Thanks to this 100% online program, you will adapt pedagogical strategies to the needs of students with psychopathologies”

According to data from the World Health Organization, 4 out of 10 children and adolescents suffer from some form of mental disorder. In school environments, these disorders manifest as poor performance, behavioral problems, social isolation, or difficulties in language and attention. In response to this reality, educators need modern tools that allow them to adjust their pedagogical approaches for students with these psychopathologies in the classroom. In this way, they will ensure that all students reach their full academic potential in a safe and motivating environment.

To facilitate this task, TECH Global University has created a pioneering program in Child and Adolescent Psychopathology. The curriculum will delve into the various developmental and psychopathological contexts in childhood and adolescence, as well as the important role of families in their development. Moreover, the curriculum will focus on the most effective techniques for early identification of complex conditions such as Neurodevelopmental Disorders. As a result, graduates will develop advanced skills to design educational strategies tailored to the needs of each student. They will also be trained to implement preventive measures in the classroom, promote inclusion, and support families in the psychoeducational guidance of the child. Various contexts may arise in these students, from the most common disorders to the comorbidities that may result from their condition.

Regarding the methodology of the university program, it is based on TECH's Relearning method, which ensures thorough assimilation of complex concepts. The only requirement for professionals to access this Virtual Campus is a device with internet access.

There, they will enjoy a variety of supporting multimedia resources such as explanatory videos, specialized readings, and interactive summaries.

Additionally, a recognized International Guest Director will offer 10 intensive Masterclasses.

A prestigious International Guest Director will offer 10 exclusive Masterclasses on the latest advances in addressing Child and Adolescent Psychopathology”

This Master's Degree in Child and Adolescent Psychopathology contains the most complete and up-to-date university program on the market. Its most notable features are:

• The development of practical cases presented by experts in Child and Adolescent Psychopathology
• 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 in Child and Adolescent Psychopathology
• 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

You will delve into the different psychopathological contexts in childhood and adolescence, examining the characteristics of each one”

The teaching staff includes professionals from the field of Child and Adolescent Psychopathology, who bring their work experience to this program, as well as recognized specialists from leading societies 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 learning experience designed to prepare for real-life situations.

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

The Relearning system applied by TECH in its programs reduces the long hours of study so frequent in other teaching methods”

You will identify early signs of emotional, behavioral, and cognitive disturbances in school contexts”

The syllabus will explore the different developmental stages and the psychopathological manifestations that may arise in both childhood and adolescence. Additionally, the syllabus will cover the most effective tools for the early detection of complex disorders, such as neurodevelopmental disorders. As a result, graduates will acquire the competencies to design personalized educational responses, implement preventive measures in the classroom, and promote highly inclusive environments.

You will address the neuropsychological processes involved in behavior and learning”

Module 1. History of Psychology: Child and Adolescent Psychopathology

1.1. Background of General Psychology

1.1.1. The Birth of Scientific Psychology
1.1.2. Psychology In the first Half of the 20th Century
1.1.3. Psychology In the Second Half of the 20th Century

1.2. Child Psychology. Why Should We Study Children?

1.2.1. What is Child Psychology?
1.2.2. Developmental Psychology
1.2.3. Why Should We Study Children?
1.2.4. Topics of Study in Developmental Psychology

1.3. Historical Evolution of Child and Adolescent Psychopathology

1.3.1. What is Child and Adolescent Psychopathology?
1.3.2. Historical Evolution of Child and Adolescent Psychopathology
1.3.3. Methodological Foundations of Child Psychopathology

1.4. Normal Psychological Development

1.4.1. What is Normal Psychological Development?
1.4.2. Factors Influencing Normal Psychological Development

1.5. Theories of Child Development

1.5.1. What Are Child Development Theories?
1.5.2. Main Theories of Child Development

1.6. Evolution and Transitions between Normal and Pathological

1.6.1. What is Normal?
1.6.2. What is a Psychopathological Problem?
1.6.3. Transitions between Normal and Pathological

1.7. General Etiology of Psychopathological Disorders in Childhood

1.7.1. Introduction and Concept of "Etiology"
1.7.2. Main Etiologies of Psychopathological Disorders in Childhood

1.8. Understanding Symptoms in Child Psychopathology

1.8.1. Concept of Symptoms and Signs of Somatic and Psychopathological Illness
1.8.2. How to Identify Symptoms in Child Psychopathology
1.8.3. Possible Masks of Childhood and Adolescent Psychopathology

