The Advanced master’s degree in Clinical Psychology and Child and Adolescent Psychopathology will allow you to acquire the most up-to-date specialization in all areas of this work; a special training, of greater intensity, duration and educational impact, created to provide a highly qualified response to the most demanding professionals"

In this Advanced master’s degree in Clinical Psychology and Child and Adolescent Psychopathology, the psychologist will be able to incorporate all the knowledge within the diagnoses suggested in the I.C.D.-10 or the D.S.M. V and include them in the model of time-limited psychotherapy. 

As a educational institution, it is essential for us to teach the psychologists who study this Advanced master’s degree the different components in the psychological treatment of children and adolescents, to know the logic and processing in the child and adolescent brain, as well as their particular strategies of behavior and interaction in the psychosocial relationship. All this knowledge is crucial to successfully carry out psychological intervention of a child or adolescent. 

From our experience we know that the therapist's personal skills are crucial, that's why this syllabus includes multiple strategies and skills to achieve an effective bond both in the evaluation and diagnosis, as well as in the intervention with this type of patient. 

Clinical Psychology in this historic moment should provide the student with not only a theoretical-scientific framework, but also with the skills to address mental illnesses in an effective way and thus make them successful evaluators as well as the instigators of change in a patient. These changes could be both in their behavioral component and in their traumatic memories that lead to cycle of suffering and emotional isolation. 

Child and adolescent psychopathology can only be fully understood from an integral and evolutionary point of view. Childhood personality is determined within psychological and psychopathological experiences. Adaptation will not be understood without the keys to the infant's emotional and cognitive dynamism. Numerous real clinical cases, broken down in detail in all the diagnostic, intervention and family framing actions, make this a unique teaching. 

We know that psychopathology in general and child and adolescent psychopathology in particular, is not static, as it depends on the permanent evolution of our society, with the result that in recent decades there have been changes in the way children and adolescents relate to each other, both in terms of health and disease. 

An Advanced master’s degree created especially for professionals seeking the highest qualification, with the best didactic material, working on real clinical cases and learning from the best professionals in the field”

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

• Development of cases or situations presented by experts in the different specialties
• Graphic, schematic, and highly practical contents
• News, advances and new ways of working
• Presentation of practical workshops on the application of the techniques and methodologies presented
• Real high-resolution images in demonstrations 
• Practical exercises where the self-evaluation process can be carried out to improve learning
• Algorithm-based interactive learning system for decision- ability to making in the situations which are presented to the student 
• Theoretical lessons, questions for experts, discussion forums on controversial issues and individual reflection work 
• Availability of content from any fixed or portable device with internet connection 

This Advanced master’s degree is the best investment you can make when selecting a refresher program, for two reasons: in addition to updating your knowledge in Clinical Psychology and Child and Adolescent Psychopathology, you will obtain a qualification endorsed by TECH Global University"

The teaching staff includes professionals from the field of psychology, who bring their experience to this specialisation’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 an immersive training program to train in real situations. 

This program is designed around Problem-Based Learning, whereby the psychologists must try to solve the different professional practice situations that arise throughout the program. For this reason, they will be assisted by an innovative, interactive video system created by renowned and experienced experts in the field of Clinical Psychology and Child and Adolescent Psychopathology, with extensive teaching experience. 

Take the opportunity to learn about the latest advances in Clinical Psychology and Child and Adolescent Psychopathology and improve your skills by mastering the latest techniques: the surest way to position yourself among the best"

Increase your decision-making confidence by updating your knowledge through this Advanced master’s degree program created to train the best"

The structure of the contents has been designed by a team of professionals from the best centers and universities in the country. Aware of the current relevance of the specialization, they have created a didactic path in which each topic will address one of the relevant aspects for the development of a highly competent professional. All of this comrpises a high educational intensity and unmatched quality syllabus, which includes theory and state-of-the-art virtual practice, and that will propel you to the most complete level of mastery in this area. 

