Learn about the latest advances in Forensic Psychology and Psychodiagnostics"

The objective of this Professional master’s degree is to enable the student to develop, within the current regulations, the pertinent actions and reports for the development as an expert, complying with the code of ethics and, at the same time, being effective in his mediation, as well as to establish a common jargon and synergies necessary to work in a multidisciplinary manner with personnel from the legal profession, social services, security and penitentiary forces and to frame the entire procedure based on the methods of the Attorney General’s office or the scenario of mediation and negotiation. 

The syllabus of this Professional master’s degree is designed to teach and integrate within the professional activity the necessary knowledge to avoid making any mistake in the code of ethics, as well as in the rights of patients, clients or users. This knowledge places this Professional master’s degree as a tool that offers everything necessary to know what to do in the profession as an expert and to be sure that you are complying with the regulations to which you must submit. 

Finally, this Professional master’s degree is unique and essential, since it places experience as the foundation of 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. 

Nowadays, the ability to master the Psychodiagnostics tests required at each moment, and the subsequent submission of a report, together with the skills to defend in court the conclusions obtained, make this program of study a true precursor of success and excellence in this discipline.

Update your knowledge through the Professional master’s degree in Forensic Psychology and Psychodiagnostics”

This online Professional master’s degree in Forensic Psychology and Psychodiagnostics contains the most complete and up-to-date scientific program on the market. The most important features of the Professional master’s degree include:

• The development of practical cases presented by experts in Forensic Psychology and Judicial Expertise
• 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
• New developments in Forensic Psychology and Judicial Expertise
• Practical exercises where the self-assessment process can be carried out to improve learning
• Emphasis on innovative methodologies in Forensic Psychology and Judicial Expertise
• 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 is the best investment you can make in the selection of a refresher program for two reasons: in addition to updating your knowledge in Forensic Psychology and Psychodiagnostics, you will obtain a certificate from TECH Global University”

Its teaching staff includes professionals belonging to the field of Forensic Psychology, Psychodiagnostics and Judicial Expertise, who bring to this training the experience of their work, as well as recognized specialists from prestigious reference societies and universities. 

Its multimedia content, developed with the latest educational technology, will allow the professional a situated and contextual learning, that is, a simulated environment that will provide an immersive study programmed to train in real-life situations. 

This program is designed around Problem Based Learning, where the medical professional must try to solve the different professional practice situations that arise during the course. For this purpose, the specialist will be assisted by an innovative interactive video system created by renowned and experienced experts in the field of Forensic Psychology, Psychodiagnostics and Judicial Expertise. 

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 this field and apply it to your daily practice"

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative training, and are committed to quality teaching using new educational technologies.

A very complete teaching program, structured in very well developed didactic units, oriented to an efficient and fast learning, compatible with your personal and professional life”

Module 1. Psychodiagnostics and Psychological Evaluation

1.1. Substantive Considerations

1.1.1. Psychodiagnostics
1.1.2. The Scientific Method
1.1.3. Experimental Method
1.1.4. Correlational Method
1.1.5. Longitudinal Method
1.1.6. Models
1.1.7. Manifest Behavior Observation

1.2. Diagnosis as a Mobilizer of the Expert-Subject Connection

1.3. Reason for Diagnosis

1.3.1. Phases
1.3.2. The Interview as a first Encounter and Framing
1.3.3. Purposes of the Interview
1.3.4. Factors Affecting the Process

1.4. Rights and Duties of the Evaluator / Appraiser

1.4.1. Psychologist's Ethics Code

1.5. Anxieties, Hopes and Needs of the Evaluator/Appraiser. Producing Harm and Making a Mistake

1.5.1. Anxieties and Fears

1.6. Needs and Anxieties of the Evaluated Person

1.6.1. Expectations
1.6.2. Anxieties

1.7. Psychodiagnostics Objectives

1.7.1. Differences and Interactions
1.7.2. Procedure Structure
1.7.3. Diagnostic Process Framework
1.7.4. Main Objectives
1.7.5. Secondary Objectives
1.7.6. Achieve a Singular Bond
1.7.7. Encourage the Subject's Resources
1.7.8. Gather Valid Information for the Process

1.8. Psychodiagnostics Scenarios

1.8.1. Subject's Mental Functions
1.8.2. Biological Imbalances
1.8.3. Interaction of the Subject in its Microcontext, Mesocontext and Macrocontext

