Psychologists should be trained in the major developments in hypnosis, which will help them offer more personalized treatments’’

The Advanced master’s degree in Clinical Psychology and Hypnosis offers the psychologists a complete and specific specialization in these areas, which will allow them to make more accurate and effective diagnoses to their patients. 

This program has been designed to achieve the necessary knowledge to be able to intervene as a specialist in Clinical Psychology, with a special knowledge of clinical hypnosis.  

Due to the changes occurring in our society, the role of the psychologist more than ever needs to be recycled and conceptually renewed. Therefore, despite having to learn the classical approaches and techniques, a whole range of new fields of exciting intervention opens up. 

By taking this Advanced master’s degree you will learn to analyze the current state of psychology in general in our society, as well as to prepare for immediate future, since, in the coming decades, new knowledge and tools will be needed to achieve the best possible quality of life for our patients. 

In addition, numerous studies indicate that any psychotherapy procedure is more effective if performed in a hypnotic state. Therefore, with this specialization the professionals will learn to hypnotize their patients in real time, which will allow them to include clinical hypnosis in their daily work, and in this way, not only to be more effective, but also to achieve this effectiveness in less time. 

Throughout this specialization, the students will go through all the current approaches in the work of the psychologist in the different challenges that their profession poses. A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level. 

This challenge is one of TECH's social commitments: to help highly qualified professionals to specialize and develop their personal, social and work skills during the course of their training.  

Not only is it carried through the theoretical knowledge offered, but it shows another way of studying and learning: more organic, simple and efficient. We will work to keep you motivated and to create a passion for learning. We will encorauge you to think and develop critical thinking.  

This Advanced master’s degree is designed to provide access to the specific knowledge of this discipline in an intensive and practical way. A great value for any professional.  

Clinical Psychology relies on hypnosis to change traumatic memories. Here we offer you all the necessary information that will take you to a higher level in your profession’’

This Advanced master’s degree in Clinical Psychology and Hypnosis contains the most complete and up-to-date program on the market. The most important features include:

• The latest technology in online teaching software   
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practising experts   
• State-of-the-art interactive video systems   
• Teaching supported by remote training    
• Continuous updating and retraining systems   
• Autonomous learning: full compatibility with other occupations   
• Practical exercises for self-evaluation and learning verification
• Support groups and educational synergies: Questions to the expert, discussion forums and knowledge   
• Communication with the teacher and individual reflection work   
• Content that is accessible from any, fixed or portable device with an Internet connection 
• Supplementary documentation databases are permanently available, even after the program 

A high level scientific specialization, supported by advanced technological development and the teaching experience of the best professionals’’ 

Our teaching staff is made up of working professionals. In this way, TECH ensure that we provide you with the up-to-date education we are aiming for. A multidisciplinary team of qualified and experienced professionals in different environments, who will develop the theoretical knowledge in an efficient way, but, above all, will provide the specialization with the practical knowledge derived from their own experience: one of the differential qualities of this Advanced Master's Degree.   

This mastery of the subject is complemented by the effectiveness of the methodological design of this Advanced Master’s Degree. Developed by a multidisciplinary team of e-Learning experts, it integrates the latest advances in educational technology. In this way, you will be able to study with a range of comfortable and versatile multimedia tools that give you the operability you need in your specialization.   

The design of this program focuses on Problem-Based Learning: an approach that conceives learning as an eminently practical process. To achieve this remotely, telepractice is used. With the help of an innovative, interactive video system and Learning from an Expert, students will be able to acquire the knowledge as if they were dealing with the case in real time. A concept that will make it possible to integrate and fix learning in a realistic and permanent way.  

A training program created for professionals who aspire to excellence that will allow you to acquire new skills and strategies in a smooth and effective way"

A deep and complete immersion into the strategies and approaches in Clinical Psychology and Hypnosis"

The contents of this specialisation have been developed by the different teachers of this Professional Master’s Degree, with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field. The content of this Advanced master’s degree will allow you to learn all aspects of the different disciplines involved in this area. A complete and well-structured program that will take you to the highest standards of quality and success.   

