 2. Family Counseling and Intervention

2.1. Anthropological, Historical, Sociological and Psychological Perspective of the Family

2.1.1. Introduction
2.1.2. Therapeutic relationship, components and characteristics
2.1.3. Conclusions

2.2. Diagnosis as a Catalyst for the Therapeutic Bond

2.2.1. Motivations associated with the profession
2.2.2. Basic attitudes of the therapist that favor the relationship
2.2.3. Characteristics of the therapist that favor rapport

2.3. Assessor Skills

2.3.1. Be Useful in the Process
2.3.2. Understand What is Happening
2.3.3. Be Open and Understanding
2.3.4. Become a Figure of Authority

2.4. Psychodiagnosis and Assessment of the Family System

2.4.1. Language
2.4.2. Pathological and Healthy Bonds
2.4.3. Use of Others
2.4.4. Rejection and Abandonment
2.4.5. Stress, Distress and Eustress
2.4.6. Conflicts and Tensions
2.4.7. Family Psychopathology

2.5. Place in the Fraternity and Social Desirability

2.5.1. Family Composition
2.5.2. The Right to Have Siblings
2.5.3. Twins
2.5.4. The Sick Sibling
2.5.5. Grandparents, Uncles and Aunties
2.5.6. Other Components

2.6. Psychodiagnostics Objectives

2.6.1. Evaluator and Evaluee Link
2.6.2. Discover What Truly Exists
2.6.3. Clarify the Facts
2.6.4. Explain the Scientific Facts of the State of the Subject
2.6.5. Understand the Relationship Between the Individual in the Study and the Situation They Have Experienced

2.7. Millon's Clinical Multiaxial Inventory (MCMII-III)

2.7.1. Modifying Scales: Desirability and Alteration Index
2.7.2. Basic Personality Scales: 2.7.3. Schizoid, Avoidant, Depressive, Dependent, Histrionic, Narcissistic, Antisocial, Aggressive-Sadistic, Compulsive, Passive-Aggressive, Self-destructive
2.7.4. Severe Personality Scales: Schizotypal, Borderline and Paranoid
2.7.5. Moderate Clinical Syndromes: Anxiety, Hysteriform, Hypomania, Depressive Neurosis, Alcohol Abuse, Drug Abuse, P-Trauma Stress D
2.7.6. Severe Clinical Syndromes: Psychotic Thinking, Major Depression and Psychotic Delirium

2.8. Assessment of Psychosocial Aspects

2.8.1. CATELL’s PF-5
2.8.2. Agreeableness, Reasonableness, Stability, Dominance, Encouragement, Attention to Standards, Boldness, Sensitivity, Vigilance, Abstraction, Privacy, Apprehension, Opening to Change, Self-sufficiency, Perfectionism and Tension. It Incorporates a “Social Desirability”, an “Infrequency” and an “Acquiescence” Scale to Control for Response Bias

2.9. Child and Adolescent Assessment System BASC

2.9.1. Internalized Problems: depression, anxiety, social anxiety, somatic complaints, obsession-compulsion and post-traumatic symptomatology
2.9.2. Externalized Problems: hyperactivity and impulsivity, attention problems, aggressiveness, defiant behavior, anger control problems, antisocial behavior
2.9.3. Specific problems: developmental delay, eating behavior problems, learning disabilities, schizotypy, substance abuse

2.10. Questionnaire for the evaluation of adopters, caregivers, guardians and CUIDA mediators

2.10.1. Introduction
2.10.2. Questionnaire components
2.10.3. Measurement system used

2.11. Personality Assessment Inventory PAI

2.11.1. Validity Scales (Inconsistency, Infrequency, Negative Impression, Positive Impression)
2.11.2. Clinical Scales (Somatic Complaints, Anxiety, Anxiety-Related Disorders, Depression, Mania, Paranoia, Schizophrenia, Borderline Traits, Antisocial Traits, Alcohol Problems, Drug Problems)
2.11.3. Scales of Consideration for Treatment (Aggression, Suicidal Thoughts, Stress, Lack of Social Support, and Refusal of Treatment)
2.11.4. Two Scales of Interpersonal Relationships (Dominance and Agreeableness)
2.11.5. 30 Subscales with Provide More Detailed Information

2.12. Study of the Story's Credibility

2.12.1. CBCA System (Criteria-Based Content Analysis)
2.12.2. The Statement Validity Assessment (SVA) Udo Undeutsch
2.12.3. SVA = Interview + CBCA + Validity Checklist

