Do you want to become a highly qualified professional in dealing with psychological disorders in children and adolescents? This Hybrid professional master’s degree in Child and Adolescent Psychopathology from TECH is for you!"

In recent years, Child and Adolescent Psychopathology has experienced significant advances in the early identification, assessment and treatment of mental disorders in children and adolescents. This translates into an improvement in the quality of life of the affected young people. In addition, today's society has a greater awareness and acceptance of child and adolescent mental disorders, which has allowed greater detection and access to effective treatments.

In this sense, TECH Hybrid professional master’s degree in Child and Adolescent Psychopathology is an excellent opportunity for those professionals interested in the development and application of tools and strategies to address child and adolescent psychological disorders in different areas of life, including the work environment.

Students will be able to develop advanced clinical skills and learn to apply the most effective treatments in this population group, as well as learn to work with families and implement effective strategies for the management of complex situations in children and adolescents. The contents of the program are designed so that students can apply the knowledge and skills acquired in different settings, including clinical, educational, forensic and research.

 In addition to theoretical instruction, the Hybrid professional master’s degree in Child and Adolescent Psychopathology of TECH includes a 3-week Clinical Internship in a center of the student's choice. This experience will allow students to apply the theoretical knowledge acquired in a real environment, and to develop skills and abilities that will be of great use in their professional future. This opportunity provides an enriching and invaluable experience for the students, as they will be able to work directly with children and adolescents and contribute to improving their quality of life. 

Take an intensive 3-week stay in a prestigious center and acquire all the knowledge to grow personally and professionally"

This Hybrid professional master’s degree in Child and Adolescent Psychopathology contains the most complete and up-to-date scientific program on the market. The most important features include:

• Development of more than 100 clinical cases presented by nursing professionals with expertise in intensive care and university professors with extensive experience in the critical patient 
• 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 
• Assessment and monitoring of the patient, the latest techniques to carry out the assessment and diagnosis process, the assessment of the family context, neurodevelopmental disorders, general principles in the treatment, etc
• Comprehensive systematized action plans for different situations in the area of Child and Adolescent Psychopathology 
• Presentation of practical workshops on diagnostic and therapeutic techniques in the patient 
• An algorithm-based interactive learning system for decision-making in the clinical situations presented throughout the course 
• Practical clinical guides on a personalized approach to the patient 
• With a special emphasis on evidence-based medicine and research methodologies in Child and Adolescent Psychopathology 
• 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 
• Furthermore, they will be able to carry out a clinical internship in one of the best hospitals   

This Hybrid professional master’s degree in Child and Adolescent Psychopathology of TECH offers you the flexibility of a blended modality so that you can adapt your studies to your needs and schedules"

In this Professional Master's Degree proposal, of a professionalizing nature and blended learning modality, the program is intended to update nursing professionals who develop their functions in high performance centers, clinical or hospital centers, and who require a high level of qualification. The content is based on the latest scientific evidence and is organized in a didactic way to integrate theoretical knowledge into nursing practice. The theoretical-practical elements allow professionals to update their knowledge and help them to make the right decisions in patient care.

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 an immersive education program to learn in real situations. This program's design is based on Problem Based Learning, by means of which the student must try to solve different professional practice situations that will be presented throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts.

Learn to work with families and implement effective strategies for the management of complex situations in children and adolescents with this exclusive TECH program"

Enroll in the Hybrid professional master’s degree in Child and Adolescent Psychopathology of TECH and become part of a community of professionals committed to the emotional well-being of children and adolescents"

For the development of the Hybrid professional master’s degree in Child and Adolescent Psychopathology, TECH has taken into account the selected information by the teaching staff based on a quality, current and exhaustive criteria. This has allowed the creation of a complete and highly educational program, presented in an online format for greater convenience and accessibility. In addition, the graduate will have access to a wide range of high quality additional material, such as videos, images, abstracts, research articles, additional readings and clinical cases, which guarantees a personalized, dynamic and immersive academic experience. In addition, a Clinical Internship period in an internationally renowned clinical center. 

