Thanks to this program you will delve into the role of the nurse and his/her psychological role when intervening in critical situations with a future approach”

The seriousness of the conditions that nurses are confronted with in the emergency area requires a much more demanding intervention than in other areas where a diagnosis and a clinical application are not requested so immediately. The importance of psychological support comes to the fore, for example, in cases of suicide or gender violence. Clinical care for the relatives of these victims must be very precise in the first instance, in order to be able to carry out a clinical service that stabilizes their post-traumatic stress and can evolve in their hospital follow-up afterwards.

Given the importance of integrating into this care an adequate management of the situation based on the emotional environment and acting preventively in the diagnosis and the possible occurrence of post-traumatic sequelae, TECH has developed a rigorous degree that focuses on urgencies and emergencies. This is a complete educational guide to improve your health and psychological performance and, therefore, your professional and personal development.

It is a program comprising 1,500 hours of the best theoretical, practical and supplementary material, through which students will be able to build exhaustive knowledge of therapeutic strategies tailored to a range of crisis contexts and the specific needs of victims. In this sense, students will gain knowledge in the care of patients with intellectual disabilities, victims of sexual abuse or witnesses of the death of a family member. A degree focused on strengthening the psychosocial support and positive response to patients in the emergency department.

A 100% online degree, designed in cooperation with experts versed in the different areas of emergency health care, whose main objective is to expand and update the basic skills of psychological first aid of the graduates in Nursing. Throughout 12 months, students will discover the pedagogical future, enrolling in a degree that proposes flexible study schedules and that will be available on internet to streamline their educational experience.

You will investigate post-traumatic stress situations and their long-term effects to understand the importance of first- and second-instance intervention”

This Master's Degree inUrgent and Emergency Psychology contains the most complete and up-to-date scientific program on the market. The most important features include:

• The development of practical cases presented by experts in Psychology and Emergency Services
• 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
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special 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

With this degree you will not only acquire the knowledge required to care for patients in the emergency department, but you will also identify burnout syndrome and other pathologies in your professional colleagues”

Includes in its teaching staff a team of professionals from the field who bring to this program the experience of their work, in addition to 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 that will provide immersive education programmed to learn in real situations.

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

The Master's Degree includes the simulation of real cases in which you will have to intervene through group and individual techniques depending on the case"

Adopt the Peer Support posture to carry out your profession providing emotional support to those around you in the workplace"

The content of this Master's Degree in Urgent and Emergency Psychology has been designed by a group of experts in psychological intervention in crisis situations and immediate care. Thanks to their experience in this field, they not only provide rigorous theoretical knowledge, but also guidelines for action experienced in health clinics. In addition, the teachers have included hundreds of hours of high-quality additional material in a variety of formats: detailed videos, research articles, complementary reading, among many other tools. All presented in a 100% online format and compatible with any electronic device with an internet connection.

Expand your experience in the management of first aid with patients under the effects of drugs, thanks to the support of a teaching team based on emergencies”

Module 1. The Importance of Psychosocial Support in Emergencies and Catastrophes

1.1. Introduction and History of Emergency Psychology

1.1.1. Introduction to the Concept of Emergency Psychology
1.1.2. How did Emergency Psychology Arise?
1.1.3. Emergency Psychology Today

1.2. Emergencies, Urgencies and Catastrophes

1.2.1. Differences between the Concepts of Emergencies, Urgent Care and Disasters
1.2.2. Main types of Emergencies, Urgent Care and Disasters

1.3. Different Phases and Roles Involved in Emergencies

1.3.1. Emergency Phases
1.3.2. Roles Involved in Emergencies

1.4. The Importance of Psychological Support in Emergencies

1.4.1. Introduction to Psychological Support
1.4.2. Psychological Support in Emergency Psychology
1.4.3. The Importance of Psychological Support in Emergencies

1.5. Instances of Psychosocial Intervention

1.5.1. Introduction to the Concept of Psychosocial Intervention
1.5.2. Psychosocial Intervention in Psychology
1.5.3. Instances or Stages of Psychosocial Intervention in Emergency Psychology

1.6. Introduction to the Concept of Emergency Plans
1.7. Objectives and Purposes of Crisis Intervention

1.7.1. Introduction to the Concept of Crisis
1.7.2. Objectives and Purposes of Crisis Intervention

1.8. Common Mistakes in Intervention

1.8.1. Main Errors in Emergency Intervention
1.8.2. Psychological Consequences of Erroneous Intervention for those Involved

Module 2. The Concept of Stress, Associated Human Response and the Aftermath of the Critical Situation