1.9. Analysis of Suffering Through its Symptoms

1.9.1. Suffering and the Mind

1.10. Psychodiagnostics in a Legal Setting

1.10.1. Expert Evidence
1.10.2. Fields of Action of the Legal Psychologist

Module 2. The Interview in a Psychotherapeutic Setting

2.1. Active Interview

2.1.1. Information Theory
2.1.2. Communication Channels
2.1.3. Communication System

2.2. Interview Axioms

2.2.1. It is Impossible Not To Communicate
2.2.2. Content and Relationship
2.2.3. Affective Valence
2.2.4. Digital and Analog Communication
2.2.5. Symmetry & Asymmetry

2.3. Communication Exploration

2.3.1. Verbal Communication
2.3.2. Non-Verbal Communication
2.3.3. Double Bond
2.3.4. A Gesture is Worth a Thousand Words

2.4. Medical History According to Which Model

2.4.1. Personal
2.4.2. Familiar
2.4.3. Generational

2.5. Anamnesis from the Limited Time Psychotherapy

2.5.1. Psychopathological Biography
2.5.2. Biography of Medical Diseases
2.5.3. Biography and Relationships. Social Point of View

2.6. General Structure of the Mental Examination

2.6.1. Psychopathology and Normality

2.7. Semiology Signs and Symptoms

2.7.1. Awareness
2.7.2. Attention
2.7.3. Memory
2.7.4. Intelligence
2.7.5. Perception
2.7.6. Affectivity
2.7.7. Physical Signs
2.7.8. Motricity
2.7.9. Cognitive Area

2.8. Epistemology of Diagnosis

2.8.1. Descriptive Syndromic Diagnosis Versus Disease
2.8.2. Nosology Categorical Versus Dimensional Diagnosis

2.9. Multiple Diagnosis and Comorbidity

2.9.1. Types of Comorbidity
2.9.2. Axis I and II Comorbidity
2.9.3. Comorbidity of Personality Disorders and Mood Disorders

2.10. Clinical Vs. Forensic Criteria

2.10.1. Compliance Lines of the Forensic Psychologist
2.10.2. Code of Ethics

2.11. Expert Interview Biases To Avoid

2.11.1. Forced Choice Questions
2.11.2. Open-Ended Questions
2.11.3. Other Types of Questions

Module 3. Evaluation Process in Expert Psychodiagnostics

3.1. Projective Techniques in Expert Appraisal

3.1.1. Characteristics and Types of Projective Techniques

3.2. Rorschach Test

3.2.1. Applications
3.2.2. Presentation of Sheets
3.2.3. Reaction Time
3.2.4. Patient's Time in Front of the Sheet
3.2.5. Removal of Sheet and Survey
3.2.6. Rorschach Assessment
3.2.7. Aperture Modes
3.2.8. Content
3.2.9. Frequency

3.3. Expressive Techniques

3.3.1. Graphic Tests
3.3.2. Drawing Size
3.3.3. Drawing Projection
3.3.4. Position in the Sheet
3.3.5. Shape of the Stroke
3.3.6. Strength of the Stroke
3.3.7. Continuity of the Stroke
3.3.8. Personal Style

3.4. Drawing (HTP)

3.4.1. The House
3.4.2. The Tree
3.4.3. Wittgenstein's Index
3.4.4. Human Figure

3.5. Free Drawing

3.5.1. Development
3.5.2. Analysis
3.5.3. Free Drawing Quality
3.5.4. Advantage and Disadvantage

3.6. Family Drawing

3.6.1. Graphic Plane
3.6.2. Structural Plane
3.6.3. Content Plane or Clinical Interpretation
3.6.4. Psychoanalytic Interpretation

3.7. Düss Fables

3.7.1. BIRD FABLE: Degree of Dependence - Independence, Autonomy
3.7.2. MARRIAGE ANNIVERSARY FABLE: Oedipus Complex
3.7.3. LAMB FABLE: Fraternal Jealousy, Weaning Complex
3.7.4. BURIAL FABLE: Loss, Guilt, Aggressiveness, Death Wishes
3.7.5. FEAR FABLE: Fears

