The approach to stress from the development of family therapy is a complementary way of work that gives the doctor a form of work of enormous relevance and impact"

Gradually, it has begun to be recognized that family dynamics can not only protect its members against certain adversities, or be affected by certain disorders of its members, but also that certain aspects of family functioning can contribute with particular strength to its members (especially children and adolescents) developing maladaptive behaviors not only in the family sphere, but also in other areas and other alterations, as is the case of emotional or psychosomatic disorders.

This Professional master’s degree is unique as it addresses those aspects that have received the most attention in the research carried out on the subject. To this end, we develop some questions regarding the relationship between external stress factors, family interaction and psychological problems in children and adolescents.

The hypothesis of researchers on the subject, has been that the negative impact that certain external factors may have on the development of emotional and behavioral problems in children and adolescents, is directly shaped by family structure and dynamics. In many cases, stress factors can modify the family environment to such an extent that they become dysfunctional.

One of the most commonly studied factors of familial pathology has been their economic situation. Different research has brought to light that economics has a negative influence on psychological well-being and family relationships. In addition, there has been an increase in the number of studies which show the influence of economic stress on children and adolescents is shaped by the type of relationship that exists between parents and children. However, the processes through which economic stress can generate emotional “distress” or negatively affect family relationships still haven’t been adequately proved and clarified. 

One attempt to clarify such processes is that of Conger and colleagues, whose theoretical model proposes that economic stress experienced by parents increases both disharmony and conflict between parents and problems between parents and children over money-related issues. Specifically, they claim that economic stress among parents provokes high levels of irritability in the couple alongside more stubborn attitudes in relation to money management which can, in turn, result in more general hostility towards their children. These hostile and coercive behavioral changes towards children can generate or increase any emotional and behavioral problems they may have.

A high educational level training created by the best experts in the field, which will allow you to include in your medical practice new ways to understand and help your patients"

This Professional master’s degree in Family Therapy and Stress contains the most complete and up-to-date scientific program on the market. The most important features include: 

• Practical case studies presented by experts
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• News on this topic
• Practical exercises where the self-assessment process can be carried out to improve learning
• Emphasis on innovative 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

A Professional master’s degree of high teaching quality that will allow you to advance in your work, learning and growing professionally with a training created to be manageable but intensive"

The program's teaching staff includes professionals from the sector who bring to this training the experience of their work, as well as recognized specialists from prestigious reference societies and universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment thatwill provide immersive training programmed to train in real situations.

This program is designed around Problem-Based Learning, whereby professionals must try to solve the different professional practice situations that arise throughout the program. For this purpose, the students will be assisted by an innovative interactive video system created by renowned experts.

Update yourself with the latest advances in stress treatment from the approach of family therapy with exceptional training”

We offer you the best teaching methodology in the market and a complete theoretical and practical material that will help you to carry out an immersive study of this subject"

The structure of the contents has been designed by a team of experts in psychology, who have taken into account the latest strategies and developments in the sector. In a structured way, a complete syllabus has been developed, oriented towards practical learning with a direct look at the implementation of what has been learn, with the security of the most up-to-date knowledge.

A comprehensive but specific syllabus that will lead you to your learning goals in an interesting and effective way"

Module 1. Psychodiagnosis and Assessment of the Family System

1.1. Anthropological, Historical, Sociological and Psychological Perspective of the Family
1.2. Diagnosis as a Catalyst for the Therapeutic Bond
1.3. Assessor Skills

1.3.1.  Be Useful in the Process
1.3.2.  Understand What is Happening
1.3.3.  Be Open and Understanding
1.3.4.  Become a Figure of Authority

1.4.  Psychodiagnosis and Assessment of the Family System

1.4.1.  Language
1.4.2.  Pathological and Healthy Bonds
1.4.3.  Use of Others
1.4.4.  Rejection and Abandonment
1.4.5.  Stress, Distress and Eustress
1.4.6.  Conflicts and Tensions
1.4.7.  Family Psychopathology

1.5. Place in the Fraternity and Social Desirability

1.5.1. Family Composition
1.5.2. The Right to Have Siblings
1.5.3. Twins
1.5.4. The Sick Sibling
1.5.5. Grandparents, Uncles and Aunties
1.5.6. Other Components