2.1. Basic Emotions

2.1.1. Introduction to the Concept of Emotion
2.1.2. Emotion vs. Feelings
2.1.3. Main Basic Emotions

2.2. Human Behavior in Emergency Situations

2.2.1. The ABC Model
2.2.2. Context of Emergency Situations 
2.2.3. Transactions 

2.3. What is Stress? 

2.3.1. Introduction to the Concept of Stress
2.3.2. Types of Stress
2.3.3. Stress Characteristics and Determining Factors

2.4. Biology and Biochemistry of the Stress Response

2.4.1. The Biological and Biochemical Stress Response
2.4.2. Arousal 
2.4.3. Theories on Stress 

2.5. Anxiety 

2.5.1. Definition of Anxiety
2.5.2. Anxiety Disorders
2.5.3. Differences between Stress and Anxiety

2.6. Development of the Stress Response

2.6.1. How Does the Stress Response Develop?
2.6.2. Sources of Stress
2.6.3. Factor Affecting the Stress Response

2.7. Consequences of the Stress Response

2.7.1. Individual Stress
2.7.2. Signs and Symptoms of Stress in the Individual 
2.7.3. Main Consequences of Stress

2.8. Psychological Strategies to Control Stress

2.8.1. Techniques to Modify Physiological Activation 
2.8.2. Techniques to Modify Cognitive Activation
2.8.3. Techniques to Modify Motor Activation

2.9. Psychological Defence Mechanisms Associated with the Critical Situation

2.9.1. Introduction to Defense Mechanisms
2.9.2. Main Psychological Defense Mechanisms

2.10. Threshold Theory

2.10.1. Introduction to Threshold Theory
2.10.2. Seyle's Model
2.10.3. General Adaptation Syndrome

Module 3. Basic Skills and Psychological First Aid

3.1. Self-Management, The Management of One's Own Emotions

3.1.1. What is Self-Management?
3.1.2. The Self-Management of Emotions
3.1.3. Managing Emotions

3.2. Being proactive

3.2.1. Concept of Proactivity
3.2.2. Hypothesis of Proactivity
3.2.3. Adaptation

3.3. Concept of Listening

3.3.1. Introduction to the Concept of Listening
3.3.2. Types of Listening
3.3.3. Active Listening in Psychological Therapy

3.4. Applied Communication Skills

3.4.1. Introduction to Communicative Skills
3.4.2. Main Communication Skills
3.4.3. Components

3.5. Communication Techniques 

3.5.1. Technique for Communication in Emergency Situations
3.5.2. Communication Strategies
3.5.3. Assertive Communication

3.6. Communication to Children in Emergency Situations 

3.6.1. First Contact
3.6.2. Direct Attention 
3.6.3. The Intervention 
3.6.4. Subsequent Recall

3.7. Communication with other Groups

3.7.1. Special Groups 
3.7.2. Communication with the Elderly
3.7.3. Communication with Disabled People
3.7.4. Communication with Foreign People

3.8. Importance and Objectives of First Aid

3.8.1. Introduction to the Concept of First Aid
3.8.2. Main Objectives of First Aid
3.8.3. Why is First Aid Important?

3.9. Introduction to Basic Concepts

3.9.1. Commonly used Terms in Emergency Situations
3.9.2. Common Emergency Situations

3.10. Most Common Pathologies in Psychosocial Emergency Situations

3.10.1. Pathologies in Emergency Situations
3.10.2. Pathological Development after the Crisis

Module 4. First Aid Protocol: Psychological First Aid

4.1. Concept of Psychological Crisis

4.1.1. Introduction to the Concept of Crisis Psychological
4.1.2. Severity of Psychological Crisis
4.1.3. Factors Affecting the Emergence of Psychological Crises

4.2. Triggering Factors

4.2.1. Introduction to the Triggering Factor Concept
4.2.2. Types of Triggering Factors

4.3. Psychological First Aid 

4.3.1. Concept of Psychological First Aid
4.3.2. Components 
4.3.3. First aid with People under the Influence of Alcohol and other Drugs 
4.3.4. Monitoring

4.4. Psychological Triage 

4.4.1. What is Triage?
4.4.2. Psychological Triage 
4.4.3. Triage Classification 

4.5. Impact or Shock Phase

4.5.1. Introduction to the Concept of Impact or Shock
4.5.2. Principles and Assessment of the Impact Phase
4.5.3. Performance in the Impact Phase