Unlike other academic programs, the approach is 100% professional and practical. You will learn effectively and apply your knowledge from the very first moment"

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 Child Assessment and Diagnosis Process in Child and Adolescent Psychopathology 

2.1. Therapeutic Relationship with Children and Adolescents

2.1.1. Infant and Adolescent Characteristics 
2.1.2. Establishment of a Therapeutic Alliance with the Minor 
2.1.3. 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. Evaluation and Diagnosis Process in Childhood: Phases 

2.3.1. The Assessment Process in the Childhood and Adolescent Stage 
2.3.2. Diagnosis in Childhood and Adolescence 

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 Mistakes 

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. Antonomous Self, Social Self, 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.Intrafamilar 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 Childhood and Adolescence 

4.1. Neurodevelopmental 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 and Related Disorders

4.3.1. What are Bipolar 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 "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. Dissociative Disorders 

4.8.1. Characteristics of Dissociative Disorders 
4.8.2. Disorders Included in the Diagnostic Category of "Dissociative Disorders" 

4.9. Somatic Symptom Disorders and Related Disorders 

4.9.1. What are Somatic Symptom Disorders and Related Disorders? 
4.9.2. Disorders included in the Diagnostic Category of "Somatic Symptom Disorders and Related Disorders" 
4.9.3. Evidence and Data of Relevance on Factitious Disorder as Applied to Another (in Children and Adolescents) 

4.10. Eating and Food Ingestion 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 Data on Eating and Food Intake Disorders in Adolescence

Module 5. Pathological Universes in Childhood and Adolescence II 

5.1. Excretory Disorders 

5.1.1. What is called “Excretion Disorders”? 
5.1.2. Types of Excretion Disorders 

5.2. Sleep-Wake Disorders 

5.2.1. Common Characteristics of Sleep-Wake Disorders 
5.2.2. Disorders Sleep-Wake Disorders Included in the Diagnostic Category“ Sleep-Wake Disorders” 

5.3. Gender Dysphoria 

5.3.1. Gender Dysphoria 
5.3.2. Relevant Situations of the Gender Factor in the Childhood and Adolescence 
5.3.3. How Today’s Children Experience Sexual Problems? 

5.4. Disruptive, Impulse-Control and Behavioral Disorders 

5.4.1. Types of Disruptive, Impulse-Control and Behavioral Disorders 
5.4.2. Common Problems Fear-Related with Behavioral Management of Infants in Psychological Therapy 

5.5. Substance Abuse and Addictive Disorders 

5.5.1. What are the Disorders Related to Substance Abuse and Addictive Disorders? 
5.5.2. Disorders Included in the Diagnostic Category of “Disorders Related to Substances and Addictive Disorders” 

5.6. General Personality Disorder 

5.6.1. Personality Theories 
5.6.2. General Personality Disorder According to DSM-V

5.7. Paraphilic Disorders 

5.7.1. Paraphilic Disorders 
5.7.2. Incidence of Paraphilic Disorders in Childhood and Adolescence

5.8. Other Problems that can be Targeted Clinical Care 

5.8.1. Parent-child relationship problem and sibling relationship problem
5.8.2. Child Abuse and Neglect. Sexual Abuse 

Module 6. Intelligence

6.1. History and Introduction to the Concept of Intelligence 

6.1.1. The Concept of Intelligence 
6.1.2. First Works on Intelligence 

6.2.  Multiple intelligences 

6.2.1. Concept of Multiple Intelligences 
6.2.2. Theory of Multiple Intelligences 

6.3. Emotional Intelligence 

6.3.1. What is Emotional Intelligence? 
6.3.2. Main Theories on Emotional Intelligence 
6.3.3. Daniel Goleman's Figure 

6.4. Assessment and Diagnosis 

6.4.1. Assessment and Diagnosis of Intelligence 
6.4.2. Major Instruments for Measuring Intelligence 

6.5. Intellectual Disability 

6.5.1. Concept of Intellectual Disability and Comorbidity with Other Mental Health Conditions
6.5.2. Assessment and Diagnosis of Intellectual Disability 