Through a very well compartmentalized development, you will be able to access the most advanced knowledge in Clinical Psychology and Hypnosis’’   

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 Base
1.1.3. A New Discipline
1.1.4. Psychology Intervention

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. Characteristics and Advantages of the Model

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

1.5.1. Driving Authors of the Movement
1.5.2. Main Theories and Models

1.6. The Therapist Role

1.6.1. Importance of the Therapist
1.6.2. Their Position Within 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 who Support the Concept

1.8. Formation of Emotional Schemes and Limiting Beliefs

1.8.1. What are the Emotional Patterns?
1.8.2. Types of Patterns
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. Tendencies and Evolution

1.10. Normality and Pathology

1.10.1. The Concept of Normailty
1.10.2. Normality vs Pathology

Module 2. Clinical Evaluation and Therapeutic Treatment

2.1. The Basic Elements of Clinical Evaluation

2.1.1. Basis and Fundamentals of Clinical Evaluation
2.1.2. Phases and Instruments
2.1.3. The Interview

2.2. Psychosocial Examination

2.1.2. Basis and Fundamentals of Evaluation
2.2.2. Phases and Instruments
2.3.2. Differences in Comparison to Clinical Evaluation

2.3. The Therapeutic Relationship

2.3.1. Introduction to the Therapeutic Relationship
2.3.2. The Rapport
2.3.3. Factors to Consider

2.4. The Biopsychosocial Model

2.4.1. The Need for an Explanatory Model
2.4.2. Theoretical Foundation of the Model

2.5. Cognitive-Behavioral Therapy

2.5.1. Theoretical Basis in Cognitive-Behavioral Therapy
2.5.2. Current Application

2.6. Third Generation Therapies

2.6.1. What Are Third Generation Therapies?
2.6.2. Emergence

2.7. Mindfulness

2.7.1. The Beginnings of Mindfulness
2.7.2. Use in Clinical Psychology

2.8. Drug Therapy

2.8.1. Fundamentals and Importance of Drug Therapies
2.8.2. Combining Therapies

Module 3. Anxiety Disorders

3.1. What is Anxiety? What is Stress?

3.1.1. Introduction and Definition of the Concepts of Anxiety and Stress
3.1.2. Theories on Stress

3.2. Neuroanatomy of Anxiety Disorders

3.2.1. Biological Principles of Anxiety
3.2.2. Neuroanatomy of Anxiety

3.3. Factors that Predispose a Person to Stress

3.3.1. Risk Factors
3.3.2. Genetic Factors
3.3.3. Stressful Situations

3.4. Coping Styles

3.4.1. Different Coping Styles
3.4.2. Assessment Tools

3.5. Endogenous and Exogenous Anxiety

3.5.1. Basis of Endogenous and Exogenous Anxiety
3.5.2. Assessment and Treatment of Anxiety

3.6. Cognitive-Behavioural Intervention

3.6.1. Basis of Cognitive-Behavioural Intervention
3.6.2. Cognitive-Behavioral Techniques for Anxiety Treatment

3.7. Pharmacological Intervention

3.7.1. Psychopharmacological Therapy for Anxiety Treatment
3.7.2. Types of Drugs

Module 4. Depressive Disorders

4.1. What are Depressive Disorders?

4.1.1. Introduction to Depressive Disorders
4.1.2. Main Features

4.2. Causal Factors of Depressive Disorders

4.2.1. Risk Factors
4.2.2. Origin of Disorders

4.3. Depressive Disorders I

4.3.1. Contextualization of Disorders
4.3.2. Assessment and Diagnosis

4.4. Depressive Disorders II

4.4.1. Contextualization of Disorders
4.4.2. Assessment and Diagnosis

4.5. Psychological Treatment

4.5.1. Treatment of Depressive Disorders
4.5.2. Weaknesses of Treatment

4.6. Medical treatment

4.6.1. Most-Used Drugs
4.6.2. Combining Psychotherapy and Psycho-Pharmacology

4.7. Suicide and Risk of Self-Harm

4.7.1. Suicide as a Real Risk
4.7.2. Self-Harm
4.7.3. Prevention and Action