1.9. Personal Characteristics and Most Common History of the Disease in Childhood

1.9.1. Background of Disease in the Childhood
1.9.2. Inheritance-Environment
1.9.3. Personal Characteristics Influencing the Development of the Disease in Childhood

1.10. Major or Minor Psychopathological Problems and Difficulties

1.10.1. Minor Psychopathological Problems
1.10.2. Major Psychopathological Problems

Module 2. Therapeutic Relationship with the Child Assessment and Diagnosis Process in Child and Adolescent Psychopathology

2.1. Therapeutic Relationship with Children and Adolescents

2.1.1. Infant and Adolescent Characteristics
2.1.2. Establishment of a Therapeutic Alliance with the Minor
2.1.3. Keys in the Therapeutic Relationship

2.2. Communication and Language Techniques in the Therapeutic Relationship in Childhood and Adolescence

2.2.1. Importance of Communication and Language Techniques in the Therapeutic Relationship with the Minor
2.2.2. Most Common Communication and Speech Techniques for Successful Psychological Therapy with the Infant
2.2.3. Communication Difficulties in Therapy

2.3. Evaluation and Diagnosis Process in Childhood: Phases

2.3.1. The Assessment Process in the Childhood and Adolescence Stage
2.3.2. Diagnosis in Childhood and Adolescence

2.4. Areas of Psychological Functioning to be Assessed

2.4.1. Main Areas of Psychological Functioning to be Assessed in the Child and Adolescent Stage
2.4.2. Other Areas of Functioning to be Considered by the Therapist

2.5. Diagnostic Objectives

2.5.1. Keys to an Accurate Diagnosis
2.5.2. Main Objectives in the Diagnosis of the Most Common Psychopathologies in Childhood and Adolescence

2.6. The Assessment and Diagnostic Process: Means for Assessment and Diagnosis

2.6.1. Interview
2.6.2. Main Instruments Used in the Diagnosis of Psychopathologies in Childhood and Adolescence

2.7. Evolution of Assessment and Diagnostic Instruments

2.7.1. Introduction to the Most Common Assessment and Diagnostic Instruments
2.7.2. New Lines of Assessment and Diagnosis

2.8. Errors in Diagnosis in the Childhood and Adolescence Stage

2.8.1. When Can Errors in Diagnosis Occur?
2.8.2. Modulating Factors
2.8.3. Most Common Mistakes

2.9. Framing of the Family System in Psychological Therapy

2.9.1. Concept of Family System
2.9.2. The Family System in Psychological Therapy
2.9.3. Problems Related to Family Involvement in the Minor's Therapy

2.10. Family Evaluation

2.10.1. Family Therapy vs. Individual Therapy
2.10.2. Key Aspects for Family Assessment
2.10.3. Measuring Instruments in Family Assessment

Module 3. Developmental Contexts and Psychopathologies in Childhood and Adolescence. The Role of the Family

3.1. Developmental Contexts

3.1.1. What Are Developmental Contexts?
3.1.2. Types of Developmental Contexts
3.1.3. Importance of Developmental Contexts in the Development of Childhood and Adolescent Psychopathology

3.2. Pathologies of the Microcontext, Pathology of the Mesocontext and Pathology of the Macrocontext

3.2.1. Microcontext Pathologies
3.2.2. Mesocontext Pathologies
3.2.3. Macrocontext Pathologies

3.3. Antonomous Self, Social Self, Family Self

3.3.1. Autonomous Self
3.3.2. Social Self
3.3.3. Family Self

3.4. Characteristics of the Pathological Family

3.4.1. The Role of the Family in the Development of Psychopathologies
3.4.2. Characteristics of the Pathological Family
3.4.3. Influences of the Pathological Family on the Infant

3.5. Conflictive Bonds

3.5.1. Introduction to the Bonding Concept
3.5.2. Concept of Attachment
3.5.3. Types of Conflicting Bonds

3.6. Type of Child and Sibling History

3.6.1. Introduction to the Concept of Child in the Family
3.6.2. Child Type
3.6.3. The Role of Siblings in Normal and/or Pathological Development

