Become a true expert in the field by taking this academic program designed by TECH”

The study of behavior is one of the main human interests since the beginning of their relationship with the world. In Animal-Assisted Therapies, learning takes center stage to facilitate adaptation processes demanded by the environment in which organisms gradually develop during their life cycle, and which provides them with the tools to build relationships with every surrounding element (objects, animals, people, etc.), as well as to understand how to act in different situations and scenarios. 

This specialization program in the Psychology of Learning, veterinarians will be able to develop a structured methodology in Animal-Assisted Interventions adjusted to each user (patient or learner) with clear and achievable objectives. It addresses the functional diversities or pathologies that users may present and determines the therapeutic or educational approach required for each one based on arguments and scientific evidence in selecting the type of intervention to be applied.

Students will develop transversal competences at a theoretical and practical level, specifically in the therapy conducted with different types of patients and in the handling of the most common animals used in AAI. 

Likewise, they will have the ability to develop Assisted Therapy methodologies based on specific patient objectives or a systematic methodology that guarantees learning. 

This Postgraduate diploma addresses the fundamental differences between Animal-Assisted Interventions (AAI) or Animal Assisted-Therapies (AAT) as opposed to Animal-Assisted Activities (AAA) in professional practice. 

Likewise, it delves deep into the solid bases upon which to argue and justify the responsible use of some animals for Assisted Interventions without affecting the well being of all those involved in the activity. 

A high level academic option, designed by professionals of international prestige”

This Postgraduate diploma in Psychology of Learning in Animal-Assisted Therapies contains the most complete and up to date educational program on the market. The most important features of the program include: 

• Practical cases presented by experts in Animal-Assisted Therapies
• 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
• Breakthroughs in Animal-Assisted Therapies
• Practical exercises where self assessment can be used to improve learning
• Special emphasis on innovative methodologies in Animal-Assisted Therapies
• 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

The Postgraduate diploma designed by TECH is undoubtedly the best option if you want to specialize in Animal-Assisted Therapies in the field of Psychology with greater guarantees of success”

The program’s teaching staff includes professionals in the sector who contribute their work experience to this training course, 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 specialist must try to solve the different professional practice situations that arise during the academic year. For this purpose, the professional will be assisted by an innovative, interactive video system created by renowned and extensively experienced experts in Animal-Assisted Therapies.

This Postgraduate diploma has the best didactic material, which will enable a contextual study that will facilitate your learning"

As it is a 100% online updating program, you will be able to balance your studies with your professional work while increasing your knowledge of the field"

The structure of the content has been designed by the best professionals in the Dermatology in Small Animals sector, with extensive experience and recognized prestige in the profession, backed by the volume of cases reviewed, studied, and diagnosed, and with extensive knowledge of new technologies applied to veterinary medicine. This assures students that, upon completing the program, they will be fully qualified to work in Animal-Assisted Interventions from a multidisciplinary approach that favors both humans and animals.

First rate content, designed with the utmost rigor to train the best veterinarians in the sector”

Module 1. Animal-Assisted Therapies

1.1.  Animal-Assisted Therapies

1.1.1. Animal-Assisted Interventions (AAI), Animal-Assisted Therapies (AAT), Animal-Assisted Education (AAE), Animal Resident Program (ARP)
1.1.2. Animal-Assisted Activity (AAA)
1.1.3. User Terminology
1.1.4. Co-Therapist Animals
1.1.5. Research

1.2. Multidisciplinary Team

1.2.1. Occupational Therapists
1.2.2. Psychologist
1.2.3. Pedagogue
1.2.4. Physiotherapist
1.2.5. Technical Trainer, Equestrian Guide

1.3. History of Animal-Assisted Interventions

1.3.1. Chronology
1.3.2. Using AAT
1.3.3. Future Prospects

1.4. Animal-Assisted Coaching

1.4.1. Differences between Coaching and Psychotherapy
1.4.2. Animals for Coaching
1.4.3. Equine-Assisted Coaching Objectives
1.4.4. Avian-Assisted Coaching Objectives