Module 5. Personality Disorders

5.1. History of the Study of Personality and its Disorders

5.1.1. The First Studies on Personality
5.1.2. First Authors

5.2. Definition and Delimitation of Personality Disorders

5.2.1. Features and Delimitation of Personality Disorders

5.3. Diagnoses and Comorbidity

5.3.1. Basis of Personality Disorders Diagnosis
5.3.2. Evaluation of Personality Disorders

5.4. Classification of Personality Disorders

5.4.1. Classification Models
5.4.2. Types and Classification According to the DSM

5.5. Development of Personality Disorders

5.5.1. Origin and Development of Personality Disorders
5.5.2. Personality in the Different Stages of Development

5.6. Treatment of Personality Disorders

5.6.1. Treatment and Intervention
5.6.2. Psychotherapeutic Techniques

5.7. Borderline Personality Disorder

5.7.1. Difficulties and Approach to Patients with a Borderline Personality Disorder
5.7.2. Treatment Programs

5.8. Future Studies and Third Generation Therapies in Personality Disorders

5.8.1. Analysis of Current Treatments
5.8.2. Third Generation Techniques
5.8.3. Future Lines of Research

Module 6. Pain a Core Problem in Psychophysiological Disorders

6.1. Chronic Pain

6.1.1. Basis and Fundamentals of Chronic Pain
6.1.2. How Does Chronic Pain Affect a Person?

6.2. Evaluating Patients Suffering from Pain. Medical History

6.2.1. Evaluation Phase
6.2.2. Medical History

6.3. The Role of Psychological Variables in Pain Perception

6.3.1. Basis of Pain Perception
6.3.2. Modulating Variables

6.4. Fibromyalgia

6.4.1. Introduction and History of Fibromyalgia
6.4.2. Characteristics and Conceptualization of the Disease

6.5. Headaches

6.5.1. Characteristics and Conceptualization of the Disease
6.5.2. Evaluation and Treatment

6.6. Pharmacological Treatment for Chronic Pain

6.6.1. Basis of Radiotherapy Treatment
6.6.2. Treatment Results
6.6.3. Risks of Long-Term Treatment

6.7. Psychological Treatment for Chronic Pain

6.7.1. Psychological Techniques in Chronic Pain Treatment
6.7.2. Third Generation Therapies and New Treatments

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

7.1. Psychological Intervention in Cardiovascular Diseases

7.1.1. Introduction to Cardiovascular Diseases
7.1.2. Risk Factors
7.1.3. Health Promotion in Cardiovascular Diseases

7.2. Types of Personality

7.2.1. Types of Personality and their Relation to Health
7.2.2. How to Modify Them
7.2.3. Studies of Interest

7.3. Psychological Intervention in Cancer Patients

7.3.1. Cancer and its Types
7.3.2. Coping With the Disease
7.3.3. Psychological Intervention for Patients and Their Family

7.4. Chronic Diseases

7.4.1. Features of Chronic Diseases
7.4.2. Most Common Diseases
7.4.3. Profile and Treatment

7.5. Trauma: Factors to Consider

7.5.1. Emergence of the Concept of Trauma
7.5.2. Influence of Trauma

7.6. Confronting Death

7.6.1. Vision of Death
7.6.2. Coping Strategies
7.6.3. Closure and Saying Goodbye

7.7. Grief

7.7.1. Grief and Its Phases
7.7.2. Family Accompaniment

7.8. Psychological Intervention in Bronchial Asthma

7.8.1. Characteristics of the Disorder
7.8.2. Psychological Factors in Asthma (Cognitive, Emotional and Behavioral)
7.8.3. Treatment of the Psychological Factors That Contribute to Asthma

7.9. Diabetes and Psychological Evaluation

7.9.1. Characteristics of the Disorder and Types
7.9.2. Associated Psychosocial Factors
7.9.3. Psychological Intervention in Diabetes

7.10. The Placebo Effect

7.10.1. Conceptualization and History
7.10.2. Modulating Variables
7.10.3. Psychology and the Placebo Effect (Explicative Mechanisms)