4.6. Reaction Phase

4.6.1. Introduction to the Concept of Reaction
4.6.2. Principles of the Reaction Phase
4.6.3. Types of Reaction
4.6.4. Performance in the Reaction Phase

4.7. Resolution and/or Adaptation Phase

4.7.1. Psychological Adaptation
4.7.2. Principles of Resolution and/or Adaptation Phase
4.7.3. Factors Affecting Adaptation

4.8. Specific Skills for Crisis Intervention

4.8.1. Therapist Skills
4.8.2. Specific Skills of Crisis Therapists

4.9. Action protocols

4.9.1. Basic Principles of an Action Protocol
4.9.2. Types of Action Protocols

4.10. Legislation and Emergency Plans

4.10.1. Introduction to the Concept of Legislation
4.10.2. Introduction to the Concept of Emergency Plans
4.10.3. Importance of Legislation and Emergency Plans
4.10.4. Effective Emergency Plans

Module 5. Action Protocols for Specific Situations I

5.1. Intervention in Acute Stress, Anxiety and Panic

5.1.1. Introduction to the Concept of Acute Stress, Anxiety and Panic
5.1.2. Acute stress Intervention Process
5.1.3. Anxiety Intervention Process
5.1.4. Panic Intervention Process

5.2. Grief

5.2.1. Concept of Grief
5.2.2. Theories on Grief
5.2.3. Manifestations of Normal Grief 

5.3. Introduction and Types of Grief

5.3.1. Stages of Grief
5.3.2. Types of Grief
5.3.3. Functions of Grief

5.4. Grief Crisis Intervention

5.4.1. Importance of Intervention in Grief
5.4.2. Grief Crisis Intervention Process

5.5. Delivering Bad News I

5.5.1. Announcing Bad News 
5.5.2. Procedure for Communicating Bad News 
5.5.3. Stages of a Person Receiving Bad News

5.6. Delivering Bad News II

5.6.1. Professional Skills in the Delivery of Bad News
5.6.2. Factors that Affect the Delivery of Bad News
5.6.3. Specific Considerations for Communicating Bad News to Children and Other Groups

5.7. Emotional Support in the Event of Loss

5.7.1. Emotional Support
5.7.2. Loss
5.7.3. Emotional Support as a Influencing Factor in Crisis Situations

5.8. Intervention with Aggressive Patients

5.8.1. Aggressive Patient Characteristics
5.8.2. Keys Points for Intervention for Patients with Aggressive Behaviors
5.8.3. Therapist Skills for Dominating the Therapeutic Scenario for Patients with Aggressive Behaviors
5.8.4. Intervention Techniques with Aggressive Patients

5.9. Intervention and Management of the Suicidal Outpatient

5.9.1. Suicide
5.9.2. Therapeutic skills for the Management of the Suicidal Outpatient
5.9.3. Intervention with Patients at Risk of Suicide

5.10. Intervention with Family Members of Missing Persons

5.10.1. Factors to Take into Account in the Management of Missing Persons Family Members
5.10.2. Techniques for Coping with Traumatic Events
5.10.3. Intervention Process

Module 6. Action Protocols for Specific Situations II

6.1. Intervention with Victims of Gender Violence

6.1.1. Introduction to Domestic Violence
6.1.2. Principles of Intervention with Patients Victims of Gender Violence
6.1.3. Skills and Knowledge for Targeted Intervention
6.1.4. Intervention Procedure

6.2. Intervention with Victims of Sexual Assault

6.2.1. Introduction to the Concept of Sexual Assault
6.2.2. Trauma in the Victims of Sexual Assault
6.2.3. Skills and Knowledge for Targeted Intervention
6.2.4. Procedures for Intervention with Victims of Sexual Assault

6.3. Intervention with People Intoxicated by Alcohol and Drugs 

6.3.1. Drug Use 
6.3.2. Drug Classification 
6.3.3. Intervention with Consumers 

6.4. Crisis Intervention with Children

6.4.1. The Therapeutic Process with Children
6.4.2. Key Considerations and Principles in Therapeutic Intervention with Infants
6.4.3. Effective tools for Intervention with Children

6.5. Crisis Intervention with the Psychiatric Patient

6.5.1. Introduction to the Concept of the Psychiatric Patient
6.5.2. The Role of the Psychologist in Crisis Intervention with a Psychiatric Patient
6.5.3. Keys Considerations and Principles of Effective Intervention

6.6. Crisis Intervention with the Elderly

6.6.1. Elderly People in the Psychologist's Office
6.6.2. Key Considerations and Principles for Crisis Intervention with Infants

