Get into Third Generation Therapies such as Cognitive Analytic Therapy, mentalization-based therapies or Mindfulness, supported by first class didactic content” 

The COVID-19 pandemic has put psychological consultations under greater pressure than ever before, with a sharp increase in cases of stress, depression and anxiety in people of all ages. Over time, the importance of tackling mental health problems has been generally recognized, leading to greater social awareness of the issue.  

Many advances have been made in recent years to address all kinds of difficulties, especially in the field of therapies, where the psychologist has a multitude of tools to address increasingly complex pathologies. The evolution of therapies such as Dialectical Behavioral Therapy or those based on mentalization open a favorable field of action for the most updated psychologists. 

This Master’s Degree from TECH offers, throughout 10 intense modules, an exhaustive review of the most relevant advances in recent years. Psychologists will gain access to an extensive library on Third Generation Therapies, documented based on the most current scientific postulates in the psychological landscape. 

Moreover, the large amount of multimedia material, including multiple detailed videos, video summaries and self-knowledge exercises complete a quality academic offer to get up to speed with Positive Psychology, therapeutic uses of ICT and acceptance and commitment therapies, among other topics of urgent interest. 

All this with the guarantee and convenience of a completely online format. Psychologists will be free to decide how to manage their own study time, without having to sacrifice any aspect of their professional or personal life in order to carry out the important and necessary updating work required in this field. 

Bring yourself up to speed with the most up-to-date therapist skills in the psychological landscape, with extensive topics devoted to communication, counseling and discussion management”

This Master’s Degree in Third Generation Therapies contains the most complete and up-to-date scientific program on the market. Its most notable features are:

• Practical cases presented by experts in avant Psychology and Therapy 
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice 
• Practical exercises where self-assessment can be used to improve learning 
• Its special emphasis on innovative methodologies  
• 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  

You will have access to the virtual classroom 24 hours a day, allowing you to take on this program from the comfort of your smartphone, tablet or computer of choice” 

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious universities. 

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 programmed to train in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the academic year. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts. 

You will have the constant support of all TECH's technical and teaching staff, resulting in completely personalized tutoring adapted to your own needs"

You will be able to download the whole syllabus and use it an essential reference guide even after you finish the degree"

The program syllabus has been structured to facilitate easy access and study, with numerous descriptive topics and subtopics for each therapy covered. At the same time, the pedagogical methodology of Relearning greatly facilitates the academic work of the psychologist, as it frees them from a considerable course load by providing the key concepts of Third Generation Therapies in a repeated and natural way throughout therogramm. This saves a good number of study hours, which can be spent on all the complementary multimedia resources that enrich the learning experience. 

Access detailed videos for each point covered, with plenty of self-awareness exercises that will help you evaluate your academic progress”

Module 1. Historical Evolution of Psychology 

1.1. Psychology Roots 

1.1.1. Psychology Origins and Beginnings 
1.1.2. Philosophy as Base 
1.1.3. A New Discipline 

1.2. Psychoanalysis 

1.2.1. The Historical Development of Psychology 
1.2.2. Freudian Theory 
1.2.3. Clinical Applications 

1.3. The Birth of Scientific Psychology 

1.3.1. The Birth of Science 
1.3.2. The German School 
1.3.3. Other Schools 
1.3.4. The Institutionalization Process 

1.4. Western Schools 

1.4.1. The French School 
1.4.2. The British School 
1.4.3. The American School 
1.4.4. The Russian School 

1.5. Psychology Testing 

1.5.1. Mental Tests 
1.5.2. Binet’s Metric Scales 
1.5.3. Army Alpha and Army Beta 
1.5.4. The Beginnings of Psychometrics 

1.6. Behaviorism 

1.6.1. The Beginnings of Behaviorism 
1.6.2. Watson’s Contribution 
1.6.3. The Development of the Proposal 

1.7. Gestalt Psychology 

1.7.1. Gestalt Theory 
1.7.2. First Schools 
1.7.3. Advances in Gestalt Therapy 

1.8. Conditioning 

1.8.1. The Beginnings of Conditioning 
1.8.2. Classical Conditioning 
1.8.3. Operant Conditioning 

1.9. Cognitive Psychology 

1.9.1. The Emergence of Cognitive Psychology 
1.9.2. Most Relevant Authors and Theories 
1.9.3. Tendencies and Evolution 

1.10. Humanistic Psychology 

1.10.1. The Emergence of Humanistic Psychology 
1.10.2. Principles in Humanistic Therapy 
1.10.3. Most Relevant Authors and Tendencies 