This Advanced master’s degree is an incomparable opportunity to obtain, in a single training program, all the knowledge required in Clinical Psychology and Child and Adolescent Psychopathology”

Module 1. Framework of Clinical Psychology for Children and Adolescents

1.1. Child and Adolescent Psychological Disorders
1.2. Communication Paths Between Normal and Pathologies

1.2.1. Symptoms as a Means of Expression
1.2.2. Differences Between Major and Minor Psychological Problems

1.3. Etiology of Mental Disorders in the Child and Adolescent Population
1.4. Characteristics of Psychiatric Illness in Childhood and Adolescence 

Module 2. Aetiology of Child and Adolescent Psychopathology 

2.1.  Parental Relationships and Anxiety Disorders 

2.1.1.Choleric Bond 
2.1.2.Bond of Overdependence 
2.1.3.Melancholic Bond 

2.2. Depressive Axes of Childhood and Adolescence 

2.2.1. Neurotic & Psychotic 
2.2.2. Reactive & Endogenous 
2.2.3. Unipolar & Bipolar 
2.2.4. Major & Minor 

2.3. Sexual Identity Disorder 

2.3.1. During Infancy 
2.3.2. During Adolescence 

2.4. Kleptomania in Childhood and Adolescence 

2.4.1. Stealing for the Sake of Stealing 
2.4.2. I Am Because of What I Have 

2.5. Inability to Sleep Alone 

2.5.1. Relations Between Spouses 
2.5.2. Security by Presence 

2.6. Friendship Deficit 

2.6.1. Lead Up to Bullying 
2.6.2. Incapacity for Friendship 

2.7. Nihilism and Anhedonia in Childhood and Adolescence 
2.8. Family Relationships and Drugs 

2.8.1. Permissibility 
2.8.2. Symptom Blindness 
2.8.3. Social Normalization 

2.9. Universe of Autism and its Satellites 

2.10. Hyperactivity and Attention Deficit Disorder with its Realities 

2.10.1. Disease and Educational Process 
2.10.2. Review of Hyperactivity and Attention Deficit Disorder 

2.11. Neurological Disorders in Childhood and Adolescent Psychopathology 

2.11.1. Neuroanatomy of the Child and Adolescent 
2.11.2. Errors in Brain Maturing 

2.12. Dysphemia, Dyslexia and Personality 

Module 3. Children, Adolescents and the Family

3.1. Aspects to Consider

3.1.1. Communication and Family
3.1.2. Language at Home

3.2. Characteristics of the Pathological Family

3.2.1. Pathological Management of Children on Behalf of the Family
3.2.2. Childhood Rejection
3.2.3. Abandonment of and Aggression Towards a Minor

3.3. Modern Family Structures

3.3.1. Identical and Non-Identical Twins
3.3.2. The Sibling of a Sick Child
3.3.3. The Importance of the Place of Birth

3.4. Grandparents, Aunties and Uncles
3.5. Types of Family and their Implication on the Child and Adolescent Psychopathy
3.6. Parent-Child Bonds
3.7. Stress, Family Workings and Psychopathology in Children and Adolescents

3.7.1. Family Stress Factors with Dysfunctional Behavior Patterns

3.8. Death of a Parent in Childhood and Adolescence

Module 4. Evaluation Process and Psychodiagnosis in Childhood and Adolescence

4.1. Introduction
4.2. The Interview

4.2.1. Definition and General Aspects
4.2.2. Framework of Psychological Evaluation
4.3.3. Interviewing Tactics

4.3. The Structured Clinical Interview

4.3.1. Differences and Similarities Between Evaluation and Intervention
4.3.2. Diagnostic Process
4.3.3. Diagnostic Objectives

4.4. Evaluation of intelligence

4.4.1. Intellectual Level for the Intelligence Test
4.4.2.Multiple intelligences
4.4.3. Emotional Intelligence

4.5. Evaluation of Motor Activity

4.5.1. Acquisition of Motor Skills
4.5.2.Laterality and Fine Motor Skills

4.6. Language Evaluation

4.6.1. Vocabulary
4.6.2. Written and Spoken Language
4.6.3. Expression and Communication

4.7. Family Evaluation

4.7.1. Closed Family Systems
4.7.2. Open Family Systems
4.7.3. Family Rules
4.7.4. Family Rituals
4.7.5. Types of Family Homeostasis

4.8. New Perspectives on the Diagnosis of Mental Illnesses

Module 5. Psychopathology in Childhood and Adolescence

5.1. Child and Adolescent Psychic Structure - Part 1
5.2. Child and Adolescent Psychic Structure - Part 2
5.3. Neurodevelopment Disorders

5.3.1. Intellectual Disability
5.3.2. Autism Spectrum Disorder
5.3.3. Attention Deficit and Hyperactivity Disorder
5.3.4. Learning Difficulties Disorder
5.3.5. Language Disorder
5.3.6. Motor Disorders
5.3.7. Tic Disorders