6.7. Crisis Intervention with People with Intellectual Disabilities

6.7.1. Introduction to Intellectual Disability
6.7.2. Key Considerations and Principles for Crisis Intervention with Patients with ID
6.7.3. Tools for Interventions with People with ID

6.8. Crisis Intervention with Immigrants

6.8.1. Trauma and Stress for Immigrants
6.8.2. Key Considerations and Principles for Crisis Intervention with Immigrants

6.9. Accompaniment in the Identification of Corpses

6.9.1. Therapeutic Support
6.9.2. Accompaniment in the Identification of Corpses
6.9.3. Funeral and Burial Ceremony

6.10. Psychological Support for Technicians 

6.10.1. Upon Completion of the Intervention 
6.10.2. Preventing Fatigue
6.10.3. Shifts and Breaks 
6.10.4. Coping Strategies

Module 7. Prevention and Management of Stress in Emergency Situations

7.1. Characteristics of Emergency Situations, Influencing Factors and Critical Psychological Impact Situations

7.1.1. Introduction to Psychological Impact
7.1.2. Characteristics of Emergency Situations Influencing Psychological Impact

7.2. Psychological Impact on the Professional

7.2.1. Trauma 
7.2.2. Vicarious Traumatization 
7.2.3. Disaster
7.2.4. Relationship between Trauma and Disaster

7.3. Protective and Risk Factors in Trauma

7.3.1. Protective Factors in Trauma
7.3.2. Risk Factors in Trauma

7.4. Coping

7.4.1. Empathy Fatigue 
7.4.2. Prevention 
7.4.3. Adaptation Mechanisms

7.5. Consequences of Psychological Impact

7.5.1. Main Consequences of Psychological Impact
7.5.2. Psychological Impact as a Factor in Post-traumatic Stress Disorder
7.5.3. Treatment

7.6. Occupational Stress 

7.6.1. Conceptualization of Stress
7.6.2. Risk Factors in Stress
7.6.3. Consequences of Occupational Stress 

7.7. Effects of Stress on Emergency Personnel

7.7.1. Sources of Stress in Emergency Personnel
7.7.2. Factor Affecting of Stress in Emergency Personnel
7.7.3. Effects of Stress on Emergency Personnel

7.8. Pathologies that may Arise 

7.8.1. Post-Traumatic Stress and Secondary Post-Traumatic Stress
7.8.2. Burnout Syndrome 
7.8.3. Countertransference

7.9. Pathologies in Emergency Personnel

7.9.1. Post-Traumatic Stress and Secondary Post-Traumatic Stress
7.9.2. Burnout Syndrome 
7.9.3. Countertransference
7.9.4. Differences

7.10. General Techniques and Healthy Habits

7.10.1. General Techniques for Stress Prevention and Management
7.10.2. Healthy Habits as an Influential Factor
7.10.3. Sleep

Module 8. Group Techniques for Intervention with First Responders

8.1. The First Responders 

8.1.1. The First Responder
8.1.2. Types of First Responders 
8.1.3. The Importance of Intervention 

8.2. Group Techniques vs. Individual Techniques

8.2.1. Introduction to the Concept of Group Techniques vs. Individual Techniques
8.2.2. Main Group Techniques for Intervention with First Responders
8.2.3. Main Individual Techniques for Intervention with First Responders

8.3. Physiological Stress Management Techniques

8.3.1. Main Physiological Stress Management Techniques
8.3.2. Efficacy of Physiological Stress Management Techniques
8.3.3. New Physiological Stress Management Techniques

8.4. Cognitive-Behavioral Techniques for Stress Management

8.4.1. Introduction to Cognitive-Behavioral Techniques
8.4.2. Main Cognitive-Behavioral Techniques for Stress Management

8.5. When to To Do Group Intervention with First Responders

8.5.1. The Importance of Group Intervention
8.5.2. Advantages of Group Intervention
8.5.3. When is Group Intervention with First Responders Appropriate?
8.5.4. Risks of Group Intervention

8.6. Peer Support Systems

8.6.1. Introduction to the Concept of Peer Support Systems
8.6.2. Types of Peer Support Systems
8.6.3. Application in Children and Teenagers

8.7. Defusing

8.7.1. What is Defusing?
8.7.2. Technique Objectives
8.7.3. Advantages and Disadvantages of Defusing

8.8. Debriefing

8.8.1. What is Debriefing?
8.8.2. Technique Objectives
8.8.3. Technique Stages 
8.8.4. Advantages and Disadvantages of Debriefing

