A deep and comprehensive dive into strategies and approaches in Psychological Assessment and Intervention in the Elderly"

Psychologists play a fundamental role in healthcare when it comes to improving people's physical, mental and social wellbeing. Today they are an essential component in resolving different psychological disorders. 

This Postgraduate diploma provides extensive knowledge in advanced models and techniques in assessment, diagnosis and psychological intervention in this field of health. For this, you will have a teaching faculty that stands out for its extensive professional experience in the different areas in which psychology has developed and in different sectors of the population. 

Throughout this training programme, the student will go through all the current approaches in the work carried out by health psychologists.  The correct approach to psychological assessments and interviews; the implementation of psychological techniques for stress prevention or the assimilation of the different phases of the research process in Psychology. There will be some of the many topics of work and study that students will be able to integrate into their training with this comprehensive program.  

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 think and 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.  

A training 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 Assessment and Intervention in the Elderly has the most complete and up-to-date academic program on the market. The most important features of the program include: 

• More than 100 practical  cases presented by experts in Psychological Assessment and Intervention in the Elderly
• The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for carrying out research
• News and innovations on research in the different fields 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 research 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

 Access deep insights into Psychological Assessment and Intervention in the Elderly and its multiple implications, in a comprehensive Postgraduate diploma designed to propel you to another professional level"  

It includes a very broad teaching staff made up of experts in psychology, who share their work experience in this training, 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 training program designed to train 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 professional will be assisted by an innovative interactive video system created by renowned and experienced research experts. 

Increase your confidence as a healthcare psychiatrist by updating your knowledge through this Postgraduate diploma degree"

This Postgraduate diploma marks the difference between a professional with a lot of knowledge, and a professional who knows how to apply it in daily practice"

The structure of the contents has been designed by a team of professionals in Psychological Assessment and Intervention in the Elderly, who are conscious of the importance of up-to-date training in order to be able to delve deeper into this field of knowledge and produce publications of academic quality. 

This Postgraduate diploma in Psychological Assessment and Intervention in the Elderly has the most complete and up-to-date scientific program on the market” 

Module 1. Scientific and Professional Foundations of General Health Psychology 

1.1. Clinical and Health Psychology as a Discipline

1.1.1. Historical Background 
1.1.2. Clinical Psychology
1.1.3. Health Psychology

1.2. Ethical and Deontological Aspects of Professional Practice

1.2.1. Basic Concepts of Ethics and Deontology
1.2.2. Ethical and Ethical-Deontological Aspects of Psychology as a Scientific Discipline  
1.2.3. Ethical and Ethical-Deontological Aspects of Psychology as an Applied Profession
1.2.4. Data Protection in Psychology 

1.3. Health: Conceptualization and Models  

1.3.1. Conceptualization of Health 
1.3.2. Health Models 
1.3.3. Theories of Behavior and Health 

1.4. Stress and Psychosocial Factors in the Health-Disease Process 

1.4.1. Theories of Stress 
1.4.2. Relationship between Stress and Disease 
1.4.3. Personality and Health

1.5. Interprofessional and Health Outcomes Communication 

1.5.1. Psychosocial Rehabilitation  
1.5.2. Health Care from the Community and Hospital Settings 
1.5.3. Results Communication 

1.6. Diagnostic Classifications: Basic and Differential Aspects 

1.6.1. Concepts and Models in Psychopathology 
1.6.2. Diagnostic Classifications in Psychopathology 
1.6.3. New Classification Systems in Psychopathology 

1.7. Fundamentals of Evidence-Based Clinical Practice and Evidence-Based Evaluation 

1.7.1. Introduction to Evidence-Based Clinical Practice
1.7.2. Evidence-Based Clinical Practice Methodology 
1.7.3. Evidence-Based Psychology

1.8. Evidence-Based Psychological Treatments 

1.8.1. History of Effectiveness Evaluation
1.8.2. Clinical Practice Guidelines 
1.8.3. Limitations and Challenges of Evidence-Based Treatments 