3.7. Family Psychopathology and its Impact on the Infant

3.7.1. Psychopathology in the Family
3.7.2. Influence of Family Psychopathology in the Infant and Adolescent

3.8. Problematic Extrafamilial Environment

3.8.1. Introduction to the Concept of Extrafamilial Environment vs.Intrafamilar Environment
3.8.2. Problematic Types of Family Environments

3.9. Influence of Family Socioeconomic Status, Culture and Media

3.9.1. Introduction to the Concept of Socioeconomic Position of the Family Member
3.9.2. Influence of Culture in the Development of Pathologies in Children and Adolescents
3.9.3. Influence of Media on the Development of Pathologies in the Childhood and Adolescent Stage

3.10. Risk and Protective Factors for Mental Health in Childhood

3.10.1. Introduction to the Concept of Modulatory Factors
3.10.2. Risk Factors for Mental Health in Childhood
3.10.3. Protective Factors for Mental Health in Childhood

Module 4. Pathological Universes in Childhood and Adolescence (I)

4.1. Neurodevelopmental Disorders

4.1.1. What are Neurodevelopmental Disorders?
4.1.2. Disorders Included in the Diagnostic Category of Neurodevelopmental Disorders
4.1.3. Relevant Aspects of Neurodevelopmental Disorders in Childhood and Adolescence

4.2. Schizophrenia Spectrum and Other Psychotic Disorders

4.2.1. What are Schizophrenia Spectrum Disorders and other Psychotic Disorders?
4.2.2. Disorders Included in the Diagnostic Category of Schizophrenia Spectrum and Other Psychotic Disorders
4.2.3. Childhood Schizophrenia

4.3. Bipolar Disorder and Related Disorders

4.3.1. What are Bipolar and Related Disorders?
4.3.2. Disorders Included in the Diagnostic Category of Bipolar Disorder and Related Disorders

4.4. Depressive Disorders

4.4.1. The Universe of Depressive Disorders
4.4.2. Disorders Included in the Diagnostic Category "Depressive Disorders"

4.5. Anxiety Disorders

4.5.1. Anxiety Disorders
4.5.2. Types of Anxiety Disorders included in the DSM-V
4.5.3. Relevance of Anxiety Disorders in Childhood and Adolescence.

4.6.  Obsessive Compulsive Disorder and Related Disorders

4.6.1. Introduction to Obsessive-Compulsive Disorder and Related Disorders
4.6.2. Disorders Included in the Diagnostic Category of Obsessive-Compulsive Disorder and Related Disorders”

4.7. Trauma- and Stressor-Related Disorders

4.7.1. What Are Trauma- and Stressor-Related Disorders?
4.7.2. Disorders Included in the Diagnostic Category of Trauma- and Stressor-Related Disorders

4.8. Dissociative Disorders

4.8.1. Characteristics of Dissociative Disorders
4.8.2. Disorders Included in the Diagnostic Category of Dissociative Disorders

4.9. Somatic Symptom Disorders and Related Disorders

4.9.1. What Are Somatic Symptom and Related Disorders?
4.9.2. Disorders Included in the Diagnostic Category of Somatic Symptom and Related Disorders
4.9.3. Evidence and Data of Relevance on Factitious Disorder as Applied to Another (in Children and Adolescents)

4.10. Feeding and Eating Disorders

4.10.1. What Are Feeding and Eating Disorders?
4.10.2. Feeding and Eating Disorders Included in the DSM-5
4.10.3. Relevant Data on Eating and Food Intake Disorders in Adolescence.

Module 5. Pathological Universes in Childhood and Adolescence II

5.1. Elimination Disorders

5.1.1. What is called “Excretion Disorders”?
5.1.2. Types of Excretion Disorders

5.2. Sleep-Wake Disorders

5.2.1. Common Characteristics of Sleep-Wake Disorders
5.2.2. Sleep-Wake Disorders Included in the Diagnostic Category "Sleep-Wake Disorders"

5.3. Gender Dysphoria

5.3.1. Gender Dysphoria
5.3.2. Relevant Situations of the Gender Factor in the Childhood and Adolescence
5.3.3. How Today’s Children Experience Sexual Problems?