8.9. Relaxation

8.9.1. What is Relaxation?
8.9.2. Technique Objectives
8.9.3. Advantages and Disadvantages

8.10. Demobilization

8.10.1. What is Demobilization?
8.10.2. Technique Objectives
8.10.3. Advantages and Disadvantages

Module 9. Crisis Therapy Psychotherapeutic Intervention with Victims of Traumatic Situations

9.1. Trauma

9.1.1. Trauma 
9.1.2. Main Types of Trauma
9.1.3. Post-Traumatic Stress Disorder

9.2. The Traumatic Event 

9.2.1. Initial Reactions to Trauma
9.2.2. Secondary Reactions to Trauma 
9.2.3. Explanatory Models 

9.3. Trauma Assessment

9.3.1. How is Trauma Assessed?
9.3.2. Main Trauma Assessment Tools and Instruments

9.4. Long-Term Effects of Trauma on the Victim 

9.4.1. Short-Term Effects vs. Long-Term Effects
9.4.2. Main Long-Term Effects of Trauma

9.5. Risks of Poor Intervention

9.5.1. Features of Poor Intervention
9.5.2. General Consequences of a Poor Intervention
9.5.3. Specific Consequences of a Poor Intervention

9.6. Crisis Therapy vs. Crisis Intervention

9.6.1. Introduction to Crisis Therapy
9.6.2. Introduction to Intervention in Crisis
9.6.3. Keys Considerations and Principles of Crisis Therapy
9.6.4. Objectives of Crisis Therapy

9.7. Primary and Secondary Intervention 

9.7.1. What is Primary Intervention?
9.7.2. Principles and Key Considerations for Primary Intervention
9.7.3. What is Secondary Intervention?
9.7.4. Principles and Key Considerations for Secondary Intervention

9.8. Ellis’ Rational Emotive Therapy

9.8.1. Introduction to Ellis' Rational Emotive Therapy
9.8.2. Uses of Ellis' Rational Emotive Therapy
9.8.3. Advantages and Disadvantages of Ellis' Rational Emotive Therapy

9.9. Coping Styles

9.9.1. Types of Coping Styles
9.9.2. Dysfunctional Coping Mechanisms for Trauma

9.10. Resilience 

9.10.1. Resilience: Concept and Characteristics
9.10.2. Protective Factors and Resilience Enablers 
9.10.3. Harmful or Anti-Resilient Factors

Module 10. The Crisis Intervention Team

10.1. Profile of the Psychologist in a Crisis Intervention Team

10.1.1. The Emergency Psychologist in Crisis
10.1.2. Key Characteristics of the Psychologist in a Crisis Intervention Team
10.1.3. The Role of the Psychologist in a Crisis Intervention Team

10.2. Other Roles within a Crisis Intervention Team

10.2.1. Structure of Crisis Intervention Teams
10.2.2. Types of Professionals within a Crisis Intervention Team
10.2.3. Management and Coordination of Crisis Intervention Teams

10.3. Early Warning

10.3.1. Prudent Attitudes
10.3.2. Population Preparation
10.3.3. Preparation of the Intervention Team

10.4. Crisis 

10.4.1. Crisis 
10.4.2. Types of Crisis 
10.4.3. Reaction

10.5. The Event 

10.5.1. General Event Appraisal 
10.5.2. Intervention Levels
10.5.3. General Event Organisation

10.6. Guidelines to Ensure Effective Teamwork

10.6.1. Introduction to Teamwork
10.6.2. Characteristics of Effective Teamwork
10.6.3. Guidelines to Ensure Effective Teamwork

10.7. The Importance of Building Trust and Safety for Effectiveness

10.7.1. Introduction to the Concept of Trust and Safety in Psychological Intervention
10.7.2. Tools and Techniques for Trust and Safety Creation
10.7.3. The Role of the Psychologist in Building Trust and Safety in Therapy and Psychological Intervention

10.8. Conflict Resolution within the Team

10.8.1. Types of Conflict in the Team
10.8.2. Techniques and Tools for Conflict Resolution within the Team
10.8.3. The Process of Conflict Resolution within the Team

10.9. Communication and Media Relations

10.9.1. Communication in Crisis Intervention
10.9.2. The media
10.9.3. Communication of Emergencies and Disasters with the Media

10.10. Present Situation and the Future of Crisis Intervention

10.10.1. Present Situation of Crisis Intervention
10.10.2. The Future of Crisis Intervention and Emergency Psychology 

Bet now for an educational experience that will not only improve your psychological care service in the emergency department, but will make you a more confident professional"