Module 3. Social and Community Intervention

3.1. Social intervention

3.1.1. The Historical Background of Social Intervention
3.1.2. Fundamentals of Social and Community Intervention
3.1.3. Areas of Action

3.2. Intervention Programs

3.2.1. Program Objectives
3.2.2. Population Characteristics
3.2.3. Detecting Population Needs
3.2.4. Program Design

3.3. Patient-directed Intervention

3.3.1. Patient-centered vs. Disease-centered Intervention
3.3.2. Psychological Approach to Chronicity
3.3.3. Patient-centered Program Design
3.3.4. Intervention in Chronic Patients

3.4. Psychosocial Intervention in Situations of Poverty

3.4.1. Factors that Determine the Risk of Exclusion
3.4.2. Risk Groups and Characteristics
3.4.3. Intervention with Minors at Risk of Exclusion
3.4.4. Psychological Effects of Exclusion

3.5. Intervention in Political Violence

3.5.1. Political and Gender Violence
3.5.2. Protocol for Dealing with Political Violence
3.5.3. Psychological Impact of Political Violence
3.5.4. Intervention Design and Characteristics

3.6. Program Implementation

3.6.1. The Need to Consider the Design
3.6.2. Types of Programs Based on Population
3.6.3. Mandatory Program Features
3.6.4. Program Implementation Methods

3.7. Implementing a Drug Program

3.7.1. Psychology and Addictive Behavior
3.7.2. Risk Factors in Addictive Behavior
3.7.3. Programs with Drug Addicts

3.8. Cases of Vulnerability

3.8.1. Determination of Psychosocial Vulnerability
3.8.2. Psychosocial Risk and Vulnerability
3.8.3. Programs Aimed at the Vulnerable Population
3.8.4. Risk, Coping, Resilience, Stress and Attachment
3.8.5. Psychosocial Support in Times of Crisis

3.9. Program Evaluation

3.9.1. Program Types
3.9.2. Standards and Evaluation Criteria (is vs. should be)
3.9.3. Monitoring Evaluation Programs
3.9.4. Measuring Impacts

3.10. Programs with Immigrants

3.10.1. The Migratory Phenomenon in the 21st Century
3.10.2. Causes for Migration (Economic, Physical and Psychological)
3.10.3. Features of Immigrant Programs
3.10.4. Intervention with Immigrants

Module 4. Ethics and Deontology

4.1. The Importance of Ethics and Professional Deontology

4.1.1. The Need to Study the Ethical and Bioethical Principles of Psychology
4.1.2. Professional Ethics in Psychology, the Great Absentee
4.1.3. Ethics and Deontology in Different Areas

4.2. A Journey Through History: from Philosophy to Professional Deontology

4.2.1. The Philosophical Principles of Ethics. Ethics and morals
4.2.2. Ethics, Bioethics and Psychoethics
4.2.3. The Emergence of Professional Ethics

4.3. Developing Ethical Codes

4.3.1. Towards European Integration: Ethics of the European Federation of Psychologists Association (EFPA). The Meta-code of Ethics
4.4. Professional Ethics in the Different Areas of Psychology
4.4.1. Ethical Aspects of Clinical Psychology
4.4.2. Ethical Aspects of Forensic Psychology
4.4.3. Ethical Aspects of Educational Psychology
4.4.4. Ethical Aspects of Work Psychology

4.5. Professional Ethics in Scientific Research in Clinical Psychology

4.5.1. Introduction
4.5.2. Ethical Aspects of Clinical Research in Psychology: Skills
4.5.3. Research Ethics Committees
4.5.4. Conclusions

4.6. Risk-Benefit Balance

4.6.1. Informed Consent
4.6.2. Confidentiality
4.6.3. Ethical Aspects of Research in Psychology Publication

4.7. Professional Secrecy and Informed Consent

4.7.1. Introduction
4.7.2. Professional Secrecy and Informed Consent
4.7.3. Conclusions

4.8. Malpractice Liability

4.8.1. The Functions of Ethics Committees and Disciplinary Regimes
4.8.2. Types of Offence and Penalties
4.8.3. Conclusions

4.9. Advances in Psychology and Technology. Ethical Considerations

4.9.1. Advances in Psychology and Technology
4.9.2. Ethical Considerations
4.9.3. Conclusions

4.10. Training, Critical Reflection and Supervision for the Improvement of Psychological Practice

4.10.1. Introduction
4.10.2. Ethics Training Programs
4.103. Conclusions

Our syllabus has been designed with teaching effectiveness in mind: so that you learn faster, more efficiently, and on a more permanent basis”