5.4. Disruptive, Impulse-Control and Behavioral Disorders

5.4.1. Types of Disruptive, Impulse-Control and Behavioral Disorders
5.4.2. Common Problems Related to Behavioral Control of Children in Psychological Therapy

5.5. Substance Abuse and Addictive Disorders

5.5.1. What are the Disorders Related to Substance Abuse and Addictive Disorders?
5.5.2. Disorders Included in the Diagnostic Category of "Substance-Related and Addictive Disorders"

5.6. General Personality Disorder

5.6.1. Personality Theories
5.6.2. General Personality Disorder According to DSM-V

5.7. Paraphilic Disorders

5.7.1. Paraphilic Disorders
5.7.2. Incidence of Paraphilic Disorders in Childhood and Adolescence.

5.8. Other Problems that can be Targeted Clinical Care

5.8.1. Parent-Child Relationship Problems and Sibling Relationship Problems
5.8.2. Child Abuse and Neglect. Sexual Abuse

Module 6. Intelligence

6.1. History and Introduction to the Concept of Intelligence

6.1.1. The Concept of Intelligence
6.1.2. First Works on Intelligence

6.2.  Multiple Intelligences

6.2.1. Concept of Multiple Intelligences
6.2.2. Theory of Multiple Intelligences

6.3. Emotional Intelligence

6.3.1. What is Emotional Intelligence?
6.3.2. Main Theories on Emotional Intelligence
6.3.3. Daniel Goleman's Figure

6.4. Assessment and Diagnosis

6.4.1. Evaluation and Diagnosis of Intelligence
6.4.2. Major Instruments for Measuring Intelligence

6.5. Intellectual Disability

6.5.1. Concept of Intellectual Disability and Comorbidity with Other Mental Health Conditions.
6.5.2. Evaluation and Diagnosis of Intellectual Disability

6.6. Learning Disorders

6.6.1. What are Learning Disorders?
6.6.2. Main Learning Disorders
6.6.3. Assessment and Diagnosis of Learning Disorders

6.7. High Abilities. Differential Diagnosis

6.7.1. Introduction to the Concept of High Abilities
6.7.2. Differential Diagnosis
6.7.3. High Abilities in Autism

6.8. Intervention Programs

6.8.1. Principles of Intervention Programs Related to Intelligence and Learning Disorders
6.8.2. Intervention Programs

Module 7. Personality Disorders in Childhood and Adolescence

7.1. Paranoid Personality Disorder

7.1.1. Introduction to Paranoid Personality Disorder
7.1.2. Diagnostic Criteria
7.1.3. Paranoid Personality in Childhood

7.2. Schizoid Personality Disorder

7.2.1. Introduction to Schizoid Personality Disorder
7.2.2. Diagnostic Criteria
7.2.3. Schizoid Personality in Childhood and Adolescence

7.3. Schizotypal Personality Disorder

7.3.1. Introduction to Schizotypal Personality Disorder
7.3.2. Diagnostic Criteria
7.3.3. Schizotypal Personality in Minors. Differences with Adults

7.4. Borderline Personality Disorder

7.4.1. Introduction to Borderline Personality Disorder
7.4.2. Diagnostic Criteria
7.4.3. Borderline Personality in Childhood and Adolescents

7.5. Narcissistic Personality Disorder

7.5.1. Introduction to Narcissistic Personality Disorder
7.5.2. Diagnostic Criteria
7.5.3. Narcissist Personality in Children

7.6. Antisocial Personality Disorder

7.6.1. Introduction to Antisocial Personality Disorder
7.6.2. Diagnostic Criteria
7.6.3. Antisocial Personality in Minors

7.7. Histrionic Personality Disorder

7.7.1. Introduction to Histrionic Personality Disorder
7.7.2. Diagnostic Criteria
7.7.3. Histrionic Personality in Childhood and Adolescence

7.8. Avoidant Personality Disorder

7.8.1. Introduction to Avoidant Personality
7.8.2. Diagnostic Criteria
7.8.3. Avoidant Personality and Its Relation to Childhood and Adolescence

7.9. Dependent Personality Disorder

7.9.1. Introduction to Dependent Personality Disorder
7.9.2. Diagnostic Criteria
7.9.3. Dependent Personality and Its Relation to Childhood and Adolescence
7.9.4. Implications of Dependent Personality in Adulthood

7.10. Obsessive-Compulsive Personality Disorder

7.10.1.  Introduction to the Concept of Obsessions and Compulsions
7.10.2. Concept of Compulsive Personality Disorder and Diagnostic Criteria
7.10.3. Obsessive-Compulsive Personality in Childhood

