This Professional master’s degree is unique and, therefore, essential because it places the experience as the foundation of the theory, allowing a global and sufficient knowledge to practice transferring all this knowledge to the foundation in the planning and subsequent implementation of professional work".

The syllabus of this Professional master’s degree is designed to introduce the student to all the technology for intervention within the professional activity, as well as the knowledge required to avoid making any mistakes in their professional practice in the code of ethics and to be sure that they are complying with the regulations to which they must adhere.

Update your knowledge through this online Professional master’s degree in Cognitive Behavioral Therapy”

This online Professional master’s degree in Cognitive Behavioral Therapy contains the most complete and updated 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 intervention in Cognitive-Behavioral Therapy
• 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 Professional 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 Cognitive Behavioral Therapy, you will obtain a certificate from the largest educational institution in Spain, TECH”

The teaching staff includes professionals from the field of psychology, who bring their experience to this Master’s 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 Professional master’s degree"

Take the opportunity to learn about the latest advances in Cognitive Behavioral Therapy 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 online Professional master’s degree in Cognitive Behavioral Therapy contains the most complete and updated program on the market”

Module 1. Historical Evolution of Cognitive-Behavioral Psychology

1.1. Psychology as a Scientific Discipline

1.1.1. Psychology Origins and Beginnings
1.1.2. Philosophy as a Basis
1.1.3. A New Discipline
1.1.4. Scientific Psychology

1.2. Classical and Operant Conditioning

1.2.1. The Beginnings of Conditioning
1.2.2. Classical Conditioning
1.2.3. Operant Conditioning

1.3. Behavioral Therapy

1.3.1. Beginnings of Behavioral Therapy
1.3.2. Most Relevant Authors and Theories

1.4. Development and Characteristics the Cognitive-Behavioral Model

1.4.1. Basis of the Cognitive-Behavioral Model
1.4.2. Features and Advantages of the Model

1.5. Main Authors and Models within the Cognitive-Behavioral Paradigm

1.5.1. Authors who Propelled the Movement
1.5.2. Main Theories and Models

1.6. Role of the Therapist

1.6.1. Importance of the Therapist
1.6.2. The Therapist’s Position in Cognitive-Behavioral Therapy

1.7. What Is Rapport?

1.7.1. Introduction to the Concept of Rapport
1.7.2. Relevance in Psychology
1.7.3. Main Authors Supporting the Concept

1.8. Formation of Emotional Schemes and Limiting Beliefs

1.8.1. What Are Emotional Schemas?
1.8.2. Types of Schemas
1.8.3. Definition of Beliefs
1.8.4. Limiting Beliefs

1.9. Cognitive Psychology Today

1.9.1. Current Cognitive Psychology
1.9.2. Most Relevant Authors and Theories
1.9.3. Trends and Evolution

1.10. Normality and Pathology

1.10.1. The Concept of Normailty
1.10.2. Normality vs. Pathology

Module 2. Study and Diagnosis in the Cognitive-Behavioral Psychology Model

2.1. Psychological Evaluation

2.1.1. The Importance of a Good Assessment
2.1.2. Assessment Phases and Processes

2.2. Most Common Assessment Tools

2.2.1. Introduction to the Assessment Methodology
2.2.2. Assessment Test and Tools

2.3. Assessment Areas and Scenarios

2.3.1. The Importance of Context During Assessment
2.3.2. The Different Scenarios of the Assessment

2.4. Interview and Anamnesis

2.4.1. Anamnesis
2.4.2. Types of Interviews
2.4.3. Limitations of the Interview

2.5. How to Diagnose?

2.5.1. How to Perform a Diagnosis
2.5.2. Importance of an Accurate Diagnosis
2.5.3. Labels and Their Taboos

2.6. Motivation and Willingness to Therapeutic Change

2.6.1. Motivation as a Key Factor
2.6.2. Enhancing Patient Motivation
2.6.3. The Patient's Willingness to Change

2.7. The Patient’s Thoughts Belief System

2.7.1. What Are Emotional Schemas?
2.7.2. Types of Schemas
2.7.3. Definition of Beliefs
2.7.4. Limiting Beliefs

2.8. Self-Dialogue and Biography, Communication Channels 

2.8.1. Therapeutic Communication
2.8.2. Using Self-Dialogue
2.8.3. The Patient’s Biography

2.9. Assessment Guarantees

2.9.1. What Guarantees Should an Assessment Process Have?
2.9.2. Issues to Consider

Module 3. Design and Intervention Strategies in Cognitive-Behavioral Psychology

3.1. Aspects to Consider in the Intervention Process

3.1.1. Aspects Specific to the Therapist
3.1.2. Contextual Aspects
3.1.3. Aspects Specific to the Patient

3.2. Mental and Emotional Health

3.2.1. What Is Health?
3.2.2. Mental Health
3.2.3. Emotional Health

3.3. Habits and Cognitive Style

3.3.1. Introduction to Habits and Their Types
3.3.2. Their Influence on Therapy and the Change Process

3.4. Interfering Situations in the Intervention Process, by the Therapist

3.4.1. External Factors that May Affect the Intervention
3.4.2. The Therapist and Their Traits
3.4.3. Situations that May Interfere with Therapy