1.5. Legislation

1.5.1. The Need for Regulation in AAT
1.5.2. The Need for Certified Training
1.5.3. Legislation in Europe
1.5.4. Legislation in American

1.6. Creating an AAI Entity

1.6.1. Legal Form
1.6.2. Recruiting Multidisciplinary Teams and Customers
1.6.3. Customer Loyalty
1.6.4. Facilities and Head Office

1.7. Volunteer and Internship Programs

1.7.1. Volunteer Contracts / Agreements with Universities
1.7.2. Volunteer Loyalty
1.7.3. Training
1.7.4. Insurance

1.8. Occupational Hazard Prevention

1.8.1. Work Clothes
1.8.2. Information Signs
1.8.3. Covid Protocol
1.8.4. Fire Extinguishers
1.8.5. First Aid

1.9. Licenses and Permits

1.9.1. Livestock Farming Registry (REGA in Spanish), Zoological Nucleus
1.9.2. Data Protection Law
1.9.3. Socio-Health Licenses
1.9.4. Federal Licenses

1.10. Animal-Assisted Therapy Regulations

1.10.1. Civil and Criminal Liability
1.10.2. Animal Abuse
1.10.3. Animal Well-being during Transport
1.10.4. Veterinary Inspection
1.10.5. Carcass Processing

Module 2. Fundamentals of Anthrozoology

2.1. Domestication Process

2.1.1. Theories on Domestication
2.1.2. Scientific Data on Domestication
2.1.3. The Importance of Domestication

2.2. Cognitive Ethology

2.2.1. Memory
2.2.2. Spacial Cognition
2.2.3. Categorization
2.2.4. Interspecies Communication Processes
2.2.5. State of Consciousness
2.2.6. Quantity Ratio
2.2.7. Tool Use

2.3. Developing Bonds with Animals

2.3.1. Attachment Theory
2.3.2. Behavioral Synchronization
2.3.3. Empathic Feeling

2.4. Animal Welfare

2.4.1. The Five Animal Freedoms
2.4.2. The Five Domains of Animal Well-Being
2.4.3. Environmental Enrichment
2.4.4. Animal Well-Being Measurement Methods
2.4.5. The “One Health, One Well-Being” Concept

2.5. Animal Bioethics

2.5.1. Main Positions on Bioethics
2.5.2. Animal Use in AAI: Justification
2.5.3. Animals as Abuse Victims

2.6. Responsible Ownership

2.6.1. Acquisition and Commitments in Companion Animal Interventions
2.6.2. Owner Civil Rights and Duties in Animals Used in Interventions
2.6.3. Responsible Breeding
2.6.4. Work Dogs
2.6.5. Multispecies Homes

2.7. Human Impact on Ecological Systems

2.7.1. Species Trafficking
2.7.2. Species Conservation
2.7.3. Risks of Losing Animals in Captivity
2.7.4. Petification

2.8. The Role of Companion Animals for Children

2.8.1. Accompaniment in Child-Animal Interactions
2.8.2. Animals as Facilitators in Child Learning
2.8.3. Using Animals in Children Educational Centers

2.9. The Role of Companion Animals in Older Adults

2.9.1. Loneliness in Older Adults
2.9.2. Accompaniment in Older Adult-Animal Interactions
2.9.3. Animals as Physical and Mental Exercise Support for Older Adults
2.9.4. Using Animals in Geriatric Centers

2.10. Grief at the Loss of a Companion Animal

2.10.1. Veterinary Thanatology
2.10.2. Euthanasia, Orthothanasia and Dystanasia
2.10.3. Guided Emotional Support

Module 3. Psychology of Learning

3.1. Psychology of Learning

3.1.1. Historical Background: From the Study of the Mind to Reflexes
3.1.2. What Makes Us Intelligent? The Importance of Comparative Studies between Animals and Humans