Module 2. Therapist Skills 

2.1. Therapist Factors in Clinical Intervention 

2.1.1. Therapists as Modulating Agents 
2.1.2. What Are the Factors to Consider? 

2.2. Therapist Emotional Control 

2.1.1. Basic Emotions 
2.1.2. Why Should Emotions be Controlled? 
2.1.3. Emotional Intelligence 
2.1.4. How Are Emotions Controlled? 

2.3. Counseling in Health Care Settings 

2.3.1. What is Counseling? 
2.3.2. How Is It Used in Health Care Settings? 

2.4. Basic Communication Skills 

2.4.1. Introduction to and the Importance of Communication Skills 
2.4.2. Basic Communication Techniques 

2.5. Applied Communication Skills 

2.5.1. Communication Skills Applied to Clinical Intervention 
2.5.2. Communication Skills Applied to Crisis Intervention 

2.6. Communication, Ethics and Decision-Making 

2.6.1. Communicating Bad News 
2.6.2. Ethical Factors 
2.6.3. Introduction to Decision-Making 

2.7. Grief Accompaniment Techniques 

2.7.1. Introduction to the Concept of Grief 
2.7.2. Intervention Methods 
2.7.3. Accompaniment Techniques 

2.8. Handling Difficult Discussions and Conversations 

2.8.1. Introduction to Emotional Control 
2.8.2. Intervention Guidelines 
2.8.3. Handling Difficult situations 

2.9. Managing Patient Emotions and Self-Control Techniques 

2.9.1. How Can We Manage Patient Emotions? 
2.9.2. Basis for Intervention 
2.9.3. Self-Control Techniques 

2.10. Termination Techniques and Family Accompaniment 

2.10.1. Introduction to Therapy Termination Techniques 
2.10.2. Family Accompaniment 
2.10.3. Monitoring 

Module 3. Evolution of Cognitive-Behavioral Psychology 

3.1. Emergence and Advancement of New Psychological Treatments 

3.1.1. The Beginnings and Contextual Framework to the Change 
3.1.2. The Beginnings of New Treatments 
3.1.3. Paradigm Shift 

3.2. Emergence of the First and Second Waves 

3.2.1. The Beginnings of Change 
3.2.2. Introduction to the Process of Change 
3.2.3. The First and Second Waves 

3.3. Cognitive-Behavioral Techniques as Foundation 

3.3.1. The Importance of Cognitive-Behavioral Psychology 
3.3.2. Introduction to Cognitive-Behavioral Techniques 

3.4. Applied Operant Conditioning 

3.4.1. Authors and Foundations for Operant Knowledge 
3.4.2. Operant Knowledge First Steps 
3.4.3. Applied Operant Conditioning 

3.5. Coping Styles and Techniques 

3.5.1. Coping Styles: Definition and Introduction 
3.5.2. Predominant Theories 
3.5.3. Measuring Tools 
3.5.4. Intervention Techniques 

3.6. Relaxation Techniques 

3.6.1. Relaxation Techniques: Introduction and Biological Foundation 
3.6.2. Predominant Techniques 
3.6.3. Use in Clinical Psychology 

3.7. Rational Psychotherapies 

3.7.1. Basis for Rational Psychotherapy 
3.7.2. Relevant Authors 
3.7.3. Clinical Use 

3.8. Problem-Solving Techniques 

3.8.1. Emergence of Problem-Solving Strategies 
3.8.2. Most Commonly Used Techniques 
3.8.3. Learning and Using Problem-Solving Techniques 