3.5. Applied Communication Skills

3.5.1. Introduction to Communication Skills
3.5.2. Communication Skills Applied to Crisis Intervention
3.5.3. Use of Communication Skills During Therapy

3.6. Representational Systems

3.6.1. Introduction and Definition of Representational Systems
3.6.2. Types of Systems and Their Influence

3.7. Effective Use of Questions (Socratic Method)

3.7.1. The Importance of Questioning in Therapy
3.7.2. Emergence of the Socratic Method
3.7.3. Its Application in Therapy

3.8. Therapist Skills

3.8.1. Introduction to Therapist Skills
3.8.2. Importance of Therapist Skills
3.8.3. Handling Difficult situations

Module 4. Intervention with Cognitive-Behavioral Techniques in the Chronic Patient Clinic

4.1. Introduction to Chronic Disease

4.1.1. Chronic Disease Characteristics
4.1.2. How Does It Affect the Person?

4.2. Most Common Chronic Diseases

4.2.1. Prevalence of Chronic Diseases
4.2.2. Most Common Diseases

4.3. Chronic Patient Assessment

4.3.1. Basis of Assessment 
4.3.2. Most Common Assessment Tools

4.4. Self-Esteem and Self-Concept Problems

4.4.1. Definition of Self-Esteem
4.4.2. Definition of Self-Concept
4.4.3. Common Self-Esteem and Self-Concept Problems in Chronic Illnesses

4.5. Coping Styles and Techniques

4.5.1. What Are Coping Styles?
4.5.2. Measuring Tools
4.5.3. Techniques for an Improved Approach

4.6. Deactivation and Relaxation Techniques

4.6.1. Introduction to Deactivation and Relaxation Techniques
4.6.2. Their Therapeutic Use
4.6.3. Most Relevant Authors and Techniques

4.7. Systematic Desensitization (J. Wolpe 1948)

4.7.1. Who Is J. Wolpe?
4.7.2. Theoretical Foundations of Systematic Desensitization
4.7.3. Application of Systematic Desensitization

4.8. Edmund Jacobson's Progressive Relaxation

4.8.1. Who Is Jacobson?
4.8.2. Theoretical Foundations of Progressive Relaxation
4.8.3. Application of Progressive Relaxation

4.9.     Instrumental or Operant Conditioning Techniques

4.9.1. Therapuetic Use
4.9.2. Most Commonly Used Techniques
4.9.3. Conditioning at Present

4.10. Relapse Prevention

4.10.1. Why Is It Important to Avoid Relapses?
4.10.2. Techniques to Avoid Relapses
4.10.3. The Prevention Plan

Module 5. Intervention with Cognitive-Behavioral Techniques in Clinical Psychology