6.6. Learning Disorders 

6.6.1. What are Learning Disorders? 
6.6.2. Main Learning Disorders 
6.6.3. Assessment and Diagnosis of Learning Disorders 

6.7. HIgh Abilities. Differential Diagnosis 

6.7.1. Introduction to the Concept of High Abilities 
6.7.2. Differential Diagnosis 
6.7.3. High Abilities in Autism 

6.8. Intervention Programs 

6.8.1. Principles of the Intervention Programs Related to Intelligence and Learning Disorders 
6.8.2. Intervention Programs 

Module 7. Personality Disorders in Childhood and Adolescence 

7.1. Paranoid Personality Disorder 

7.1.1. Introduction to Paranoid Personality Disorder 
7.1.2. Diagnostic Criteria 
7.1.3. Paranoid Personality in Childhood 

7.2. Schizoid Personality Disorder 

7.2.1. Introduction to Schizoid Personality Disorder 
7.2.2. Diagnostic Criteria 
7.2.3. Schizoid Personality in Childhood and Adolescence 

7.3. Schizotypal Personality Disorder 

7.3.1. Introduction to Schizotypal Personality Disorder 
7.3.2. Diagnostic Criteria 
7.3.3. Schizotypal Personality in Minors How It Differs from Adult Neuropathology 

7.4. Borderline Personality Disorder 

7.4.1. Introduction to Borderline Personality Disorder 
7.4.2. Diagnostic Criteria 
7.4.3. Borderline Personality in Childhood and Adolescents 

7.5. Narcissistic Personality Disorder 

7.5.1. Introduction to Narcissistic Personality Disorder 
7.5.2. Diagnostic Criteria 
7.5.3. Narcissist Personality in Children 

7.6. Antisocial Personality Disorder 

7.6.1. Introduction to Antisocial Personality Disorder 
7.6.2. Diagnostic Criteria 
7.6.3. Antisocial Personality in Minors 

7.7. Histrionic Personality Disorder 

7.7.1. Introduction to Histrionic Personality Disorder 
7.7.2. Diagnostic Criteria 
7.7.3. Histrionic Personality in Childhood and Adolescence 

7.8. Avoidant Personality Disorder 

7.8.1. Introduction to Avoidant Personality 
7.8.2. Diagnostic Criteria 
7.8.3. Avoidant Personality and its Relation to Childhood and Adolescence Stage 

7.9. Dependent Personality Disorder 

7.9.1. Introduction to Dependent Personality 
7.9.2. Diagnostic Criteria 
7.9.3. Avoidant Personality and  its Relation to Childhood and Adolescence Stage 
7.9.4. Implications of the Dependent Personality in Adulthood 

7.10. Obsessive-Compulsive Personality Disorder 

7.10.1. Introduction to the Concept of Obsessions and Compulsions 
7.10.2. Concept of Compulsive Personality Disorder and Diagnostic Criteria 
7.10.3. Obsessive-Compulsive Personality in Childhood 

Module 8. Autism Spectrum Disorder 

8.1. History and Evolution of the Autism Spectrum Disorder 

8.1.1. Autism Spectrum throughout History 
8.1.2. The Autism Spectrum Today 

8.2. Myths About the Autism Spectrum Disorder 

8.2.1. Myths and Stereotypes on ASD 
8.2.2. The Truth About ASD 
8.2.3. Discrimination against patients with ASD vs. patients with Down Syndrome 

8.3. Etiology and Diagnostic Categorization of Autism Spectrum Disorder

8.3.1. Introduction to Etiology of ASD 
8.3.2. Main Theories on the Origin of ASD 
8.3.3. Categorization of ASD According to the DSM-5 
8.3.4. Positions on DSM-V Categorization 

8.4. Family Atmosphere in the Psychopathology of the Autism Spectrum: Consequences, Family Adaptation 

8.4.1. Introduction to the Role of the Family in the Development of  Children with ASD 
8.4.2. Protective and Risk Factors in the Family 
8.4.3. Consequences in the Family When a Member Has ASD 

8.5. Evaluation Instruments for Diagnosis in Autism Spectrum Disorders 

8.5.1. Introduction to Assessment and Diagnosis of ASD 
8.5.2. Main Evaluation Instruments for the Diagnosis of ASD 
8.5.3. New Lines of Research 