5.4. Psychotic Disorders

5.4.1. Delirious Disorders
5.4.2. Brief Psychotic Disorder
5.4.3. Schizophrenia
5.4.4. Schizoaffective Disorder

5.5. Cyclothymic and Bipolar Disorder
5.6. Major Depressive Disorder

5.6.1. Severe Depression
5.6.2. Dysthymia
5.6.3. Premenstrual Dysphoric Disorder

5.7. Anxiety Disorders

5.7.1. Separation Anxiety Disorder
5.7.2. Mutism
5.7.3. Specific Phobia
5.7.4. Social Anxiety Disorder
5.7.5. Panic Attacks
5.7.6. Agoraphobia
5.7.7. Generalized Anxiety Disorder
5.7.8. Substance-Induced Anxiety Disorders

Module 6. Psychopathology in Childhood and Adolescence II

6.1. Obsessive Compulsive Disorder
6.2. Trauma and Stress-Related Disorders
6.3. Dissociative Disorders
6.4. Somatic Symptom Disorders
6.5. Eating and Food Intake Disorders
6.6. Excretory Disorders
6.7. Sleep-Wake Disorders
6.8. Gender Dysphoria
6.9. Impulse-Control and Behavior Disorders
6.10. Substance Abuse and Addictive Disorders

Module 7. Eating Disorders in Childhood and Adolescence

7.1. Schizoid Disorder 

7.1.1. Epidemiology 
7.1.2. Comorbidity 
7.1.3. Case Studies 

7.2. Schizotypal Disorder 

7.2.1. Epidemiology 
7.2.2. Comorbidity 
7.2.3. Case Studies 

7.3. Borderline Disorder 

7.3.1. Epidemiology 
7.3.2. Comorbidity 
7.3.3. Case Studies 

7.4. Narcissistic Disorder 

7.4.1. Epidemiology 
7.4.2. Comorbidity 
7.4.3. Case Studies 

7.5. Antisocial Disorder 

7.5.1. Epidemiology 
7.5.2. Comorbidity 
7.5.3. Case Studies 

7.6. Paranoid Disorder 

7.6.1. Epidemiology 
7.6.2. Comorbidity 
7.6.3. Case Studies 

7.7. Histrionic Disorder 

7.7.1. Epidemiology 
7.7.2. Comorbidity 
7.7.3. Case Studies 

7.8. Avoidant Disorder 

7.8.1. Epidemiology 
7.8.2. Comorbidity 
7.8.3. Case Studies 

7.9. Dependent Disorder 

7.9.1. Epidemiology 
7.9.2. Comorbidity 
7.9.3. Case Studies 

7.10.  Obsessive Compulsive Disorder 

7.10.1  Epidemiology 
7.10.2  Comorbidity 
7.10.3  Case Studies 

7.11.  Passive Aggressive Disorder 

7.11.1  Epidemiology 
7.11.2  Comorbidity 
7.11.3  Case Studies 

7.12.  Major Depressive Disorder 

7.12.1.  Epidemiology 
7.12.2. Comorbidity 
7.12.3.  Case Studies 

Module 8. Adult Psychopathology and its Impact on Childhood and Adolescence

8.1.  Inheritance from Epigenetics 

8.1.1.  DNA 
8.1.2. RNA 
8.1.3.  Genes and Environment 
8.1.4.  Genomic Imprinting and Epigenetic Inheritance 

8.2.  Learning and Mirror Neurons 

8.2.1. Neuropsychiatric Repercussions 
8.2.2.  Identification 
8.2.3.  Vicarious Learning 

8.3.  Role of Sympathy and Empathy in Vicarious Learning 

8.3.1.  Difference Between Projection and Introjection 
8.3.2.  Neurological Elements of Sympathy and Empathy 

8.4.  Social Control of Personality in Childhood and Adolescence 

8.4.1.  Fashion 
8.4.2.  Group Pressure 
8.4.3.  Social Image of What You Should Be 

8.5.  Laws of Vicarious Learning 

8.5.1. Principle of Equipotency 
8.5.2.  Principle of Fidelity 
8.5.3.  Imitation 
8.5.4.  Contemplation, Submission and Ignorance 

8.6.  Repercusión de los trastornos adultos en niños y adolescentes 

8.6.1.  Anxiety Disorders 
8.6.2.  Depressive Disorders 
8.6.3.  Psychotic Disorders. 
8.6.4.  Addiction Disorders 
8.6.5.  Impulse Control Disorders 
8.6.6.  Eating Disorders 
8.6.7.  Sleep Disorders 
8.6.8.  Work Disorders 
8.6.9.  Legal Problems 