5.1. Types of Techniques

5.1.1. Introduction to Cognitive-Behavioral Techniques
5.1.2. Why Is It Important to Avoid Relapses?

5.2. Schultz's Autogenous Relaxation (1901)

5.2.1. Who Is Schultz?
5.2.2. Autogenous Therapy
5.2.3. Clinical Use

5.3. Suggestion and Hypnosis Techniques

5.3.1. Origin of Hypnosis
5.3.2. Suggestion and Hypnosis Procedure
5.3.3. Applicability and Efficacy Data

5.4. Ellis Rational-Emotive-Behavioral Therapy

5.4.1. Who Is Ellis?
5.4.2. Fundamentals of Rational-Emotive-Behavioral Therapy
5.4.3. Clinical Use

5.5. Stress Innoculation Therapy

5.5.1. Introduction to Stress Inoculation Therapy
5.5.2. Relevant Authors
5.5.3. Clinical Use

5.6. Beck's Cognitive Therapy

5.6.1. Who Is Beck?
5.6.2. Fundamentals of Cognitive Therapy
5.6.3. Clinical Use

5.7. Problem-Solving Therapy

5.7.1. Introduction to Problem-Solving Therapy
5.7.2. Relevant Authors
5.7.3. Clinical Use

5.8. Exposure Therapy

5.8.1. Types of Exposure
5.8.2. Relevant Authors
5.8.3. Clinical Use

5.9. Cognitive Restructuring

5.9.1. What Is Cognitive Restructuring?
5.9.2. Clinical Use

5.10. Mindfulness

5.10.1. Origin of Mindfulness
5.10.2. Mechanisms of Action
5.10.3. Clinical Use

Module 6. Applied Cognitive-Behavioral Psychology

6.1. Intervention in Anxiety Disorders

6.1.1. Assessment and Diagnosis in Anxiety Disorders
6.1.2. Intervention and Treatment

6.2. Intervention in Mood Disorders

6.2.1. Assessment and Diagnosis in Mood Disorders
6.2.2. Intervention and Treatment

6.3. Intervention in Sleep Disorders

6.3.1. Assessment and Diagnosis in Sleep Disorders
6.3.2. Intervention and Treatment

6.4. Intervention in Chronic Pain Disorders

6.4.1. Assessment and Diagnosis in Chronic Pain Disorders
6.4.2. Intervention and Treatment

6.5. Cognitive-Behavioral Intervention in Psychosomatic Disorders

6.5.1. Assessment and Diagnosis in Psychosomatic Disorders
6.5.2. Intervention and Treatment

6.6. Intervention in Eating Disorders

6.6.1. Assessment and Diagnosis in Eating Disorders
6.6.2. Intervention and Treatment

6.7. Grief Intervention 

6.7.1. Concept of Grief
6.7.2. Intervention and Treatment
6.7.3. Accompaniment

6.8. Intervention in Depressive Disorders

6.8.1. Assessment and Diagnosis in Depressive Disorders
6.8.2. Intervention and Treatment

6.9. Stress Intervention

6.9.1. Concept of Stress
6.9.2. Associated Theories
6.9.3. Intervention and Treatment

Module 7. Cognitive-Behavioral Model Applied in Health Psychology Intervention

7.1. Introduction to the Biopsychosocial Model of Health

7.1.1. Importance for an Integrative Model
7.1.2. Birth of the Biopsychosocial Model

7.2. Emergence of Health Psychology

7.2.1. History and Birth of Health Psychology
7.2.2. Theoretical Basis

7.3. The Emergence of Community Psychology

7.3.1. Origins of Community Psychology
7.3.2. Impact and Use

7.4. Emotion-Based Therapy

7.4.1. What Is Emotion-Based Therapy?
7.4.2. Main Authors
7.4.3. Clinical Use

7.5. Humanist Theories

7.5.1. Birth of Humanist Theories
7.5.2. Theoretical Approach and Main Authors
7.5.3. Application

7.6. Carl Rogers' Therapy

7.6.1. Who Is Carl Rogers?
7.6.2. Theoretical Basis
7.6.3. Therapeutic Application

7.7. Social Skills Training

7.7.1. Social Skills Training Programs
7.7.2. Social Skills in Pathological Disorders
7.7.3. Usefulness and Effectiveness

7.8. Acceptance and Commitment Therapy

7.8.1. Basis and Foundations
7.8.2. Structure and Procedures
7.8.3. Application and Effectiveness

7.9. Dialectical Behavioral Therapy

7.9.1. Basis and Foundations
7.9.2. Structure and Procedures
7.9.3. Application and Effectiveness

7.10. Family Therapy, Bases and Techniques

7.10.1. Basis and Foundations
7.10.2. Structure and Procedures
7.10.3. Application and Effectiveness

Module 8. Applied Psychopharmacology

8.1. Introduction to Psychopharmacology

8.1.1. Basis and Introduction to Psychopharmacology
8.1.2. General Principles of Psychopharmacology Treatment
8.1.3. Main Applications

8.2. Antidepressants

8.2.1. Types of Antidepressants
8.2.2. Mechanism of Action
8.2.3. Indications
8.2.4. Drugs Included in this Group
8.2.5. Side effects:
8.2.6. Contraindications
8.2.7. Drug Interactions
8.2.8. Patient Information

8.3. Antipsychotics 

8.3.1. Types of Antipsychotics
8.3.2. Mechanism of Action
8.3.3. Indications
8.3.4. Drugs Included in this Group
8.3.5. Side effects:
8.3.6. Contraindications
8.3.7. Drug Interactions
8.3.8. Patient Information

8.4. Anxiolytics and Hypnotics

8.4.1. Types of Anxiolytics and Hypnotics
8.4.2. Mechanism of Action
8.4.3. Indications
8.4.4. Drugs Included in this Group
8.4.5. Side effects:
8.4.6. Contraindications
8.4.7. Drug Interactions
8.4.8. Patient Information

8.5. Mood Stabilizers

8.5.1. Types of Mood stabilizers
8.5.2. Mechanism of Action
8.5.3. Indications
8.5.4. Drugs Included in this Group
8.5.5. Dosage and Forms of Administration
8.5.6. Side effects:
8.5.7. Contraindications
8.5.8. Drug Interactions
8.5.9. Patient Information