8.6. Comorbidity and Differential Diagnosis 

8.6.1. Introduction 
8.6.2. ASD Comorbidity
8.6.3. ASD Differential Diagnosis 

8.7. Intervention Method in Clinical Cases in Children and Adolescents With ASD 

8.7.1. Introduction to Intervention in ASD 
8.7.2. Main Intervention Methodologies 

8.8. The Role of Early Care 

8.8.1. What is Early Care? 
8.8.2. Early Care in ASD 

8.9. Intellectual Deficit and Autism Spectrum Disorders 

8.9.1. Introduction to the Concept of Intellectual Deficit 
8.9.2. Relationship Between ASD and Intellectual Deficit 

Module 9. Others Related Problems 

9.1. Anger and Aggressiveness Problems 

9.1.1. Introduction to Anger and Aggressiveness Problems 
9.1.2. Anger and Aggressiveness Problems in the Psychological Consultation 

9.2. Substance Addiction Problems 

9.2.1. Introduction to Substance Addiction 
9.2.2. The problems of Substance Abuse in MInors 
9.2.3. Substance Abuse Fads in Minors 

9.3. Substance Addiction Problems(TIC) 

9.3.1. Introduction to ICTs 
9.3.2. Addiction to ICTs in Minors 

9.4. Problems Derived from ICT 

9.4.1. Major Problems Derived from ICT 

9.5. Emotional Problems in Childhood and Adolescence 

9.5.1. Introduction to Emotions 
9.5.2. Emotions in Childhood and Adolescence 
9.5.3. Major Emotional Problems in Childhood and Adolescence 

9.6. Self-Esteem and Self-Concept Problems 

9.6.1. Introduction to the Concept of Self-Esteem and Self-Concept 
9.6.2. Major Self-Esteem and Self-Concept Problems 

9.7. Suicide in Childhood and Adolescence 

9.7.1. Introduction to Suicide 
9.7.2. Suicides in the Childhood and Adolescence Stage 

9.8. Characteristics of Oppositional Defiant in  Children and Adolescents 

9.8.1. Introduction to Oppositional Defiant Disorder 
9.8.2. Major Characteristics of Oppositional Defiant in Children and Adolescents 
9.8.3. Major Characteristics of Oppositional Defiant in Adolescents 

9.9. The Most Common Neurodevelopmental Conditions 

9.9.1. Introduction the Neurodevelopmental Conditions 
9.9.2. Neurodevelopmental Conditions in Minors 

Module 10. Treatment and Intervention of Child and Adolescent Psychopathologies. General Treatment Principles 

10.1. Factors Influencing Treatment Outcome

 10.1.1. Modulating Factors in Child Treatment 

10.2. Treatment Modalities 

10.2.1. Introduction to the Treatment of Child and Adolescent Psychopathology 
10.2.2. Different Treatment Modalities for Children and Adolescents 

10.3. Bandura's Vicarious Learning 

10.3.1. History of Bandura 
10.3.2. Bandura's Vicarious Learning Theory 

10.4. Behavior Modification Techniques 

10.4.1. Introduction to Behavior Modification 
10.4.2. Main Behavior Modification Techniques 
10.4.3. Behavior Modification Techniques at Present 

10.5. Functional Analysis 

10.5.1. Introduction to Functional Analysis 
10.5.2. Functional Analysis in Psychological Therapy 

10.6. Systemic Therapy 

10.6.1. Introduction to Systemic Therapy 
10.6.2. Systemic Therapy Today 

10.7. Strategic Therapy and Constructivism 

10.7.1. Introduction to Strategic Therapy 
10.7.2. Introduction to Constructivism 

10.8. Cognitive restructuring 

10.8.1. Introduction to Cognitive Restructuring 
10.8.2. Cognitive Restructuring as a Treatment Nowadays 

10.9. Future Prospects for Treatment Planning 

10.9.1. New Prospects for Treatment in Childhood and Adolescence 

This training will allow you to advance in your career in a comfortable way"