8.7.  Neurological Disorders 
8.8.  Medical Disease 

Module 9. Pharmacological Intervention in Anxiety and Stress Disorders 

9.1.  Anxiety or Panic Disorder 
9.2.  Agoraphobia 
9.3.  Social Phobia 
9.4.  Specific Phobias 
9.5.  Generalized Anxiety Disorder 
9.6.  Obsessive Compulsive Disorder and Related Disorders 

9.6.1.  Obsessive Compulsive Disorder 
9.6.2.  Body Dysmorphic Disorder 
9.6.3.  Hoarding Disorder 
9.6.4.  Trichotillomania 
9.6.5. Excoriation Disorder 

9.7.  Separation Anxiety Disorder 
9.8.  Adaptation Disorder 

9.8.1.  With Depressed Mood 
9.8.2.  With Anxiety 
9.8.3.  With Behavioral Alteration 
9.8.4.  With Mixed Emotional or Behavioral Alteration 

9.9.  Dissociative Disorders 

9.9.1.  Dissociative Identity Disorder 
9.9.2.  Dissociative Amnesia 
9.9.3.  Depersonalization/Derealization Disorder 

9.10.  Somatic Symptom Disorders 
9.11.  Illness Anxiety Disorder 

9.11.1.  Conversion Disorder 
9.11.2.  Factitious Disorder 

9.12.  Trauma and Stress-Related Disorders 

9.13.  Acute Stress Disorder 

9.13.1.  Post-Traumatic Stress Disorder 

9.14.  Disinhibited Social Relationship Disorder 

Module 10. Intervention Tools 

10.1. Games 
10.2. Drawing 
10.3. Metaphors and Stories 
10.4. Psychodrama 
10.5. IT Resources 
10.6. Fantasy, Relaxation and Hypnosis 
10.7. Biofeedback Techniques 
10.8. Relationship Problems 

10.8.1. With Parents 
10.8.2. With Siblings 

10.9. Education Far Away From Parents 
10.10. Children Affected by Conflictive Parental Relationships 

10.10.1. Conflictive Relationships with the Spouse or Partner 

10.11. Family Breakdown due to Separation or Divorce 

10.11.1. Heightened Level of Emotion Expressed in the Family 

10.12. Grief 
10.13. Mistreatment 
10.14. Abuse 
10.15. Educational Problems 
10.16. Work Problems 
10.17. Home or Economic Problems 
10.18. Problems from Living Alone 
10.19. Exposition to Catastrophic Events 

Module 11. The Clinical Interview with the Psychotic Patient and Personality Disorders 

11.1. Active Interview (C.H.S.V.). 

11.1.1. Information Theory 
11.1.2. Communication Channels 
11.1.3. Communication System 

11.2. Axioms of the Interview 

11.2.1. It Is Impossible Not to Communicate 
11.2.2. Content and Relationship 
11.2.3. Affective Valencia 
11.2.4. Digital and Analog Communication 
11.2.5. Symmetry and Asymmetry 

11.3. Communication Exploring 

11.3.1. Verbal Communication 
11.3.2. Non-Verbal Communication 
11.3.3. Double Bond 
11.3.4. Psychopathology of Communication 
11.3.5. A Gesture is Worth a Thousand Words 

11.4. Medical History 

11.4.1. Personal 
11.4.2. Family 
11.4.3. Generational 

11.5. Anamnesis 

11.5.1. Psychopathological Biography 
11.5.2. Biography of Medical Diseases 
11.5.3. Biography of Social Problems 

11.6. General Structure of the Mental Examination 

11.6.1. Non-Verbal Communication and Emotions 
11.6.2. Communication Around the Table 

11.7. Semiology 

11.7.1. Signs 
11.7.2. Symptoms 

11.8. Epistemology of Diagnosis 

11.8.1. Descriptive Syndromic Diagnosis vs. Disease 
11.8.2. Nosology Categorical Vs. Dimensional Diagnosis 

11.9. Multiple Diagnosis and Comorbidity 

11.10. Clinical vs. Forensic Criteria 
11.11. Expert Interview Biases to Avoid 

Module 12. Intervention in Personality and Psychotic Disorders From the Most Relevant Models 