3.8. Desirable Test
3.9. Max Lüscher’s Color Test

3.9.1. Color Test
3.9.2. Meaning of the Eight Places
3.9.3. Function Interpretation
3.9.4. Basic and Auxiliary Colors and the Keys to the Eight Colors
3.9.5. Categories of the Four Basic Colors
3.9.6. Auxiliary Colors

3.10. T.A.T. Thematic Apperception Test
3.11. Psychometric Tests in the Expertise
3.12. Wechsler’s Intelligence Scale

3.12.1. WISC– IV
3.12.2. Test Description

3.13. Neuropsychological Maturity Questionnaire. CUMANES

3.13.1. Forensic Neuropsychology
3.13.2. The Revised Barcelona Test

3.14. Raven’s Progressive Matrices

3.14.1. Domino Test or D-48
3.14.2. Kaufman Assessment Battery for Children (K-ABC)

3.15. Goodenough’s Test
3.16. Personality Test
3.17. Millon's Clinical Multiaxial Inventory (MCMII-III)
3.18. Cattell's 16 Personality Factors-5

3.18.1. First Order Factors
3.18.2. Second Order Factors
3.18.3. Profile Interpretation Steps

3.19. PAI Behavioral Assessment System for Children and Adolescents

3.19.1. Scales in Questionnaires for Parents and Guardians
3.19.2. Self-Report Scales
3.19.3. Personality Assessment Inventory PAI

3.20. Children's Personality Questionnaire CPQ

3.20.1. Reserved / Outgoing, Less / More Intelligent, Emotionally Unstable / Stable, Complacent / Excitable, Obedient / Assertive, Seriousness / Happy-Go-Lucky, Expediency / Conscientiousness, Shyness / Adventurous, Tough / Tender Minded, Zest for Life / Reflection, Naivete / Shrewdness, Untroubled Adequacy / Insecurity, Relaxed / Tense

3.21. Clinical Analysis Questionnaire– CAQ
3.22. STAIC and STAI Anxiety Questionnaires and TAMAI Self-Assessment Test

3.22.1. Trait-State Anxiety Questionnaire in Children - STAIC and in Adults - STAI
3.22.2. Multifactor Self-Assessment Test of Child Adjustment - TAMAI

3.23. Questionnaire for the Evaluation of Adopters, Caregivers, Guardians and Mediators - CUIDA

3.23.1. Primary Scales
3.23.2. Response Styles

3.24. Brief Symptom Checklist - SCL-90 R

3.24.1. Dimensions
3.24.2. Levels

3.25. Story's Credibility Study

3.25.1. System for Analyzing the Validity of Statements: The SVA Method
3.25.2. SVA = Interview + CBCA + Validity Checklist

Module 4. Contexts Surrounding Psychological Assessment

4.1. Expert Evidence

4.1.1. Suitability
4.1.2. Preposition
4.1.3. Appointment
4.1.4. Ratification
4.1.5. Expert Opinion
4.1.6. Appreciation and Appraisal

4.2. Guarantees of the Expert Evidence

4.2.1. Civil Procedure Law

4.3. Basis of Right of the Appraisee and of the Appraiser

4.3.1. Fundamentals and Background
4.3.2. Other Questions
4.3.3. Ethical Aspects of Internet Therapy

4.4. Law 41/2002 Regulating Patient Autonomy
4.5. Personal Data Protection Regulation

4.5.1. CHAPTER V - The Clinical Record
4.5.2. CHAPTER VI - Discharge Summary and other Clinical Documentation

4.6. Role of the Expert in the XXI Century

4.6.1. Criminal Investigation
4.6.2. Police and Military Psychology
4.6.3. Victimology
4.6.4. Judicial Psychology (Testimony and Jury)

4.7. Procedure of a Judicial Hearing
4.8. Relationship with Other Groups

4.8.1. Judicial Police
4.8.2. Identification Laboratories
4.8.3. Forensics Examiner
4.8.4. Judges
4.8.5. Lawyers

4.9. Family Diagnosis: the Family as a System

4.9.1. Family Rules, Rituals, Homeostasis
4.9.2. Crisis, Morphogenesis and Change
4.9.3. Family Typology, Adaptation, Evolutionary Cycle
4.9.4. Frontiers, Centripetal and Centrifugal Functions
4.9.5. Typology of Dysfunctional Families