3.9. Social Skills Training 

3.9.1. The Importance of Social Skills 
3.9.2. Soft and Hard Skills 
3.9.3. Training and Work in Social Skills 

3.10. Emergence of Third Generation Therapies 

3.10.1. First Steps 
3.10.2. What Are Third Generation Therapies? 
3.10.3. Progress and Current Situation  

Module 4. Mindfulness 

4.1. Introduction and History of Mindfulness 

4.1.1. Buddhist Beginnings 
4.1.2. Conceptualization and History of Mindfulness 

4.2. The Psychology and Psychobiology of Mindfulness 

4.2.1. Psychological Foundations for Mindfulness 
4.2.2. Psychobiology Foundations for Mindfulness 

4.3. Relaxation Techniques 

4.3.1. Basis for Relaxation Techniques 
4.3.2. The Clinical Relevance of Relaxation Techniques 
4.3.3. Most Common Techniques 

4.4. Mindfulness and Practice 

4.4.1. Introduction to Practices Based on Mindfulness 
4.4.2. Theories and Techniques 

4.5. Mindfulness in Clinical Psychology 

4.5.1. When and How to Use Mindfulness 
4.5.2. Mindfulness Applied to Clinical Psychology 
4.5.3. Most Relevant Works 

4.6. Chronic Diseases and Mindfulness 

4.6.1. Definition of Chronic Disease 
4.6.2. Chronic Patient Characteristics 
4.6.3. An Approach from Mindfulness 

4.7. Mindfulness Applied to Children 

4.7.1. Introduction to Child Psychopathology 
4.7.2. Most Common Conditions 
4.7.3. Practice from Mindfulness 

4.8. Benefits and Considerations in Mindfulness 

4.8.1. Main Benefits in Using Mindfulness 
4.8.2. In Which Patients Should It Be Used? 

4.9. Coping Styles and Techniques 

4.9.1. What Are Coping Styles? 
4.9.2. Measuring Tools 
4.9.3. Techniques for an Improved Approach 

4.10. The Present and Future of Mindfulness 

4.10.1. Mindfulness Today 
4.10.2. Lines of Research and Use 
4.10.3. Future Lines of Work 

Module 5. Acceptance and Commitment Therapy (ACT) 

5.1. History and Introduction to ACT 

5.1.1. The History of ACT 
5.1.2. The Emergence of ACT 
5.1.3. Most Renown Authors 

5.2. Language as Foundation 

5.2.1. The Importance of Language in ACT 
5.2.2. Language as a Basic Factor 

5.3. Context as a Modulating Factor 

5.3.1. Contextual Basis 
5.3.2. Context as a Modulating Factor 

5.4. Values and Ethics in ACT 

5.4.1. The Concept of Values and Ethics 
5.4.2. The Importance of Values and Ethics in ACT

5.5. Common ACT Techniques 

5.5.1. Introduction to Therapeutic Techniques in ACT 
5.5.2. Most Commonly Used Techniques in ACT 

5.6. Treating Stress in ACT 

5.6.1. Introduction and Conceptualization of Stress 
5.6.2. Theories on Stress 
5.6.3. Treating Stress in ACT 

5.7. Chronic Diseases in ACT 

5.7.1. Introduction to Chronic Diseases 
5.7.2. Treating Chronic Disease in ACT 

5.8. Personality Disorders in ACT 

5.8.1. Conceptualization and Introduction to Personality Disorders 
5.8.2. Personality Disorders from the Perspective of ACT 
5.8.3. Intervention and Treatment in ACT 

5.9. Other Disorders in ACT 

5.9.1. Other Disorders 
5.9.2. Treatment and Perspectives in ACT 

5.10. The Present and Future of ACT 

5.10.1. Current ACT Foundations 
5.10.2. Lines of Research y Future Works 

Module 6. Cognitive Analytic Therapy (CAT) and Eye Movement Desensitization and Reprocessing (EMDR) 