12.1. Behavioral Therapy in Personality and Psychotic Disorders 
12.2. Cognitive Therapy in Personality and Psychotic Disorders 
12.3. Rational Emotive Behavioral Therapy in Personality and Psychotic Disorders 
12.4. Stress Inoculation Therapy in Personality and Psychotic Disorders 
12.5. Beck's Cognitive Therapy in Personality and Psychotic Disorders 
12.6. Humanistic Therapies in Personality and Psychotic Disorders 
12.7. Gestalt Therapy and Psychodynamic Therapies in Personality and Psychotic Disorders  
12.8. Interpersonal Therapy in Personality and Psychotic Disorders 
12.9. Time-Limited Psychotherapy (Eclectic Psychotherapy) In Personality and Psychotic Disorders 

Module 13. Psychosocial Intervention in Psychotic Disorders 

13.1. Family Mediation 

13.1.1. Pre-Mediation 
13.1.2. Negotiation 
13.1.3. Mediation 

 13.1.3.1. Reconciliation 
 13.1.3.2. Reparation 

13.2. Notion of Conflict 

13.2.1. Change of Attitude Towards Team Cooperation 
13.2.2. Attitude Improvement 
13.2.3. Emphasize Performance 

13.3. Types of Conflicts 

13.3.1. Attraction-Attraction 
13.3.2. Evasion-Evasion 
13.3.3. Attraction-Evasion 

13.4. Mediation, Arbitration and Neutral Evaluation 

13.4.1. Mediator Is Present Does Not Influence 
13.4.2. Arbitration Makes Decisions by Listening to the Parties 
13.4.3. Neutral Evaluation Draw Consequences from the Data Obtained 

13.5. Coaching and Psychology 

13.5.1. Equalities 
13.5.2. Differences 
13.5.3. Contradictions 
13.5.4. Intrusiveness 

13.6. Learning in Coaching 

13.6.1. Breakage Declaration 
13.6.2. Take off the Masks 
13.6.3. Re-Engineering Ourselves 
13.6.4. Concentrate on the Exercise 

13.7. Facing Challenges that Can Be Assumed 

13.7.1. Locus of Control 
13.7.2. Expectations 

13.8. Focused on the Activity 

13.8.1. Focussing Activities 
13.8.2. Thought Control Techniques 

13.9. Clear Goals 

13.9.1. Definition of Where We Are 
13.9.2. Definition of Where We Want to Go 

13.10. Realimentation With the Activity 

13.10.1. Place the Attitude in Action and not in Anticipatory Thinking 
13.10.2. Verbalize Small Accomplishes 
13.10.3. Be Flexible and Allow Frustration 

13.11. Work on Self-Deception 

13.11.1. Know When We Lie 
13.11.2. Know We Modify Reality 
13.11.3. Knowing That We Hold Reality to Our Beliefs 

13.12. Conflict Management 

13.12.1. Emotional Management 
13.12.2. Say What I Think, but From C.A.S.A. Emotions 

13.13. Dialogue With Beliefs 

13.13.1. Self-Dialogue 
13.13.2. Cognitive Restructuring 

13.14. Stress Management 

13.14.1. Breathing Techniques 
13.14.2. Emotional Management Techniques 
13.14.3. Relaxation Techniques 

13.15. Emotional Management 

13.15.1. Identify Emotions 
13.15.2. Identify the Right Emotions 
13.15.3. Change Some Emotions for Others 

13.16. Biology of the Stress Response 
13.17. Biochemistry of Stress 

Module 14. Psychopedagogical Counseling to Families in Psychosocial Risk Situations 

14.1. Construction of the Concept of Family 

14.1.1 Concept and Theory About Family Functions, Dynamics, Rules and Roles 

 14.1.1.1. Family as a Context of Human Development 
 14.1.1.2. Family Functions
 14.1.1.3. Family Dynamics and Rules 
 14.1.1.4. Roles in Family Context 

14.2. Evolution of Family Institution 

14.2.1. Social Changes and New Forms of Family Coexistence 

 14.2.1.1. The Influence of Social Changes on Family 
 14.2.1.2. New Forms family 

14.2.2 Family Educational Styles 

 14.2.2.1. Democratic Style 
 14.2.2.2. Authoritarian Style 
 14.2.2.3. Negligent Style 
 14.2.2.4. Indulgent Style 

14.3. Families at Psychosocial Risk 

14.3.1. Psychosocial Risk, Psychosocial Risk Assessment Criteria and Families at Psychosocial Risk 

 14.3.1.1. What is Psychosocial Risk? 
 14.3.1.2. Psychosocial Risk Assessment Criteria 
 14.3.1.3. Families at Psychosocial Risk 