1.6. Psychodiagnostics Objectives

1.6.1. Evaluator and Evaluee Link
1.6.2. Discover What Truly Exists
1.6.3. Clarify the Facts
1.6.4. Explain the Scientific Facts of the State of the Subject
1.6.5. Understand the Relationship Between the Individual in the Study and the Situation They Have Experienced

1.7. Millon's Clinical Multiaxial Inventory (MCMII-III)

1.7.1. Modifying Scales: Desirability and Alteration Index
1.7.2. Basic Personality Scales: Schizoid, Avoidant, Depressive, Depressive, Dependent, Histrionic, Narcissistic, Antisocial, Aggressive-Sadistic, Compulsive, Passive-Aggressive, Self-Destructive
1.7.3. Severe Personality Scales: Schizotypal, Borderline and Paranoid
1.7.4. Moderate Clinical Syndromes: Anxiety, Hysteriform, Hypomania, Depressive Neurosis, Alcohol Abuse, Drug Abuse, P-Trauma Stress D
1.7.5. Severe Clinical Syndromes: Psychotic Thinking, Major Depression and Psychotic Delirium

1.8. CATELL’s 16 PF-5

1.8.1. Agreeableness, Reasonableness, Stability, Dominance, Encouragement, Attention to Standards, Boldness, Sensitivity, Vigilance, Abstraction, Privacy, Apprehension, Openness to Change, Self-sufficiency, Perfectionism and Tension. Incorporate a Social Desirability (SD), an Infrequency (IN) and an Acquiescence (AQ) Scale to Control Response Bias

1.9. Child and Adolescent Assessment System BASC

1.9.1. Internalized problems: Depression, Anxiety, Social Anxiety, Somatic Complaints, Obsessive-Compulsion and Post-Traumatic Symptomatology
1.9.2. Externalized Problems: Hyperactivity and Impulsivity, Attention Problems, Aggressiveness, Defiant Behavior, Anger Control Problems, Antisocial Behavior
1.9.3. Specific Problems: Developmental Delay, Eating Behavior Problems, Learning Disabilities, Schizotypy, Substance Abuse, etc.

1.10. Questionnaire for the Evaluation of Adopters, Caregivers, Guardians and CUIDA

1.11. Personality Assessment Inventory (PAI)

1.11.1. 4 Validity Scales (Inconsistency, Infrequency, Negative Impression,Positive Impression)
1.11.2. 11 Clinical Scales (Somatic Complaints, Anxiety, Anxiety-related disorders, Depression, Mania, Paranoia, Schizophrenia, Borderline traits, Antisocial traits, Alcohol problems, and Drug problems)
1.11.3. 5 Scales of Consideration for Treatment (Aggression, Suicidal Thoughts, Stress, Lack of Social Support, and Refusal of Treatment)
1.11.4. 2 Scales of Interpersonal Relationships (Dominance and Agreeableness)
1.11.5. 30 Subscales Providing More Detailed Information

1.12.  Study of the Story's Credibility

1.12.1.  CBCA System (Criteria-Based Content Analysis)
1.12.2.  The Statement Validity Assessment (SVA) Udo Undeutsch
1.12.3.  SVA = Interview + CBCA + Validity Checklist

Module 2. Family Stress

2.1.  New Ways to Define Stress

2.2.  Common Stressors in the Family

2.2.1.  Relationship
2.2.2.  Living Conditions / Environment
2.2.3.  Economic
2.2.4.  Emotional
2.2.5.  Pathologies of Family Members
2.2.6.  Abuse and Violence
2.2.7.  Separation and/ or Abandonment

2.3.  Interpersonal Stress

2.4.  Toxicity and Family

2.4.1.  With Substances
2.4.2.  Without Substances
2.4.3.  Dependency

2.5.  The Information Retrieval Process: The Transfer of Learning
2.6.  Occupational Stress
2.7.  Learning and Family Events
2.8.  Family Crises

Module 3. Family Bonds and Systemic Organization

3.1.  Family Functions
3.2.  Family Institution

3.2.1.  Life Cycle of the Family
3.2.2.  Family Law
3.2.3.  Legal Nature
3.2.4.  Family Characteristics

3.3.  Types of Family

3.3.1.  Conjugal Family
3.3.2.  Matriarchal Family
3.3.3.  Patriarchal Family
3.3.4.  Gang Family
3.3.5.  Inverted Family
3.3.6.  Extended Family