Module 8. Psychotic Psychopathology

8.1. Introduction to Psychotic Disorders

8.1.1. Origin and First Studies on Psychotic Disorders
8.1.2. First Treatments of Psychotic Disorders

8.2. Etiology of Schizophrenia

8.2.1. Risk Factors
8.2.2. Models (Biological Models and Stress-Vulnerability Models)

8.3. Schizophrenia as a Illness

8.3.1. Characteristics of Schizophrenia
8.3.2. Patient Profile

8.4. Assessment and Diagnosis

8.4.1. Basis of Evaluation
8.4.2. Most-Used Instruments
8.4.3. Differential Diagnosis
8.4.4. Comorbidity

8.5. Psychological Treatment

8.5.1. Psychological Techniques for Treatment
8.5.2. Treatment Results

8.6. Medical treatment

8.6.1. Basis of Radiotherapy Treatment
8.6.2. Risks and Difficulties
8.6.3. Working Together

8.7. Spectrum Disorders

8.7.1. Other Spectrum Disorders
8.7.2. Definition and Classification
8.7.3. Evaluation and Differential Diagnosis

8.8. Myths and Stigmas

8.8.1. Myths Within the Disorders
8.8.2. Patient Stigmas

8.9. Where Are We Heading?

8.9.1. Most Recent Treatments
8.9.2. Future Lines of Research

Module 9. Strategies and Psychological Intervention for Health Promotion

9.1. Emergence of Health Psychology

9.1.1. Contextualization of the Birth of Health Psychology
9.1.2. First Works and Most Relevant Authors

9.2. Protective Factors

9.2.1. Introduction to Protective Factors
9.2.2. Classification and Definition

9.3. Risk Factors

9.3.1. Introduction to Risk Factors
9.3.2. Classification and Definition

9.4. Stress as a Differential Factor

9.4.1. Definition of Stress
9.4.2. Lazarus’ Research

9.5. Eustress

9.5.1. Definition and Concept of Stress
9.5.2. Biological Bases
9.5.3. Relevant Works and Authors

9.6. Threshold Theory

9.6.1. Theoretical Foundation of the Threshold Theory
9.6.2. Most Relevant Authors

9.7. Psycho-Immunology

9.7.1. Theoretical Foundation of Psychoimmunology
9.7.2. Most Relevant Authors
9.7.3. Current Importance

9.8. Explanatory Models

9.8.1. Most Relevant Models Within Health Psychology
9.8.2. Current and Future Studies

9.9. Theoretical Foundation and Application of Physical Health Promotion

9.9.1. Conceptualization
9.9.2. Focus (Individual, Interpersonal and Community)

9.10. Theoretical Foundation and Application of Psychological Well-Being Promotion

9.10.1. Conceptualization of Well-Being
9.10.2. Well-Being-Health Relationship
9.10.3. Well-Being Promotion (Foundations and Strategies)

Module 10. Latest Advances in Clinical Hypnosis 

10.1. Theoretical Foundations of Clinical Hypnosis
10.2. Knowledge of Hypnosis from Today’s Psychologists
10.3. The Insertion of Clinical Hypnosis in Psychotherapy
10.4. Role of Clinical Hypnosis in the Therapeutic Link

Module 11. Mental Relaxation 

11.1. Historical Keys in Relaxation Training
11.2. Discoveries of the Stress & Muscle Tension Relationship
11.3. Influence of Imagination on the Organism
11.4. Psychotherapeutic Intervention with Mental Relaxation: Systematic Desensitization (J. Wolpe, 1948)
11.5. Psychotherapeutic Intervention with Mental Relaxation: Covert Conditioning (Cautioning)
11.6. Psychotherapeutic Intervention with Mental Relaxation: Systematic Desensitization (A. Caycedo, 1960)
11.7. Edmund Jacobson's Progressive Relaxation (1901)
11.8. Schultz's Autogenous Relaxation (1901)
11.9. Creative Relaxation by Dr. Eugenio Herrero (1950)
11.10. Chromatic Relaxation by R. Aguado (1990)
11.11. Differences and Similarities of Mental Relaxation and Clinical Hypnosis
11.12. S.D.F. (Selective Dissociation Focusing)

Module 12. Clinical Hypnosis 

12.1. Historical Review of Hypnosis

12.1.1. 18th Century From Demonology to Hypnotism
12.1.2. 19th Century School of Salpêtrière vs. School of Nancy
12.1.3. 20th Century Birth of Clinical Hypnosis

12.2. History and Links of Clinical Hypnosis with Psychotherapy

12.2.1. Freud: Hypnosis, Catharsis and Free Association What is the Difference?
12.2.2. What is the Subconscious? The Hypnotic State as an "Explorer" of the Subconscious

12.3. New Technologies in 21st Century Psychotherapy and Clinical Hypnosis
12.4. What Does it Feel Like to be in a Hypnotic State?
12.5. Myths and Misconceptions About Hypnosis
12.6. Fields of Application of Clinical Hypnosis in Psychotherapy
12.7. Ingredients Needed to Reach the Hypnotic State

12.7.1. Variables of the Hypnotizer
12.7.2. Variables of the Hypnotized Person
12.7.3. Context and Environmental Situation