6.1. Introduction to CAT 

6.1.1. Introduction and History of CAT 
6.1.2. The Emergence of CAT 
6.1.3. Most Relevant Authors 

6.2. Evaluation Principles in CAT 

6.2.1. Patient Evaluation Basis in CAT 
6.2.2. Interview 
6.2.3. Assessment Tools 

6.3. Reformulation 

6.3.1. What Is Reformulation? 
6.3.2. Practical Application of Reformulation 

6.4. Intervention in CAT 

6.4.1. Intervention Basis in CAT 
6.4.2. Techniques Applied to Clinical Psychology 

6.5. The Therapeutic Relationship in CAT 

6.5.1. The Importance of the Therapeutic Relationship 
6.5.2. What Is Rapport? 
6.5.3. Techniques to Improve Therapeutic Relationships 

6.6. Introduction to the Concept of Trauma 

6.6.1. Concept of Trauma 
6.6.2. Historical Basis 
6.6.3. Relevance in Psychology 

6.7. The Neurobiology of Trauma 

6.7.1. The Somatic Impact of Trauma 
6.7.2. The Neurobiological Foundations of Trauma 

6.8. Trauma Assessment 

6.8.1. Assessment Principles and Objectives 
6.8.2. Evaluation Methods 

6.9. Trauma Intervention 

6.9.1. Intervention Basis in Trauma 
6.9.2. Self-Help Groups 
6.9.3. EMDR  

6.10. Intervention Difficulties 

6.10.1. Predominant Problems in Working with Trauma 
6.10.2. Intervention Difficulties in EMDR 

Module 7. Mentalization-Based Therapies 

7.1. Introduction and History 

7.1.1. The Origin of Mentalization-Based Therapies 
7.1.2. Most Relevant Authors and Theories 

7.2. Normality and Pathology 

7.2.1. The Concept of Normality 
7.2.2. What Is Pathological? 
7.2.3. Normality vs. Pathology 

7.3. The Biopsychosocial Model 

7.3.1. The Need for an Integrating Model 
7.3.2. Basis and Foundations for the Model 
7.3.3. Most Relevant Authors and Theories

7.4. Others Explanatory Models in Health 

7.4.1. Most Relevant Models 
7.4.2. Most Relevant Authors and Works 

7.5. Healthy Personality Development vs. Pathological 

7.5.1. Personality Development 
7.5.2. Developmental Phases 
7.5.3. Pathological Personalities 

7.6. Treatment Structure 

7.6.1. Patient Profile 
7.6.2. When to Use Psychotherapy or Psychiatric Drugs?

7.7. Patient Capacity Determination

7.7.1. Patient Suggestions
7.7.2. Mentalization Capacity Determination

7.8. Basic Principles and Common Mistakes 

7.8.1. Basic Treatment Principles in Mentalization-Based Therapies 
7.8.2. Therapist Rookie Mistakes 
7.8.3. How Do We Prevent Them? 

7.9. Mentalization-Based Psychotherapy Techniques 

7.9.1. Most Commonly Used Techniques in Clinical Psychology 
7.9.2. Advantages and Disadvantages 

7.10. Current Situation and Future 

7.10.1. Current Mentalization-Based Therapies 
7.10.2. Future Works and Lines of Research 

Module 8. Dialectical Behavioral Therapy (DBT) 

8.1. The Introduction and History of DBT 

8.1.1. The Introduction and Beginnings of DBT 
8.1.2. The Emergence of DBT 
8.1.3. Most Representative Authors 

8.2. Therapeutic Stages, Strategies and Objectives 

8.2.1. Stages and Strategies 
8.2.2. Formulating Therapeutic Objectives 

8.3. DBT in Personality Disorders 

8.3.1. Interpreting Personality Disorders in DBT 
8.3.2. Personality Disorder Intervention and Treatment 
8.3.3. DBT and Borderline Personality Disorder 

8.4. Group Therapy vs Individual Therapy 

8.4.1. Introduction to Group Therapy 
8.4.2. Advantages and Disadvantages 
8.4.3. What to Use It? 

8.5. Beginnings and Considerations of Group Therapy 

8.5.1. The Origins of Group Therapy 
8.5.2. Group DBT 
8.5.3. Considerations to Consider 

8.6. Group Therapy: Capacity Modules 

8.6.1. Capacity Work in DBT 
8.6.2. How to Put It into Practice? 

8.7. DBT in Families 

8.7.1. The Concept of Family 
8.7.2. Attachment as a Foundation 
8.7.3. Using DBT in Families 

8.8. DBT Applied to Other Disorders 

8.8.1. Other Disorders Worth Mentioning 
8.8.2. Working from a Dialectical Behavioral Perspective 

8.9. Interdisciplinary Treatment 

8.9.1. Forming Interdisciplinary Teams 
8.9.2. The Figure of the Psychologist 
8.9.3. Advantages and Disadvantages 

8.10. The Current Situation and Future of DBT 

8.10.1. Current Lines of Research 
8.10.2. The Future of DBT 

Module 9. Positive Psychology and Emotion-Focused Therapy (EFT) 