14.3.2 Risk Factors vs. of Protection Factors 

 14.3.2.1. Risk Factors 
 14.3.2.2. Protection Factors 

14.4. Processes of Orientation and Psycho-Pedagogical Intervention 

14.4.1 Conceptualization of Psycho-Pedagogical Intervention and Models of Psycho-Pedagogical Intervention 

 14.4.1.1. Concept of Psycho-Pedagogical Intervention in the Family Environment 
 14.4.1.2. Models of Psycho-Pedagogical Intervention 

14.4.2 Addressees, Areas and Contexts of Psycho-Pedagogical Intervention 

 14.4.2.1. Addressees of the Psycho-Pedagogical Intervention 
 14.4.2.2. Areas of Psycho-Pedagogical Intervention 
 14.4.2.3. Context of Psycho-Pedagogical Intervention 

14.5. Socio-Educational Intervention with Families 

14.5.1. Concept, Foundations and Models of Family Socio-Educational Intervention 

 14.5.1.1. Socio-Educational Intervention with Families 
 14.5.1.2. Principles Socio-Educational Intervention with Families 
 14.5.1.3. Fundamentals of Socio-Educational Intervention With Families: Elements, Criteria to Be Taken Into Account and Levels of Intervention 
 14.5.1.4. Models Socio-Educational Intervention with Families 

14.6. Socio-Educational Intervention with Families (II) 

14.6.1 Family Intervention Educational Teams, Professional Skills and Tools and Techniques 

 14.6.1.1. Family Intervention Educational Teams 
 14.6.1.2. Professional Skills 
 14.6.1.3. Instruments and Techniques 

14.7. Intervention in Situations of Risk and Child Abuse in the Family 

14.7.1 Conceptualization and Typology of Child Abuse 

14.7.1.1. Concept of Child Abuse 
14.7.1.2. Types of Child Abuse 

14.7.2 Actions Against Child Abuse 

14.7.2.1. Detection, Assessment and Care 
14.7.2.2. Protocols 

14.8. Collaborative Frameworks Between Family and School 

14.8.1 Family and School as Collaborative Environments Forms of Family Involvement at School 

 14.8.1.1. Family and School as Collaborative Environments 
 14.8.1.2. Forms of Family Involvement at School 
 14.8.1.3. Parent School and Parental Education 

Module 15. Contexts and Their Disorders 

15.1. Basic Concepts of Evolutionary Contexts 

15.1.1. Microcontext 
15.1.2. Mesocontext 
15.1.3. Macrocontext 

15.2. Microcontext Pathology 
15.3. Child Type 

15.3.1. Hinge 
15.3.2. Colleague 
15.3.3. Target 

15.4. Rejected Child 

15.4.1. Direct Rejection 
15.4.2. Parental Alienation Syndrome 
15.4.3. Bullying 

15.5. Fraternal History 

15.5.1. Parents Union 
15.5.2. Resilience 
15.5.3. Conflict Resolution 

15.6. Family Self 
15.7. Family and Its Use of Language 

15.7.1. Double Bond 
15.7.2. Ambiguity 
15.7.3. Inconsistency 

15.8. Family Psychopathology and Its Impact on Our Patient’s Future 

15.8.1. Psychiatric or Psychological Pathology of One of the Parents 
15.8.2. Alcoholism and Addictions 
15.8.3. Severe Personality Disorders 
15.8.4 Emotional Maladjustments in Parents 

15.9. Ways to Pathologically Handle a Child 

15.9.1. Polle Syndrome by Proxy 
15.9.2. Childishness in Parents 
15.9.3. Lack of Boundaries 
15.9.4. Blaming 
15.9.5. Do Not Allow Growth 

15.10. Relationship With Grandparents 

15.10.1. Permanent Situation 
15.10.2. Donation Status 
15.10.3. Sporadic Situation 

15.11. Conflicting Links 

15.11.1. Overdependence 
15.11.2. De-linking 
15.11.3. Anxious/Tense 
15.11.4. Choleric/Hostile 
15.11.5. Depressed/Unmotivated 

15.12. Pathology of the Mesocontext 
15.13. Family’s Socioeconomic Position 

15.13.1. Unemployment 
15.13.2. Ruin and Eviction 
15.13.3. Economic Imbalance Between Both Parents 
15.13.4. Pathological Management of the Family Economy 

15.14. Autonomy Over the Family 

15.14.1. Centripetal Families 
15.14.2. Centrifugal Families 

14.15. Inadequate Extrafamilial Environment 

15.15.1. Conflicts Between Uncles 
15.15.2. Inheritance and Family Disputes 
15.15.3. Mismatches and Unfairness in Treatment 