 3.1.2.1. Animal Models: Types and Reasons for Use
 3.1.2.2. Assessment and Measurement Paradigms

3.1.3. Learning and Cognition: Commonalities and Distinctions

3.2. Behavior as a Learning Axis

3.2.1. The Nature of Reflexes
3.2.2. Habituation vs. Sensitization

 3.2.2.1. Dual Process Theory

3.2.3. Emotions: Dual Process Theory

3.3. Classical Conditioning: The Study of Learning

3.3.1. Pavlov and His Contributions

3.3.1.1. Excitatory Conditioning
3.3.1.2. Inhibitory Conditioning

3.3.2. Mechanisms of action

3.3.2.1. Intensity, Salience, Relevance, and Pertinence
3.3.2.2. Biological Forcing Theory
3.3.2.3. Stimulus Substitution Model
3.3.2.4. Blocking Effect
3.3.2.5. Rescorla and Wagner: Model and Application

3.4. Operant Conditioning: The Instrumentalization of Behavior

3.4.1. Instrumental Procedure

3.4.1.1. Reinforcement
3.4.1.2. Punishment
3.4.1.3. Stimulus and Response
3.4.1.4. Contingency

3.4.2. Motivational Mechanisms

3.4.2.1. Association and Law of Effect
3.4.2.2. Reward and Expectations
3.4.2.3. Behavioral Regulation

3.4.3. Skinner's Contributions to Learning and Behavioral Studies

3.5. The Relevance of Stimuli

3.5.1. Discrimination and Differential Response
3.5.2. Generalization and Gradients
3.5.3. Stimulus Control

3.5.3.1. Sensory Capacity and Stimulus Orientation
3.5.3.2. Stimulus Equivalence
3.5.3.3. Context Cues and Conditional Relationships

3.6. Respiratory Muscles in Operant Conditioning

3.6.1. Reward Training

3.6.1.1. Simple

3.6.1.1.1. Fixed Ratio
3.6.1.1.2. Variable Ratio
3.6.1.1.3. Fixed Interval
3.5.1.1.4. Variable Interval

3.6.1.2. Complex
3.6.1.3. Concurrent

3.6.2. Punishment Training
3.6.3. Escape and Avoidance Training
3.6.4. Omission (Punishment) Training

3.7. Learning to Unlearn: Extinction

3.7.1. Effects of Extinction Procedures

3.7.1.1. Spontaneous Recovery
3.7.1.2. Renovation
3.7.1.3. Restoration and Reinstallation

3.7.2. Inhibitory Associations and Paradoxical Effects
3.7.3. Impact of Partial Reinforcement
3.7.4. Resistance to Change

3.8. The Role of Cognition in Learning

3.8.1. Memory Paradigms and Mechanisms

3.8.1.1. Working Memory
3.8.1.2. Reference Memory
3.8.1.3. Spatial Memory
3.8.1.4. Acquisition and Encoding
3.8.1.5. Retention and Retrieval

3.8.2. Forgetfulness

3.8.2.1. Proactive Interference
3.8.2.2. Retroactive Interference
3.8.2.3. Retrograde Amnesia

3.8.3. Cognition Learning Categorization

3.9. Neuroscience Foundations in Learning

3.9.1. Sensitive Periods
3.9.2. The Brain and the Areas Responsible for Learning
3.9.3. The Role of Executive Functions

3.9.3.1. Inhibitory Control
3.9.3.2. Working Memory

3.9.4. Neuronal Plasticity and Cognitive Flexibility
3.9.5. The Role of Emotions

3.10. Current State of Research on Learning and Future Perspectives

3.10.1. The Impact of Learning on the Development of Psychological and Behavioral Problems in Humans and Animals
3.10.2. Paradigms of Learning and Behavior vs. Medical and Pharmacological Models
3.10.3. The Study of Learning and Its Applications in Therapeutic and Care Settings

This academic program will allow you to comfortably advance your career”