9.1. Introduction and Emergence of Positive Psychology 

9.1.1. The Medical History of Positive Psychology 
9.1.2. The Emergence of Positive Psychology 

9.2. The Concept of Well-Being 

9.1.1. Introduction to the Concept of Well-Being 
9.1.2. Definitions of the Concept of Well-Being 
9.1.3. Explanatory Models 

9.3. Health Psychology and Positive Psychology 

9.3.1. Health Psychology Foundations 
9.3.2. The Concept of Health 
9.3.3. Relation between Positive Psychology and Health Psychology 

9.4. Positive Functioning Assessment 

9.4.1. Introduction to the Concept of Positive Functioning 
9.4.2. Evaluation Methods 

9.5. Use in Clinical Psychology 

9.5.1. The Basis for Clinical Intervention 
9.5.2. Positive Psychology Intervention 

9.6. Advances and Future of Positive Psychology 

9.6.1. The Impact of Positive Psychology 
9.6.2. Future Lines of Research and Works 

9.7. The Emergence of EFT

9.7.1. Origins and History of EFT
9.7.2. The Emergence of EFT

9.8. Introduction to EFT Work 

9.8.1. EFT and Clinical Practice 
9.8.2. EFT Techniques 

9.9. Gestalt Therapy 

9.9.1. The Benefits of Using Gestalt in Clinical Practice 
9.9.2. The Importance of the Emergence of Gestalt Schools 
9.9.3. Influence Today 

9.10. Most Common Work Techniques 

9.10.1. Most Common EFT Techniques 
9.10.2. Clinical Techniques in Positive Psychology 
9.10.3. Techniques of Interest in Gestalt Methodologies

Module 10. Information Communication Technologies (ICTs) and Therapeutic Use 

10.1. What are ICTs? 

10.1.1. Concept of ICT 
10.1.2. ICTs Classification 

10.2. First Steps in Therapy 

10.2.1. First Authors to Focus on ICTs and New Technologies 
10.2.2. First Clinical Uses 

10.3. Phobias and Types 

10.3.1. Concept and Definition of Phobia 
10.3.2. Types of Existing Phobia 

10.4. Social Phobia and Agoraphobia 

10.4.1. Introduction and Conceptualization of Social Phobia 
10.4.2. Introduction and Conceptualization of Agoraphobia 
10.4.3. Evaluation and Diagnosis 

10.5. Treatment Program for Agoraphobia 

10.5.1. The Beginnings of Treatment for Agoraphobia 
10.5.2. Current Treatment Programs 

10.6. Virtual Reality (VR) as Treatment 

10.6.1. What Is VR and How Does It Work? 
10.6.2. First Clinical Practices Using RV 
10.6.3. Advantages and Disadvantages 

10.7. VR in Treating Specific Phobias 

10.7.1. First Works 
10.7.2. Most Relevant Authors 
10.7.3. Results 

10.8. Training in Anxiety Management 

10.8.1. The Concept of Anxiety 
10.8.2. Treating and Improving Anxiety Control 
10.8.3. New Technology Uses 

10.9. Amaxophobia and Aerophobia Treatment 

10.9.1. Introduction to Amaxophobia and Aerophobia 
10.9.2. Common Patterns and Treatment Difficulties 
10.9.3. Benefits to Using New Technologies 
10.9.4. Current Treatments 

10.10. Current Situation and Future of ICTs 

10.10.1. New Technologies Today 
10.10.2. Problems and Advantages 
10.10.3. Lines of Research y Future Works

A unique, key and decisive training experience to boost your professional development”