3.4.  Family Characteristics to Promote or Hinder Learning
3.5.  Family Structure Variables
3.6.  Dysfunctional Family
3.7.  Family Reactions to Illness
3.8.  Pathological Management of Children from the Family
3.9.  Consequences of Family Composition
3.10.  Morphology of Family and the Implication on Psychopathy
3.11.  Family and Process of Socialization
3.12.  Intervention in a Dysfunctional Family
3.13.  Conflict Inheritance
3.14.  Concept of Accompaniment, Containment and Escort

Module 4. Family Models and Parenting Roles

4.1.  Separation, Divorce and Nulled Marriage
4.2.  Disability from the Expert's Point of View

4.2.1.  Deficiency, Disability and Handicap
4.2.2.  Civil Incapacity and Labor Incapacity
4.2.3.  Degrees of Permanent Disability
4.2.4.  Major Disability

4.3.  Gender Violence

4.3.1.  Psychological Violence
4.3.2.  Psychological Consequences of Violence

4.4.  Abuse

4.4.1.  Confirmation
4.4.2.  Psychological Consequences
4.4.3.  Causal Nexus

4.5.  Secondary Victimization

4.5.1.  Credibility of Testimony
4.5.2.  Difficulty of the Psychological Opinion

4.6.  Psychological Support for Family Members
4.7.  Juvenile Expertise
4.8.  Psychopedagogical Drug Addict Expert
4.9.  Elderly Expert
4.10.  Profile of the Basic Emotion "Guilt" in Current Research

Module 5. Modes of Intervention in Family Therapy

5.1.  Notion of Conflict

5.1.1.  Changing the Attitude Towards Team Cooperation
5.1.2.  Improve Attitude
5.1.3.  Emphasizing Performance

5.2.  Types of Conflict

5.2.1.  Attraction-Attraction
5.2.2.  Evasion-Evasion
5.2.3.  Attraction-Evasion

5.3.  Family Mediation

5.3.1.  Mediator is Present, Does Not Have an Influence
5.3.2.  Arbitration Makes Decisions by Listening to the Parties
5.3.3.  Neutral Evaluation Draw Consequences From the Data Obtained

5.4.  Family Coaching

5.4.1.  Equalities
5.4.2.  Differences
5.4.3.  Contradictions
5.4.4.  Impersonation

5.5.  Learning in Coaching

5.5.1.  Declaring Bankruptcy
5.5.2.  Stripping Off the Masks
5.5.3.  Re-Engineering Ourselves
5.5.4.  Focusing on the Task

5.6.  Habits to Improve in Coaching

5.7.  Focused on the Activity

5.7.1.  Focusing Techniques
5.7.2.  Thought Control techniques

5.8.  Clear Goals

5.8.1.  Definition of Where We Are
5.8.2.  Definition of Where we Want to Go

5.9.  Taking the Reins in Your Life Being proactive.
5.10.  Positive Psychology

5.11.  Conflict Management with the Conscious Emotional Bonding (CEB) Model

5.11.1.  Identifying Emotions
5.11.2.  Identifying Suitable Emotions
5.11.3.  Changing Emotions for Others

5.12.  Training to Deal with Conflicts in the Family

Module 6. Family Problems Which Need Interventions

6.1.  Behavior Modification Techniques
6.2.  Cognitive-Behavioral Therapy
6.3.  Treatment Oriented Towards the Family
6.4.  Other Focus of Systemic Family Treatment
6.5.  Strategic Therapy and Constructivism

Module 7. Types of Expertise and Contexts that Surround Psychological Expertise

7.1.  Definitions Regarding Appraisal
7.2.  Adoptions
7.3.  Care and Custody
7.4.  Simulation
7.5.  Expert Evidence
7.6.  Object of the Expert Evidence
7.7.  Guarantees of the Expert Evidence
7.8.  Role of the Expert in the 21st Century
7.9.  Procedure of a Judicial Hearing
7.10.  Relationship with Other Groups
7.11.  Family Diagnosis: The Family as a System
7.12.  Assessment of Guilt in Psychopathology
7.13.  Diagnostic Process Framing in the Expert Appraisal
7.14.  Psychological Expert Opinion

A unique, key and decisive training experience to boost your professional development"