15.16. Abuse 

15.16.1. Rape 
15.16.2. Depravation of Attention 
15.16.3. Physical and Psychic Violence 

15.17. Autonomous Self 
15.18. School 

15.18.1. Teacher as a Referential Person 
15.18.2. Abnormal Educational Quality 
15.18.3. Accidents 

15.19. Neighbourhood 

15.19.1. Referential Agents 
15.19.2. Abnormal Extrafamilial Relationships 
15.19.3 Abnormal Extrafamilial Communication 
15.19.4. Social Disorders 

15.20. Problems With Macrocontexts 

15.20.1. Family Abduction Due to Social Fashions 
15.20.2. Problems From Ideology 
15.20.3. Tendency to Isolation by Social Class 

15.21. Adaptability. 
15.22. Meaning of Life 
15.23. Social Self. 

Module 16. Pathological Universes in Childhood and Adolescence (DSM-5) 

16.1. Neurodevelopment Disorders 

16.1.1. Intellectual Disability 
16.1.2. Autism Spectrum Disorder 
16.1.3. Attention Deficit and Hyperactivity Disorder 
16.1.4. Learning Difficulties Disorder 
16.1.5. Communication Disorders 
16.1.6. Motor Disorders 
16.1.7. Tic Disorders 

16.2. Psychotic Disorders 

16.2.1. Delirious Disorders 
16.2.2. Brief Psychotic Disorder 
16.2.4. Schizophreniform Disorder 
16.2.5. Schizoaffective Disorder 
16.2.6. Catatonia Associated With Another Mental Disorder 

16.3. Cyclothymic and Bipolar Disorder 
16.4. Major Depressive Disorder 

16.4.1. Severe Depression 
16.4.2. Dysthymia 
16.4.3. Disruptive Mood Dysregulation Disorder 
16.4.4. Premenstrual Dysphoric Disorder 

16.5. Anxiety Disorders 

16.5.1. Separation Anxiety Disorder 
16.5.2. Selective Mutism 
16.5.3. Specific Phobia 
16.5.4. Social Anxiety Disorder 
16.5.5. Panic Attacks 
16.5.6. Agoraphobia 
16.5.7. Generalized Anxiety Disorder 
16.5.8. Substance-Induced Anxiety Disorders 

16.6. Obsessive Compulsive Disorder 

16.6.1. Body Dysmorphic Disorder 
16.6.2. Hoarding Disorder 
16.6.3. Trichotillomania 
16.6.4. Excoriation Disorder 

16.7. Trauma and Stress-Related Disorders 

16.7.1. Reactive Attachment Disorder 
16.7.2. Disinhibited Social Relationship Disorder 
16.7.3. Post-Traumatic Stress Disorder 
16.7.4. Acute Stress Disorder 
16.7.5. Adaptation Disorder 

16.8. Dissociative Disorders 

16.8.1. Dissociative Identity Disorder 
16.8.2. Dissociative Amnesia 
16.8.3. Depersonalization and Derealization Disorder 

16.9. Somatic Symptom Disorders 

16.9.1. Somatic Symptom Disorders 
16.9.2. Illness Anxiety Disorder 
16.9.3. Conversion Disorder 
16.9.4. Psychological Factors Influencing Other Medical Conditions 
16.9.5 Factitious Disorder 

16.10. Eating and Food Intake Disorders 

16.10.1. Pica 
16.10.2. Rumination Disorder 
16.10.3. Food Intake Avoidance/Restriction Disorder 
16.10.4. Anorexia Nervosa 
16.10.5. Bulimia Nervosa 
16.10.6. Binge Eating Disorder 

16.11. Excretory Disorders 

16.11.1. Enuresis 
16.11.2. Encopresis 

16.12. Sleep-Wake Disorders 

16.12.1. Insomnia 
16.12.2. Hypersomnia 
16.12.3. Narcolepsy 
16.12.4. Breathing-Related Sleep Disorder 
16.12.5. Non-REM Sleep Awakening Disorders 
16.12.6. Nightmare Disorder 
16.12.7. REM Sleep Behavior Disorder 
16.12.8. Restless Leg Syndrome 

16.13. Gender Dysphoria 

16.13.1. In Children 
16.13.2. In Adolescence and Adults 

16.14. Impulse-Control and Behavior Disorders 

16.14.1. Oppositional Defiant Disorder 
16.14.2. Intermittent Explosive Disorder 
16.14.3. Behavioral Disorder 
16.14.4. Pyromania 
16.14.5. Kleptomania 

