The keys and developments of research in psychology, in a high quality course created to train the most competitive professionals in the sector”

This Postgraduate diploma provides extensive knowledge in advanced models and techniques in Psychological Research. For this, you will have a teaching faculty that stands out for its extensive professional experience in the different fields in which psychology has developed and in different sectors of the population.

Throughout this program, you will learn the current and newest approaches on this topic.  You will learn to work in all the work areas involved. Thus, at the end of this training, you will be able to develop Psychological Research projects controlling their processes from the beginning to the end. A compendium of knowledge that will place you in a very competitive and useful professional position.

We will not only take you through the theoretical knowledge we offer, but we will introduce you to another way of studying and learning, one which is simpler, more organic and more efficient. We will work to keep you motivated and to develop your passion for learning, helping you to analyze and to develop critical thinking skills.

A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level.

An educational program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively”

This Postgraduate diploma in Psychological Research contains the most complete and up-to-date program on the market. The most important features include:

• The development of case studies presented by experts
• The graphic, schematic, and practical contents provide students with scientific and practical information on the disciplines that are essential for Psychologist
• New developments and innovations in the different areas of psychology
• Practical exercises where the self-assessment process can be carried out to improve learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• Special emphasis on cutting-edge methodologies
• 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

An approach totally focused on training effectiveness, which will allow you to learn in a real, constant and efficient way”

It includes a very broad teaching staff made up of experts in psychology, who share their work experience in this program, as well as recognized specialists from leading communities 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 an immersive program designed to learn in real situations.

This program is designed around Problem-Based Learning, where the student must try to solve the different professional practice situations that arise during the course. For this purpose, the professionals will be assisted by an innovative interactive video system developed by recognized experts in the field of psychology.

Forget the obsolete ways of studying the traditional way and make your learning easier and more motivating"

This Postgraduate diploma makes a difference in the labor market by placing you among the most qualified professionals"

The structure of the contents has been designed by a team of professionals in Psychological Research, who are conscious of the importance of up-to-date education in order to delve deeper into the field of knowledge and produce publications of academic quality.

This Postgraduate diploma in Psychological Research contains the most complete and up-to-date scientific program on the market”

Module 1. Designs of Psychological Research

1.1. Research

1.1.1. Introduction
1.1.2. Research Characteristics
1.1.3. Research in the Classroom
1.1.4. Keys Needed for Research
1.1.5. Examples:
1.1.6. Summary
1.1.7. Bibliographic References

1.2. Neuropsychological Research

1.2.1. Introduction
1.2.2. Educational Neuropsychological Research
1.2.3. Knowledge and the Scientific Method
1.2.4. Types of Approaches
1.2.5. Research Stages
1.2.6. Summary
1.2.7. Bibliographic References

1.3. Ethics of Research

1.3.1. Introduction
1.3.2. Informed Consent
1.3.3. Data Protection Law
1.3.4. Summary
1.3.5. Bibliographic References

1.4. Reliability and Validity

1.4.1. Introduction
1.4.2. Reliability and Validity in Research
1.4.3. Reliability and Validity in Assessment
1.4.4. Summary
1.4.5. Bibliographic References

1.5. Controlling Variables in Research

1.5.1. Introduction
1.5.2. Choosing Variables
1.5.3. Controlling Variables
1.5.4. Sample Selection
1.5.5. Summary
1.5.6. Bibliographic References

1.6. The Quantitative Research Approach

1.6.1. Introduction
1.6.2. Features
1.6.3. Stages
1.6.4. Assessment Tools
1.6.5. Summary
1.6.6. Bibliographic References

1.7. Qualitative Research Approach I

1.7.1. Introduction
1.7.2. Systematic Observation
1.7.3. Research Stages
1.7.4. Sampling Techniques
1.7.5. Quality Control
1.7.6. Statistical Techniques
1.7.7. Summary
1.7.8. Bibliographic References