12.8. Definitions of Clinical Hypnosis

12.8.1. Barner (2000)
12.8.2. Zeig (1999)
12.8.3. R. Aguado (2001)

12.9. Types of Procedures to Reach the Hypnotic State
12.10. Selective Dissociation Focusing (SDF) (© Aguado, R. 2005)
12.11. Induced Head Movements (IHM) (© Aguado, R. 2007)

12.11.1. Induced Head Movements Methodology
12.11.2. Why in the Skull, from the Back, Silently and With Hands?

12.12. Differentiating Characteristics of IHM From Other Types of Hypnosis

Module 13. Neurology and Biochemistry of the Hypnotic State  

13.1. How Does our Brain Work?
13.2. Hemispheric Differentiation
13.3. From MacLean's Triune Brain to R. Aguado's Fifth Evolutionary Moment

13.3.1. First Moment Reptilian Brain
13.3.2. Second Moment Mammalian Brain
13.3.3. Third Moment Human or Cognitive Brain
13.3.4. Fourth Moment Interhemispheric Specialization
13.3.5. Fifth Moment Orbital Frontal Lobe Specialization

13.4. Relationship Between Structures
13.5. Biochemical, Neurological Structures and Action Motors
13.6. How is a Traumatic Memory Cemented?
13.7. Sites of Traumatic Memories
13.8. Neurological Inertial Circuits
13.9. Neurobiological Change

13.9.1. Pharmacodynamics
13.9.2. Pharmacokinetics
13.9.3. Plasma Level Curve

13.10.  Implication of Hypnosis in Emotional and Psychopathological Changes

Module 14. Basic Emotional Universes as an Intervention Protocol with Clinical Hypnosis in Mental Disorders  

14.1. Introduction and Framing of the Emotional World in Disease
14.2. Let's Speak with Authority
14.3. Basic Emotional Universes as an Intervention Protocol in Hypnosis

14.3.1. Fear
14.3.2. Rage
14.3.3. Blame
14.3.4. Disgust
14.3.5. Sadness
14.3.6. Surprise
14.3.7. Curiosity
14.3.8. Security/Safety
14.3.9. Admiration
14.3.10. Joy

14.4. Fear Intervention in Paroxysmal Anxiety Disorders
14.5. Anger Disruptive Behavior and Social Aggressiveness
14.6. Guilt Obsessive-Compulsive Disorder and Endogenous Depressions
14.7. Disgust Eating Disorders
14.8. Sadness Depressive Disorders and Dysthymia
14.9. Surprise Generalized Anxiety Disorder
14.10. Curiosity Histrionic Personality Disorder

Module 15. Classical Hypnotic Induction Procedures  

15.1. Psychoeducational Phase

15.1.1. Suggestibility Scale
15.1.2. Falling backwards
15.1.3. Brick and Sponge (R. Aguado, 1999)
15.1.4. Arm Against the Wall (P. Abozzi, 1996)
15.1.5. Thumb Twist

15.2. Hypnotic Induction Phase

15.2.1. Techniques that Fix the Subject's Attention
15.2.2. Fixing on a Light Spot (Braid Method)
15.2.3. Coin Technique (William S. Kroger, 1963)
15.2.4. Candle Procedure (J.P. Guyonnaud)
15.2.5. Weight and Lightness Method with Triple dissociation (R. Aguado 2002)

15.3. Techniques for Delving into the Hypnotic State

15.3.1. Hand Levitation (Wolberg, 1948; Milton H. Erickson, 1959)
15.3.2. Mountain Descent (H. Gonzalez Ordi)
15.3.3. Staircase Procedure (various authors, version R. Aguado, 1998)
15.3.4. Blackboard Technique

15.4. Stabilization Technique

15.4.1. Boat Method (R. Aguado version, 1999)
15.4.2. Mist Method
15.4.3. Feedback Arm Technique (Thermostat Technique) R. Aguado 2000)
15.4.4. Cloud Technique (R. Aguado, 1998)

15.5. Therapeutic Phase

15.5.1. Posthypnotic Phase
15.5.2. Reactivation Phase

15.6. Tools with Classical Hypnosis to Solve Anxiety Disorders, Sleep and Pain

Module 16. Conversational or Post-Hericksonian Hypnotic Induction Procedures 

16.1. Techniques of the Inverse Metamodel or Milton's Model
16.2. Techniques that Omit Information

16.2.1. Nominalizations
16.2.2. Conversion of Words Into Verbs
16.2.3. Use of Non-Tangible Words
16.2.4. Non-Specific Verbs
16.2.5. Omission
16.2.6. Reading the Mind
16.2.7. Omission of the Interpreter
16.2.8. Causal Modeling or Linkage
16.2.9. Illusion of Alternatives
16.2.10. Chaining of Coparable Alernatives
16.2.11. Confusion Technique