8.6. Psychostimulants

8.6.1. Mechanism of Action
8.6.2. Indications
8.6.3. Drugs Included in this Group
8.6.4. Dosage and Forms of Administration
8.6.5. Side effects:
8.6.6. Contraindications
8.6.7. Drug Interactions
8.6.8. Patient Information

8.7. Antidementia Drugs

8.7.1. Mechanism of Action
8.7.2. Indications
8.7.3. Drugs Included in this Group
8.7.4. Dosage and Forms of Administration
8.7.5. Side effects:
8.7.6. Contraindications
8.7.7. Drug Interactions
8.7.8. Patient Information

8.8. Drugs for the Treatment of Dependencies

8.8.1. Types and Mechanism of Action
8.8.2. Indications
8.8.3. Drugs Included in this Group
8.8.4. Dosage and Forms of Administration
8.8.5. Side effects:
8.8.6. Contraindications
8.8.7. Drug Interactions
8.8.8. Patient Information

8.9. Antiepileptic Drugs 

8.9.1. Mechanism of Action
8.9.2. Indications
8.9.3. Drugs Included in this Group
8.9.4. Side effects:
8.9.5. Contraindications
8.9.6. Drug Interactions
8.9.7. Patient Information

8.10. Other Drugs: Guanfacine

8.10.1. Mechanism of Action
8.10.2. Indications
8.10.3. Dosage and Forms of Administration
8.10.4. Side Effects:
8.10.5. Contraindications
8.10.6. Drug Interactions
8.10.7. Patient Information

Module 9. Behavior Modification

9.1. Main Theories and Authors

9.1.1. Beginnings of Behavioral Theories
9.1.2. Most Relevant Authors

9.2. Behavioral Assessment

9.2.1. Behavioral Assessment Strategies
9.2.2. Functional Analysis of Behavior

9.3. Functional Analysis of Behavior

9.3.1. Origin and Foundations of Functional Behavioral Analysis
9.3.2. Clinical Use

9.4. Operant Techniques for Behavioral Enhancement

9.4.1. What Behaviors Do We Want to Increase?
9.4.2. Techniques to Increase Behavior

9.5. Covert Conditioning Techniques

9.5.1. Fundamentals of Covert Conditioning
9.5.2. Uses in Clinical Practice

9.6. Techniques to Reduce or Eliminate 

9.6.1. What Behaviors Do We Want to Eliminate?
9.6.2. Techniques to Reduce or Extinguish a Behavior

9.7. Token Economy Program

9.7.1. Theoretical Basis for the Token Economy
9.7.2. Its Use in the Classroom
9.7.3. Its Clinical Use

9.8. Contingency Contracts

9.8.1. Basics of Contingency Contracts
9.8.2. Usefulness and Effectiveness

9.9. Latest Applications and Studies

9.9.1. Neobehavioral Theories
9.9.2. Main Authors
9.9.3. Research Lines

Module 10. Treatment Programs

10.1. Introduction to Treatment Programs

10.1.1. Characteristics of Treatment Programs
10.1.2. Most Popular Treatment Programs

10.2. Autism Spectrum

10.2.1. Autism Spectrum Basics
10.2.2. Assessment and Diagnosis
10.2.3. Intervention and Treatment

10.3. Schizophrenia

10.3.1. Basis of the Disease
10.3.2. Assessment and Diagnosis
10.3.3 Intervention and Treatment

10.4. Neuropsychological Conditions

10.4.1. Most Common Conditions
10.4.2. Assessment and Diagnosis
10.4.3. Treatment Programs

10.5. Social Phobia Treatment

10.5.1. Common Treatment Programs for Social Phobia
10.5.2. Treatments and Lines of Research
10.5.3. Cognitive-Behavioural Intervention

10.6. Specific Phobia Treatment

10.6.1. Characteristics of the Diagnosis
10.6.2. Assessment
10.6.3. Intervention and Treatment

10.7. A Clinical Model of Obsessive Thoughts

10.7.1. Thoughts and Beliefs
10.7.2. Obsessions and Compulsions
10.7.3. Treatment

10.8. Treatment of Sexual Disorders

10.8.1. Assessment and Diagnosis of Sexual Disorders
10.8.2. Non-Pharmacological Treatment for Sexual Disorders

10.9. Treatment of Addictions

10.9.1. Concept of Addiction
10.9.2. Components of Addiction
10.9.3. Intervention Programs

10.10. Treatment of Personality Disorders

10.10.1. Characteristics of Personality Disorders
10.10.2. Assessment and Diagnosis
10.10.3. Intervention and Treatment

 A unique, key, and decisive master’s degree experience to boost your professional development”