4.10. Assessment of Guilt in Psychopathology
4.11. Diagnostic Process Framing in the Expert Appraisal

4.11.1. Axis I. Clinical Disorders
4.11.2. Axis II. Personality Disorders
4.11.3. Axis III. Social and Environmental Problems
4.11.4. Framing of the Subject Under Examination

4.12. Psychological Expert Opinion

4.12.1. Possess the Appropriate Skills
4.12.2. Respect the Client’s Dignity, Freedom, Autonomy and Privacy
4.12.3. Respect and Comply with the Right and Duty to Inform the Client
4.12.4. Organize the Report Contents
4.12.5. Describe the Instrumentation Used and Facilitate the Understanding of the Data
4.12.6. Include the Evaluation Process, Hypotheses Formulated and Justify the Conclusions
4.12.7. Take Care of the Style
4.12.8. Maintain Confidentiality and Professional Secrecy
4.12.9. Request Informed Consent
4.12.10. Protect Documents

Module 5. Types of Expert Surveys

5.1. Definitions Regarding Appraisal

5.1.1. Definitions Regarding Appraisal
5.1.2. The Process
5.1.3. Procedure for the Judicial Appointment of the Expert

5.2. Juvenile Expertise

5.2.1. Functional Dependency and Functions
5.2.2. Report Structure and Content
5.2.3. Characteristics in Juvenile Offenders
5.2.4. Observation in the Judicial Context

5.3. Psychopedagogical Expertise

5.3.1. School Psychological Report
5.3.2. Psychopedagogical Evaluation Report

5.4. Elderly Expertise

5.4.1. Classification according to the American Psychiatric Association
5.4.2. The Rights of the Elderly in the Area of Social Security, Procurement and Administration of Justice

5.5. Marital Separation

5.5.1. Can I Divorce, Even My Spouse Does Not Agree?
5.5.2. Do I Have to Plead any Cause to Be Able to Separate?
5.5.3. How Long Must I Have Been Married Before I Can Separate or Divorce?
5.5.4. Should I File for Separation Before Divorce?
5.5.5. What are the Differences Between Separation and Divorce?
5.5.6. What are the Differences between Divorce and Annulment of Marriage?
5.5.7. Can I Remarry after Separation?
5.5.8. Can Reconciliation Take Place During Separation Proceedings?
5.5.9. Is Reconciliation Possible after a Separation Judgment?
5.5.10. What are the Effects of Spousal Reconciliation?
5.5.11. What Types of Separation Proceedings Are There?

5.6. Adoptions

5.6.1. Legal Framework for International Adoption
5.6.2. Legislation in Spain
5.6.3. In Case of an International Adoption
5.6.4. Psychological Report

5.7. Guard and Custody

5.7.1. Report of Results and Conclusions of the Expert Psychological Study of Spousal Separation
5.7.2. Objectives
5.7.3. Methodology
5.7.4. J.C.B. Evaluation
5.7.5. A.L.F. Evaluation
5.7.6. P.N.L. Evaluation
5.7.7. DIANA Evaluation
5.7.8. Family Environment Evaluation
5.7.9. Interactions Analysis
5.7.10. Conclusions
5.7.11. Recommendations

5.8. Nullity of Marriage

5.8.1. Procedure in Formal Cases of Marriage Nullity Instructions for Priest/Deacon/Pastoral Minister

5.9. Labor Incapacity

5.9.1. Deficiency, Disability and Handicap
5.9.2. Incapacity
5.9.3. Civil Incapacity and Labor Incapacity
5.9.4. Temporary Labor Incapacity and Permanent Incapacity

5.10. Simulation

5.10.1. Simulation of Disease
5.10.2. Oversimulation
5.10.3. Metasimulation

5.11. Gender-Based Violence

5.11.1. Violence Against Women
5.11.2. Legal and Theoretical Foundations

5.12. Mistreatment

5.12.1. Evaluation Areas
5.12.2. Psychological Consequences Psychic Damage and Sequels
5.12.3. Causal Nexus

5.13. Secondary Victimization

Module 6. Types of Reports and their Different Reporting Procedures

6.1. Criteria for the Elaboration of the Psychological Report

6.1.1. Forensic Psychological Report
6.1.2. Background
6.1.3. Results
6.1.4. Conclusions

6.2. Insurance Report

6.2.1. Descriptive Format of Report to Send to Insurance or Mutual Insurance Companies

6.3. School Report

6.3.1. School or Psychopedagogical Report
6.3.2. Psychopedagogical Report 1
6.3.3. Psychopedagogical Report 2
6.3.4. Reasons for the Report
6.3.5. Psychopedagogical Report 3
6.3.6. Clinical Psychopedagogical Report
6.3.7. Results
6.3.8. Conclusions