16.15. Substance Abuse and Addictive Disorders 

16.15.1. Alcohol-Related Disorders 
16.15.2. Caffeine-Related Disorders 
16.15.3. Cannabis-Related Disorders 
16.15.4. Substance-Related Disorders 
16.15.5. Inhalants-Related Disorders 
16.15.6. Opioid-Related Disorders 
16.15.7. Disorders Related to Sedatives, Hypnotics and Anxiolytics 
16.15.8. Stimulate-Related Disorders 
16.15.9. Tobacco-Related Disorders 
16.15.10. Gambling Disorders 

16.16. Other DSM-5 Considerations 

Module 17. Disorders Not Registered in Dsm-5 That Have Appeared in Recent Years in the Psychologist’s Practice 

17.1. Explosive Temper Tantrum Syndrome 

17.1.1. Emotional Abduction of the Child 
17.1.2. Does Not Accept Frustration 
17.1.3. Secondary Benefit 

17.2. Emperor Syndrome 

17.2.1. Children That Abuse Their Parents 
17.2.2. Emotional Insensibility 
17.2.3. They Do Not Have a Moral Bond 
17.2.4. They Do Not Learn From Mistakes 

17.3. Pathological Egocentrism 

17.3.1. Absence of Attachment 
17.3.2. Focused on Egocentric Goals 
17.3.3. Lies 
17.3.4. Cruel Acts 

17.4. Oppositional Defiant Disorder 

17.4.1. They Get Angry and Have Tantrums 
17.4.2. Argues With Adults 
17.4.3. Actively Challenge Adults 
17.4.4. Refuses to Abide by the Rules 
17.4.5. Deliberately Annoys Other People 
17.4.6. Blame Others for Their Mistakes 
17.4.7. They Have a Grudge and Are Vindictive 
17.4.8. Is Touchy or Easily Annoyed by Others 

17.5. Failure to Comply With Rules and Limits 

17.5.1. Attention Deficit 
17.5.2. Punishment Does Not Mobilize Them 
17.5.3. Low Self-Esteem 

17.6. Addicted to the Phone 

17.6.1. Feeling of Panic if You Don’t Have Your Phone 
17.6.2. Find the Whole Universe in It 
17.6.3. Entertainment, Relief, Expectation, Hope, Bonding 

17.7. Compulsive Lying 

17.7.1. Fantastic Pseudology 
17.7.2. Deforming Reality to Take Advantage of It 
17.7.3. Addiction to Lying 

17.8. Criminal Management of the Internet 

17.8.1. They Have Their Passwords 
17.8.2. More Knowledge of Browsing Than Adults 
17.8.3. No Limits, Sense of Control 

17.9. Ciberbullying 

17.9.1. The Violent Individual 
17.9.2. The Victim 
17.9.3. Passive Third Parties 

17.10. NEET Personality (Not in Employment, Education or Training) 

17.10.1. (Neither Study, nor Work, nor Receive Training) 

17.11. Emotional Dependency Syndrome 

17.11.1. Need to Have a Person Located 
17.11.2. Obsession with a Person 
17.11.3. Permanent Need for Gestures of Approval 
17.11.4. Only Happy With That Person 
17.11.5. Feeling of Discomfort to Continue With Them 

17.12. Key Children 

17.12.1. Work-Life Balance 
17.12.2. Parent Profile 
17.12.3. Affective Distancing 

17.13. Suicide in Childhood and Adolescence 

17.13.1. Altruistic, Selfish, Anonymous Suicide (Durkheim) 
17.13.2. Origin and Form 
17.13.3. Indicators 

17.14. Self-Injury Caused by Dermatological Artifact 

17.14.1. Relief of Emotional Pain 
17.14.2. Preamble to a Suicidal Act? 

17.15. Avoidance Syndrome 

17.15.1. Safety Is Found by Avoiding Living 
17.15.2. Reinforcement of Avoidance and Nucleus Accumbens 

17.16. Negativism 
17.17. Vandalism 
17.18. Dissocial Disorder 

17.18.1. Aggression to Personnel or Animals 
17.18.2. Property Destruction 
17.18.3. Fraud or Theft 
17.18.4. Serious Violation of the Rules 

17.19. New Faces of Eating Disorders 

17.19.1. Selective Anorexia 
17.19.2. Anorexia With Sexual Intercourse 
17.19.3. Compulsive Overeating 

17.20. New Addictive Components in Drug Addiction

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