1.9. Transdiagnostic Approach and Evaluation of Processes and Outcomes 

1.9.1. Transdiagnostic Approach 
1.9.2. Evaluation of Therapeutic Results 
1.9.3. Evaluation of Therapeutic Processes

1.10. Fundamentals of Research and New Technologies in Health Psychology 

1.10.1. Scientific Research in Psychology 
1.10.2. Research Designs
1.10.3. Intervention through New Technologies

1.11. Scientific-Professional Resources for Healthcare Practice 

1.11.1. Criteria and Search in Systematic Reviews 
1.11.2. Study Selection and Data Extraction in Systematic Reviews
1.11.3. Analysis of Results in Systematic Reviews 

Module 2. Skills and Techniques of the General Health Psychologist 

2.1. The Therapeutic Relationship and the Therapeutic Process 

2.1.1. Therapeutic Process 
2.1.2. Therapeutic Relationship 

2.2. Health Psychologist's Basic Skills and Competencies 

2.2.1. Therapist's Basic Skills  
2.2.2. Therapist's Characteristics  
2.2.3. General Health Psychologist Competencies 

2.3. Listening Skills 

2.3.1. Listening 
2.3.2. Listening Techniques 

2.4. Verbal and Non-Verbal Communication 

2.4.1. Non-Verbal Communication 
2.4.2. Verbal Communication Techniques 

2.5. Obstacles and Feared Scenarios in the Therapeutic Process 

2.5.1. Obstacles in Initiation and Assessment 
2.5.2. Obstacles in Implementing Treatment

2.6. Most Frequent Errors Made by Psychologists 

2.6.1. Risk of Dual Relationship 
2.6.2. Other Obstacles in the Therapeutic Process 

2.7. Psychotherapy and Therapeutic Components 

2.7.1. Models in Psychotherapy 
2.7.2. Integration in Psychotherapy 

2.8. Contribution of Psychodynamic, Phenomenological-Existential, and Humanistic models 

2.8.1. Psychodynamic Models  
2.8.2. Phenomenological-Existential and Humanistic Models 

2.9. Behavioral Techniques 

2.9.1. Relaxation Techniques 
2.9.2. Exposure Techniques
2.9.3. Operative Techniques 

2.10. Cognitive Techniques 

2.10.1. Skills Training 
2.10.2. Cognitive Restructuring 

2.11. Third Generation Therapies 

2.11.1. Therapies Based on Mindfulness 
2.11.2. Dialectical Behavior Therapy 
2.11.3. Behavioral Activation Therapy 
2.11.4. Functional Analytic Psychotherapy 

2.12. Group Intervention and Family Therapy 

2.12.1. Group Intervention 
2.12.2. Family Therapy 

2.13. Positive Psychology 

2.13.1. Positive Psychology: Concepts 
2.13.2. Positive Psychology: Techniques 

2.14. Health Psychology

2.14.1. Prevention and Health Promotion 
2.14.2. Counseling 

Module 3. Psychological Intervention in Elderly People 

3.1. Psychogerontology 

3.1.1. Introduction to Psychogerontology 
3.1.2. Aging Population 
3.1.3. Psychosocial Models of Aging 
3.1.4. Therapeutic Skills for Assessment and Intervention with the Elderly 

3.2. Transitions and Life Changes in Midlife and Aging 

3.2.1. Transitions and Life Changes: Features 
3.2.2. Transitions and Life Changes: Intervention Techniques 

3.3. Intervention in Depressive Disorders in the Elderly 

3.3.1. Depressive Disorders in the Elderly: Etiology, Cours, and Prevalence 
3.3.2. Depressive Disorders in the Elderly: Empirical Evidence 
3.3.3. Depressive Disorders in the Elderly: Psychological Intervention Techniques 

3.4. Intervention in Anxiety Disorders in the Elderly 

3.4.1. Anxiety Disorders in the Elderly: Etiology, Course and Prevalence 
3.4.2. Anxiety Disorders in the Elderly: Empirical Evidence 
3.4.3. Anxiety Disorders in the Elderly: Psychological Intervention Techniques 

3.5. Intervention in Sleep Problems in the Elderly 

3.5.1. Sleep Problems in the Elderly: Etiology, Course and Prevalence 
3.5.2. Sleep Problems in the Elderly: Empirical Evidence 
3.5.3. Sleep Problems in the Elderly: Psychological Intervention Techniques 

3.6. Intervention in Neurocognitive Disorders in the Elderly 

3.6.1. Neurocognitive Disorders: Etiology, Course and Prevalence 
3.6.2. Neurocognitive Disorders: Empirical Evidence 
3.6.3. Neurocognitive Disorders: Psychological Intervention Techniques 