1.8. Qualitative Research Approach II

1.8.1. Introduction
1.8.2. The Survey
1.8.3. Sampling Techniques
1.8.4. Survey Stages
1.8.5. Research Designs
1.8.6. Statistical Techniques
1.8.7. Summary
1.8.8. Bibliographic References

1.9. Qualitative Research Approach III

1.9.1. Introduction
1.9.2. Types of Interviews and Characteristics
1.9.3. Preparing the Interview
1.9.4. Group Interviews
1.9.5. Statistical Techniques
1.9.6. Summary
1.9.7. Bibliographic References

1.10. Single Case Designs

1.10.1. Introduction
1.10.2. Features
1.10.3. Types
1.10.4. Statistical Techniques
1.10.5. Summary
1.10.6. Bibliographic References

1.11. Research-Action

1.11.1. Introduction
1.11.2. Objectives of Research-Action
1.11.3. Features
1.11.4. Phases
1.11.5. Myths
1.11.6. Examples:
1.11.7. Summary
1.11.8. Bibliographic References

1.12. Gathering Information for Research

1.12.1. Introduction
1.12.2. Techniques for Gathering Information
1.12.3. Assessing Research
1.12.4. Evaluation
1.12.5. Interpreting Results
1.12.6. Summary
1.12.7. Bibliographic References

1.13. Data Management in Research

1.13.1. Introduction
1.13.2. Databases
1.13.3. Data in Excel
1.13.4. Data in SPSS
1.13.5. Summary
1.13.6. Bibliographic References

1.14. Spreading Results in Neuropsychology

1.14.1. Introduction
1.14.2. Publications
1.14.3. Specialized Journals
1.14.4. Summary
1.14.5. Bibliographic References

1.15. Scientific Journals

1.15.1. Introduction
1.15.2. Features
1.15.3. Types of Journals
1.15.4. Quality Indicators
1.15.5. Submitting Articles
1.15.6. Summary
1.15.7. Bibliographic References

1.16. The Scientific Article

1.16.1. Introduction
1.16.2. Types and Characteristics
1.16.3. Structure
1.16.4. Quality Indicator
1.16.5. Summary
1.16.6. Bibliographic References

1.17. Scientific Conferences

1.17.1. Introduction
1.17.2. The Importance of Conferences
1.17.3. Scientific Committees
1.17.4. Oral Communications
1.17.5. The Scientific Poster
1.17.6. Summary
1.17.7. Bibliographical References

Module 2. Psychometry

2.1. General Introduction to Psychometry

2.1.1. Theory of measurement
2.1.2. Theory of measurement scales
2.1.3. Axiomatic approach
2.1.4. Psychophysical scaling
2.1.5. Psychological scaling
2.1.6. Test theory
2.1.7. Classical Test Theory
2.1.8. Item response theory
2.1.9. Multivariate techniques

2.2. Test construction

2.2.1. Psychometric schools
2.2.2. Functionalist approach
2.2.3. Trait approach
2.2.4. Identification of the purpose of the test

2.3. Test planning

2.3.1. External contextual factors
2.3.2. Internal test attributes
2.3.3. Domain definition
2.3.4. Type of support
2.3.5. Item construction
2.3.6. Response format
2.3.7. Rules for item wording
2.3.8. Quantification of responses

2.4. Analysis of test items

2.4.1. Difficulty index
2.4.2. Homogeneity index
2.4.3. Validity index
2.4.4. Analysis of incorrect alternatives
2.4.5. Correction of chance effects

2.5. Classical linear model

2.5.1. Fundamental Assumptions of IRT
2.5.2. Concept of parallel forms
2.5.3. Reliability coefficient
2.5.4. Reliability of a test made up of n parallel forms

2.6. Credibility

2.6.1. Reliability as correlation between parallel forms
2.6.2. Temporal stability
2.6.3. Internal Consistency
2.6.4. Measurement Errors
2.6.5. Reliability coefficient of the differences
2.6.6. Estimation of true scores
2.6.7. Contrast on true scores
2.6.8. Factors affecting test reliability
2.6.9. Generalizability theory

2.7. Validity

2.7.1. Content Validity
2.7.2. Predictive validity
2.7.3. Construct Validity
2.7.4. Factorial construct validity
2.7.5. The factorial model with one factor
2.7.6. The factorial model with two factors
2.7.7. Convergent-discriminant validity

2.8. Test scoring

2.8.1. Centiles or percentiles
2.8.2. Standardized typical scores
2.8.3. Derived typical scores
2.8.4. Chronological scales

2.9. Item response theory

2.9.1. IRT Assumptions
2.9.2. Item characteristic curve
2.9.3. Unidimensionality
2.9.4. Local independence
2.9.5. Logistic models: one, two and three parameters
2.9.6. Model testing
2.9.7. Information function
2.9.8. Applications

2.10. Ethical and deontology aspects

2.10.1. General Rules
2.10.2. Ethical and deontological principles of psychological assessment
2.10.3. Use of tests
2.10.4. Training of users
2.10.5. Computerized tests
2.10.6. Translation-adaptation of tests
2.10.7. Criterion-referenced tests
2.10.8. Test preparation
2.10.9. Use of the data

Module 3. Descriptive and Inferential Statistics

3.1. Research Methodology

3.1.1. Introduction
3.1.2. Importance of Research Methodology
3.1.3. Scientific Knowledge
3.1.4. Research Approaches
3.1.5. Summary
3.1.6. Bibliographic References

3.2. Choice of the Research Topic

3.2.1. Introduction
3.2.2. Research Problem
3.2.3. Problem Definition
3.2.4. Choice of the Research Question
3.2.5. Research Objectives
3.2.6. Variables: Types
3.2.7. Summary
3.2.8. Bibliographic References

3.3. Research Proposal

3.3.1. Introduction
3.3.2. Research Hypotheses
3.3.3. Research Project Feasibility
3.3.4. Introduction and Justification of the Research
3.3.5. Summary
3.3.6. Bibliographic References

3.4. Theoretical Framework

3.4.1. Introduction
3.4.2. Theoretical Framework Elaboration
3.4.3. Resources Employed
3.4.4. APA Standards
3.4.5. Summary
3.4.6. Bibliographic References

3.5. Bibliography

3.5.1. Introduction
3.5.2. Importance of Bibliographic References
3.5.3. How to Reference according to APA Standards
3.5.4. Format of Annexes: Tables and Figures
3.5.5. Bibliography Managers: What They Are and How to Use Them
3.5.6. Summary
3.5.7. Bibliographic References

3.6. Methodological Framework

3.6.1. Introduction
3.6.2. Roadmap
3.6.3. Sections to be Included in the Methodological Framework
3.6.4. Population
3.6.5. Samples
3.6.6. Variables
3.6.7. Instruments
3.6.8. Procedure
3.6.9. Summary
3.6.10. Bibliographic References

3.7. Research Designs

3.7.1. Introduction
3.7.2. Design Types
3.7.3. Characteristics of the Designs used in Psychology
3.7.4. Research Designs used in Education
3.7.5. Research Designs used in Neuropsychology of Education
3.7.6. Summary
3.7.7. Bibliographic References

3.8. Quantitative Research

3.8.1. Introduction
3.8.2. Randomized Group Designs
3.8.3. Randomized Group Designs with Blocks
3.8.4. Other Designs used in Psychology
3.8.5. Statistical Techniques in Quantitative Research
3.8.6. Summary
3.8.7. Bibliographic References

3.9. Quantitative Research II

3.9.1. Introduction
3.9.2. Intrasubject Experimental Designs
3.9.3. Techniques for Controlling the Effects of Intrasubject Designs
3.9.4. Statistical Techniques
3.9.5. Summary
3.9.6. Bibliographic References

3.10. Results

3.10.1. Introduction
3.10.2. How to Collect Data
3.10.3. How to Analyze Data
3.10.4. Statistical Programs
3.10.5. Summary
3.10.6. Bibliographic References

3.11. Descriptive Statistics

3.11.1. Introduction
3.11.2. Variables in Research
3.11.3. Quantitative Analysis
3.11.4. Qualitative Analysis
3.11.5. Resources that Can be Employed
3.11.6. Summary
3.11.7. Bibliographic References

3.12. Hypothesis Contrasting

3.12.1. Introduction
3.12.2. Statistical Hypotheses
3.12.3. How to Interpret Significance (p-value)
3.12.4. Criteria for the Analysis of Parametric and Nonparametric Tests
3.12.5. Summary
3.12.6. Bibliographic References

3.13. Correlational Statistics and Analysis of Independence

3.13.1. Introduction
3.13.2. Pearson Correlation
3.13.3. Spearman's Correlation and Chi-Square
3.13.4. Results
3.13.5. Summary
3.13.6. Bibliographic References

3.14. Group Comparison Statistics

3.14.1. Introduction
3.14.2. Mann-Whitney T-test and U-test
3.14.3. T-test and Wilcoxon Signed Ranges
3.14.4. Results
3.14.5. Summary
3.14.6. Bibliographic References

3.15. Discussion and Conclusions

3.15.1. Introduction
3.15.2. What is the Discussion
3.15.3. Discussion Organization
3.15.4. Conclusions
3.15.5. Limitations and Prospective
3.15.6. Summary
3.15.7. Bibliographical References

Module 4. Ethics and Deontology

4.1. The Importance of Ethics and Professional Deontology

4.1.1. The Need to Study the Ethical and Bioethical Principles of Psychology
4.1.2. Professional Ethics in Psychology, the Great Absentee
4.1.3. Ethics and Deontology in Different Areas

4.2. A Journey Through History: from Philosophy to Professional Deontology

4.2.1. The Philosophical Principles of Ethics. Ethics and morals
4.2.2. Ethics, Bioethics and Psychoethics
4.2.3. The Emergence of Professional Ethics

4.3. Developing Ethical Codes

4.3.1. Towards European Integration: Ethics of the European Federation of Psychologists Association (EFPA). The Meta-code of Ethics

4.4. Professional Ethics in the Different Areas of Psychology

4.4.1. Ethical Aspects of Clinical Psychology
4.4.2. Ethical Aspects of Forensic Psychology
4.4.3. Ethical Aspects of Educational Psychology
4.4.4. Ethical Aspects of Work Psychology

4.5. Professional Ethics in Scientific Research in Clinical Psychology

4.5.1. Introduction
4.5.2. Ethical Aspects of Clinical Research in Psychology: Skills
4.5.3. Research Ethics Committees
4.5.4. Conclusions

4.6. Risk-Benefit Balance

4.6.1. Informed Consent
4.6.2. Confidentiality
4.6.3. Ethical Aspects of Research in Psychology Publication

4.7. Professional Secrecy and Informed Consent

4.7.1. Introduction
4.7.2. Professional Secrecy and Informed Consent
4.7.3. Conclusions

4.8. Malpractice Liability

4.8.1. The Functions of Ethics Committees and Disciplinary Regimes
4.8.2. Types of Offence and Penalties
4.8.3. Conclusions

4.9. Advances in Psychology and Technology. Ethical Considerations

4.9.1. Advances in Psychology and Technology
4.9.2. Ethical Considerations
4.9.3. Conclusions

4.10. Training, Critical Reflection and Supervision for the Improvement of Psychological Practice

4.10.1. Introduction
4.10.2. Ethics Training Programs
4.10.3. Conclusions

Our syllabus has been designed with teaching effectiveness in mind: so that you learn faster, more efficiently, and on a more permanent basis”