16.3. Leverage Inductions and Pattern Interruption

16.3.1. Dreaming Arm, Pattern Disruption in Children
16.3.2. Observations of Out-Of-Context Behavior
16.3.3. Empty Words
16.3.4. Incorporation
16.3.5. Catharsis

16.4. Simple Inductions

16.4.1. Pacing and Verbal Conduction (5-4-3-2-1 NLP Technique)
16.4.2. Non-Verbal Pacing and Driving
16.4.3. Superposition of Figurative Systems
16.4.4. Access to a Previous Trance State
16.4.5. Spontaneous State of Hypnosis
16.4.6. Anchoring Hypnotic States
16.4.7. Analogous Underline

16.5. Advanced Inductions

16.5.1. Overload
16.5.2. Stacked Realities
16.6. Process Instructions

Module 17. Procedures of Selective Dissociation Focusing (SDF)  

17.1. Definition of SDF
17.2. Regression from SDF
17.3. Position of the Patient
17.4. Position of the Therapist
17.5. Use of Silence

17.6. Differences Between SDF and Classical and Conversational Techniques

17.6.1. Frontal Plane
17.6.2. Sagittal plane
17.6.3. Transverse plane

17.7. Basics of a Case Treated with SDF and Time-Limited Psychotherapy
17.8. IHM Technique as an SDF Protocol
17.9. U Technique (Emotional Bonding)
17.10. Emotional Training

Module 18. The Emotional Well-Being Therapist

18.1. Gardner's Intrapersonal Intelligence

18.1.1. Introduction. What is Intrapersonal Intelligence
18.1.2. How are Personal Intelligences Formed?
18.1.3. Brain Areas Involved in Personal Intelligences

18.2. Self-Knowledge

18.2.1. The Importance of Knowing Oneself
18.2.2. I am Like This
18.2.3. I Reflect Myself in You
18.2.4. Tolerating Pain to Avoid Suffering
18.2.5. And If I Am Wrong
18.2.6. I am the Protagonist of my Life

18.3. Self Management

18.3.1. The Curve of Emotion
18.3.2. High Intensity and Misaligned Emotions
18.3.3. Taking the Reins in Your Life Being proactive
18.3.4. My Circle of Concern

18.4. Difference Between Empathy and Sympathy, and Mirror Neurons

18.4.1. Theory of Mind
18.4.2. Difference Between Empathy and Sympathy
18.4.3. Mirror Neurons

18.5. The Therapist-Patient Bond

18.5.1. The Therapist as a Reference
18.5.2. Accompaniment, Containment and Escorting
18.5.3. U Techniques

18.6. Introduction to NLP

18.6.1. The Origins
18.6.2. Budgets in NLP
18.6.3. Learning to Listen
18.6.4. Common Submodalities for Common States

18.7. Motivational Interview

18.7.1. Origins and Evolution of the MI
18.7.2. General Aspects and Principles of MI
18.7.3. Basic Strategies

Module 19. A Multifactorial View of Health. Psychoneuroimmunology

19.1. What is Psychoneuroimmunology

19.1.1. Definition
19.1.2. Origins and Birth of Psychoneuroimmunology

19.2. Communication Routes

19.2.1. Neural Communication
19.2.2. Electrical Phenomena
19.2.3. Neuronal Circuits
19.2.4. The Circulatory System
19.2.5. Blood Circuits
19.2.6. The Lymphatic System

19.3. The Psyche-Nervous System-Endocrine System-Immune System Axis (1) The Nervous System

19.3.1. Formation of the Nervous System
19.3.2. Nervous System Structures
19.3.3. Central Nervous System

19.3.3.1. The Spinal Cord
19.3.3.2. The Brainstem
19.3.3.3. Cerebellum
19.3.3.4. The Brain
19.3.3.5. Functional Organization of the Cortex
19.3.3.6. Protection Systems The Meninges
19.3.3.7. Cerebrospinal Fluid