3.7. Intervention in Chronic Pain in the Elderly 

3.7.1. Chronic Pain in the Elderly: Etiology, Course and Prevalence 
3.7.2. Chronic Pain in the Elderly: Empirical Evidence
3.7.3. Chronic Pain in the Elderly: Psychological Intervention Techniques 

3.8. Intervention in Family Care for the Elderly 

3.8.1. Elderly Care: Physical, Psychological and Social Consequences 
3.8.2. Elderly Care: Psychological Intervention Techniques 

3.9. Intervention in Nursing Homes 

3.9.1. Nursing Homes for the Elderly: Features and Problems 
3.9.2. Nursing Homes for the Elderly: Psychological Intervention Techniques 

3.10. Promoting Successful Aging 

3.10.1. Successful Aging: Definition and Models 
3.10.2. Successful Aging: Psychological Intervention Techniques 

Module 4. Neuropsychological Assessment and Rehabilitation 

4.1. Introduction to Neuropsychology 

4.1.1. Neuropsychology 

4.1.1.1. Neuropsychology: Definition and Objective 
4.1.1.2. Neuropsychology: Areas of Application and its Relationship with General Health Psychology 

4.1.2. Neuropsychological Assessment and Rehabilitation 

4.1.2.1. Neuropsychological Assessment
4.1.2.3. Neuropsychological Rehabilitation

4.2. Acquired Brain Injury 

4.2.1. Cranioencephalic Traumas 
4.2.2. Strokes
4.2.3. Other Causes of Acquired Brain Injury 

4.3. Neuropsychology of Attention and Memory 

4.3.1. Neuropsychology of Attention 

4.3.1.1. Neuropsychology of Attention: Neuroanatomical Basis 
4.3.1.2. Neuropsychology of Attention: Alterations and Assessment Techniques 
4.3.1.3. Neuropsychology of Attention: Rehabilitation 

4.3.2. Neuropsychology of Memory 

4.3.2.1. Neuropsychology of Memory: Neuroanatomical Basis 
4.3.2.2. Neuropsychology of Memory: Alterations and Assessment Techniques 
4.3.2.3. Neuropsychology of Memory: Rehabilitation 

4.4. Neuropsychology of Language 

4.4.1. Neuropsychology of Language: Neuroanatomical Basis 
4.4.2. Neuropsychology of Language: Alterations and Assessment Techniques 
4.4.3. Neuropsychology of Language: Rehabilitation

4.5. Neuropsychology of Apraxia and Agnosia 

4.5.1. Neuropsychology of Apraxia and Agnosia: Neuroanatomical Foundations 
4.5.2. Neuropsychology of Apraxia and Agnosia: Alterations and Assessment Techniques 
4.5.3. Neuropsychology of Apraxia and Agnosia: Rehabilitation

4.6. Neuropsychology of Executive Functions 

4.6.1. Neuropsychology of Executive Functions: Neuroanatomical Foundations 
4.6.2. Neuropsychology of Executive Functions: Alterations and Assessment Techniques 
4.6.3. Neuropsychology of Executive Functions: Rehabilitation

4.7. Behavioral Neuropsychology 

4.7.1. Neuropsychology of Behavior: Neuroanatomical Foundations
4.7.2. Neuropsychology of Behavior: Alterations and Assessment Techniques 
4.7.3. Neuropsychology of Behavior: Rehabilitation

4.8. Child Neuropsychology 

4.8.1. Child Neuropsychology: Neuroanatomical Foundations 
4.8.2. Child Neuropsychology: Alterations and Assessment Techniques 
4.8.3. Child Neuropsychology: Rehabilitation 

4.9. Neuropsychology of Neurodegenerative Disorders 

4.9.1. Neuropsychology of Neurodegenerative Disorders: Neuroanatomical Foundations 
4.9.2. Neuropsychology of Neurodegenerative Disorders: Alterations and Assessment Techniques 
4.9.3. Neuropsychology of Neurodegenerative Disorders: Rehabilitation 

4.10. Neuropsychology and Mental Health Disorders 

4.10.1. Mental Health Disorders: Neuroanatomical Foundations 
4.10.2. Mental Health Disorders: Alterations and Neuropsychological Assessment Techniques 
4.10.3. Mental Health Disorders: Neuropsychological Rehabilitation

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