Module 8. Autism Spectrum Disorder

8.1. History and Evolution of the Autism Spectrum Disorder

8.1.1. Autism Spectrum throughout History
8.1.2. The Autism Spectrum Today

8.2. Myths About Autism Spectrum Disorder

8.2.1. Myths and Stereotypes on ASD
8.2.2. The Truth about ASD
8.2.3. Discrimination Against Patients with ASD vs. Patients with Down Syndrome

8.3. Etiology and Diagnostic Categorization of Autism Spectrum Disorder.

8.3.1. Introduction to Etiology of ASD
8.3.2. Main Theories on the Origin of ASD
8.3.3. Categorization of ASD According to the DSM-5
8.3.4. Positions on DSM-5 Categorization

8.4. Family Atmosphere in the Psychopathology of the Autism Spectrum: Consequences, Family Adaptation

8.4.1. Introduction to the Role of the Family in the Development of  Children with ASD
8.4.2. Protective and Risk Factors in the Family
8.4.3. Consequences in the Family When a Member Has ASD

8.5. Evaluation Instruments for Diagnosis in Autism Spectrum Disorders

8.5.1. Introduction to Assessment and Diagnosis of ASD
8.5.2. Main Assessment Instruments for the Diagnosis of ASD
8.5.3. New Lines of Research

8.6. Comorbidity and Differential Diagnosis

8.6.1. Introduction
8.6.2. ASD Comorbidity
8.6.3. ASD Differential Diagnosis

8.7. Intervention Method in Clinical Cases in Children and Adolescents With ASD

8.7.1. Introduction to Intervention in ASD
8.7.2. Main Intervention Methodologies

8.8. The Role of Early Care

8.8.1. What Is Early Care?
8.8.2. Early Care in ASD

8.9. Intellectual Deficit and Autism Spectrum Disorders

8.9.1. Introduction to the Concept of Intellectual Deficit
8.9.2. Relationship Between ASD and Intellectual Deficit

Module 9. Others Related Problems

9.1. Anger and Aggressiveness Problems

9.1.1. Introduction to Anger and Aggressiveness Problems
9.1.2. Anger and Aggressiveness Problems in the Psychological Consultation

9.2. Substance Addiction Problems

9.2.1. Introduction to Substance Addiction
9.2.2. The problems of Substance Abuse in MInors
9.2.3. Substance Abuse Fads in Minors

9.3. Substance Addiction Problems(TIC)

9.3.1. Introduction to ICT
9.3.2. Addiction to ICTs in Minors

9.4. Problems Derived from ICT

9.4.1. Major Problems Derived from ICT

9.5. Emotional Problems in Childhood and Adolescence

9.5.1. Introduction to Emotions
9.5.2. Emotions in Childhood and Adolescence
9.5.3. Major Emotional Problems in Childhood and Adolescence

9.6. Self-Esteem and Self-Concept Problems

9.6.1. Introduction to the Concept of Self-Esteem and Self-Concept
9.6.2. Major Self-Esteem and Self-Concept Problems

9.7. Suicide in Childhood and Adolescence

9.7.1. Introduction to Suicide
9.7.2. Suicides in the Childhood and Adolescence Stage

9.8. Characteristics of Oppositional Defiant in  Children and Adolescents

9.8.1. Introduction to Oppositional Defiant Disorder
9.8.2. Major Characteristics of Oppositional Defiant in Children and Adolescents
9.8.3. Major Characteristics of Oppositional Defiant in Adolescents

9.9. The Most Common Neurodevelopment Conditions

9.9.1. Introduction the Neurodevelopment Conditions
9.9.2. Neurodevelopment Conditions in Minors

Module 10. Treatment and Intervention of Child and Adolescent Psychopathologies. General Treatment Principles

10.1. Factors Influencing Treatment Outcome

10.1.1. Modulating Factors in Child Treatment

10.2. Treatment Modalities

10.2.1. Introduction to the Treatment of Child and Adolescent Psychopathology
10.2.2. Different Treatment Modalities for Children and Adolescents

10.3. Bandura's Vicarious Learning

10.3.1. History of Bandura
10.3.2. Bandura's Vicarious Learning Theory

10.4. Behavior Modification Techniques

10.4.1. Introduction to Behavior Modification
10.4.2. Main Behavior Modification Techniques
10.4.3. