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 the 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.

Expand your knowledge through the Postgraduate diploma in Psychological Evaluation of Stress in the Family Environment, in a practical way and adapted to your needs”

This Postgraduate diploma in Psychological Evaluation of Stress in the Family Environment contains the most complete and up-to-date scientific program on the market. The most important features of the course are:

• Clinical cases presented by experts in the different specialties. The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• Latest information on Psychological Evaluation of Stress in the Family Environment
• Algorithm-based interactive learning system for decision-making in the presented clinical situations
• With special emphasis on evidence-based psychology and research methodologies in psychology
• All of this will be complemented by 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

This Postgraduate diploma may be the best investment you can make when choosing a refresher program for two reasons: in addition to updating your knowledge in Psychological Evaluation of Stress in the Family Environment, you will obtain a qualification from TECH Global University" 

The teaching staff includes healthcare professional from the field of Psychology who bring their vast experience to the course, as well as renowned specialists from scientific societies of reference.

Thanks to multimedia content developed with the latest educational technology, the professional has access to situational and contextual learning. In other words, a simulated environment that will provide immersive learning, programmed to train for real situations.

The design of this program is based on Problem Based Learning through which the psychologist will have to try and resolve the different practical professional situations that arise throughout the course. For this purpose the student will be assisted by an innovative interactive video system created by renowned experts in the field of psychology who have lots of teaching experience.

The Postgraduate diploma includes real clinical cases and exercises to bring the development of the course closer to the psychologist's clinical practice"

The structure of the contents has been designed by a team of professionals who know about the implications of specialization in daily psychological practice and who are aware of the current relevance of training to be able to act correctly in cases of patients with mental pathologies and psychological needs and who are committed to quality teaching through new educational technologies.

This Postgraduate diploma in Psychological Evaluation of Stress in the Family Environment contains the most complete and up-to-date scientific program on the market”

Module 1. Psychodiagnosis and Assessment of the Family System

1.1. Anthropological, Historical, Sociological and Psychological Perspective of the Family
1.2. The 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 Multiaxial Clinical Millon Inventory (MCMI-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-Traum 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" (SI), 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, obsession-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 mediators
1.11. Personality Assessment Inventory PAI

1.11.1. 4 Scales of Assessment (Inconsistency, Infrequency, Negative Impression and Positive Impression)
1.11.2. 11 Clinical Scales (Somatic Complaints, Anxiety, Anxiety-Related Disorders, Depression, Mania, Paranoia, Schizophrenia, Borderline Traits, Antisocial Traits, Alcohol Problems, 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. Two Scales of Interpersonal Relationships (Dominance and Agreeableness)
1.11.5. 30 Subscales with Provide 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. Economy
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.  Modes of Intervention in Family Therapy

3.1. Notion of Conflict

3.1.1. Change of Attitude Towards Team Cooperation
3.1.2. Attitue Improvement
3.1.3. Emphasize Performance

3.2. Types of Conflicts

3.2.1. Atraction-Atraction
3.2.2. Evasión-Evasion
3.2.3. Atraction-Evasion

3.3. Family Mediation

3.3.1. Mediator Is Present Does Not Influence
3.3.2. Arbitration Makes Decisions by Listening to the Parties
3.3.3. Neutral Evaluation Draw Consequences from the Data Obtained

3.4. Family Coaching

3.4.1. Equalities
3.4.2. Differences
3.4.3. Contradictions
3.4.4. Intrusiveness

3.5. Learning in Coaching

3.5.1. Breakage Declaration
3.5.2. Take off the Masks
3.5.3. Re-Engineering Ourselves
3.5.4. Concentrate on the Exercise

3.6. Habits to Improve in Coaching
3.7. Focused on the Activity

3.7.1. Focussing Activities
3.7.2. Thought Control Techniques

3.8. Clear Goals

3.8.1. Definition of Where We Are
3.8.2. Definition of Where We Want to Go

3.9. Taking the Reins in Your Life Proactivity
3.10. Positive Psychology
3.11. Conflict Management with the Conscious Emotional Bonding (CEB) Model

3.11.1. Identify Emotions
3.11.2. Identify the Right Emotions
3.11.3. Change Some Emotions for Others

3.12. Training to Deal with Conflicts in the Family

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