6.4. Clinical Report

6.4.1. Intervention Clinical Report

6.5. Report for Judicial Request for Admission

6.5.1. Law 1/2000, of January 7, 2000, of Civil Procedure (LEC): Article 763 Non-Voluntary Internment due to Psychiatric Disorder

6.6. Informed Consent Request

6.6.1. Statement of Informed Consent to Record in Psychotherapy
6.6.2. Informed Consent for Minors
6.6.3. General Informed Consent

6.7. Report for Pardon

6.7.1. Objective of this Report
6.7.2. Methodology Used
6.7.3. Test Results
6.7.4. Conclusions

6.8. Report of a Kidnapping

6.8.1. Clinical Report
6.8.2. Assessment Reason
6.8.3. Personal Background
6.8.4. Evidence
6.8.5. Results Obtained
6.8.6. Conclusions
6.8.7. Treatment and Recommendations

6.9. Structured Interview to Locate Depressive Personality Disorder (PDD)

Module 7. Mediation and Coaching

7.1. Family Mediation

7.1.1. Pre-Mediation
7.1.2. Mediation
7.1.3. Mediator Techniques

7.2. Notion of Conflict

7.2.1. Psychological Conflicts
7.2.2. Communication Conflicts or Conflicts related to the Communication Channel
7.2.3. Substantive Conflicts
7.2.4. Ways of Dealing with Conflicts

7.3. Types of Conflict and Methods of Resolution

7.3.1. Attraction-Attraction
7.3.2. Evasion-Evasion
7.3.3. Attraction-Evasion
7.3.4. Negotiation, Mediation, Arbitration and Neutral Evaluation

7.4. Mediation in Parent/Child Relationships

7.4.1. Conflict Resolution in the Parent-Child Relationship
7.4.2. "I am the Father so I Win and you are the Son so you Lose."
7.4.3. “You as a Son Win and I as a Father Lose."
7.4.4. Concertación: Nobody Loses

7.5. Coaching and Psychology

7.5.1. Similarities and Differences? 
7.5.2. Contradictions

7.6. How to work with Coaching and Psychotherapy
7.7. Learning in Coaching

7.7.1. Take Off the Masks
7.7.2. Coaching and Psychologists

7.8. Coaching in the Company

7.8.1. Facing Challenges that Can be Taken On
7.8.2. The Life of Managers
7.8.3. Self-Deception

7.9. All Psychological Therapy Involves Personal Growth

7.9.1. Coach or Psychologist, According to the Coaches
7.9.2. Conflict and Coaching

7.10. Clear Goals

7.10.1. Definition of Where you Are
7.10.2. Definition of Where you Want to Go

7.11. To Feed Back with the Activity

7.11.1. Place the Attitude in Action and not in Anticipatory Thinking
7.11.2. Verbalize Small Achievements
7.11.3. Be Flexible and Allow for Frustration

7.12. Working on Self-Deception

7.12.1. The coach as Trainer
7.12.2. The coach as Advisor
7.12.3. The coach as a Corrector

7.13. Obstacles to Coaching

7.13.1. Feedback
7.13.2. Coaching Through Rewards
7.13.3. Coaching and Leadership

7.14. Emotional Management Through the C.E.B Model (Conscious Emotional Bonding)

7.14.1. What is Proposed?
7.14.2. Identity Marks of the Emotional Bonding Model. Conscious (CEB)
7.14.3. Basic Assumptions of the CEB Model
7.14.4. Conclusions

7.15. Dialogue with Beliefs

7.15.1. A Critique of Goleman's Work
7.15.2. Intelligence and Emotional Intelligence

7.16. Emotional Neuroanatomy

7.16.1. The Brain and its Messengers

7.17. Intrapersonal Skills

7.17.1. Self-Concept
7.17.2. Basic Emotions

A unique, key, and decisive training experience to boost your professional development and make the definitive leap”