19.3.4. The Peripheral Nervous System

19.3.4.1. Autonomic Nervous System
19.3.4.2. Somatic Nervous System

19.4. The Psyche-Nervous System-Endocrine System-Immune System Axis (2) The Endocrine System

19.4.1. Connection with the Nervous System and Functioning of the Endocrine System
19.4.2. Hypothalamus and Pituitary Hormones
19.4.3. Peripheral Glands and Hormones

19.5. The Psyche-Nervous System-Endocrine System-Immune System Axis (3) The Immune System

19.5.1. Introduction to Immune System Functioning
19.5.2. Defense Levels
19.5.3. Immunological Memory
19.5.4. Immune System Problems

19.6 The Psyche-Nervous System-Endocrine System-Immune System Axis (4) Interaction Between Systems

19.6.1. Influence Between Systems
19.6.2. Bereavement, Depression and the Immune System
19.7. Emotion, Personality and Illness

19.8. The Process of Getting Sick. Biopsychosocial Model of Health

19.8.1. The Concept of Health Throughout History
19.8.2. Biomedical Model
19.8.3. Biopsychosocial Model of Health

19.9. Healthy Living

19.9.1. Health Behavior
19.9.2. Personality and Health
19.9.3. How to Improve Psychoneuroimmunological Functioning

Module 20. Mindfulness

20.1. From the Origin Meditation

20.1.1. Definition: What is Meditation

20.1.1.1. Meditation as a State of Consciousness
20.1.1.2. Meditation as a Technique to Develop Consciousness

20.2. What isMindfulness

20.2.1. The Beginnings
20.2.2. What is Mindfulness
20.2.3. Benefits and Scientific Evidence
20.2.4. Formal and Informal Practice
20.2.5. Mindfulness Exercise for Today

20.3. Attitudes in Mindfulness

20.3.1. Don’t Judge
20.3.2. Patience
20.3.3. Beginner’s Mind
20.3.4. Trust
20.3.5. No Effort
20.3.6. Acceptance
20.3.7. Release

20.4. Compassion and Self-Compassion

20.4.1. Introduction
20.4.2. Compassion
20.4.3. Self-Compassion

20.5. Directing Attention

20.5.1. Find a Comfortable Posture
20.5.2. Focus on Your Breathing
20.5.3. Feel Your Body
20.5.4. Allows Entry to Feelings and Emotions
20.5.5. Stop Fighting Your Thoughts

20.6. Fields of Application

20.6.1. Mindfulness in the West
20.6.2. Mindfulness in Companies
20.6.3. Mindfulness in the Educational Context
20.6.4. Mindfulness in the Sports Context
20.6.5. Mindfulness and Health

20.7. Mindfulness for Children

20.7.1. Application and Benefits of Mindfulness in the Child Population
20.7.2. The Role of the Mindfulness Mentor or Companion for Children

20.8. Mindfulness and ADHD

20.8.1. Justifying the Use of Mindfulness in Patients with ADHD
20.8.2. A Mindfulness Program for ADHD

20.9. Stress, Anxiety and Mindfulness

20.9.1. Stress and Anxiety in the Society of the 21st Century
20.9.2. Mindfulness as a Technique to Decrease Stress and Anxiety
20.9.3. Mindfulness-Based Stress Reduction Program (REBAP)

20.10. Mindfulness and Impulse Disorder Related Disorders

20.10.1. Mindfulness and Addictions

20.10.1.1. The Addict Patient
20.10.1.2. How Can Mindfulness Help?

20.10.2. Mindfulness and Obsessive Compulsive Disorder

20.11. Mindfulness and Eating Disorders

20.11.1. The Complexity of Eating Disorders
20.11.2. Benefits of Using Mindfulness

20.12. Mindfulness in Psychotherapy: Cognitive Therapy based on Mindfulness

20.12.1. Introduction and Fundamental Objectives
20.12.2. Intervention Protocol

20.13. Mindfulness in Psychotherapy: Acceptance and Commitment Therapy

20.13.1. Relational Frame Theory (RFT)
20.13.2. Experiential Avoidant Disorder (EAD)
20.13.3. Acceptance and Commitment Therapy Research

20.14. Mindfulness in Psychotherapy: Dialectical Behavioral Therapy

20.14.1. Dialectical Behavioral Therapy and Borderline Personality Disorder
20.14.2. The Three Fundamentals of Dialectical Behavior Therapy
20.14.3. TreatmenttAdvanced Master's Degree

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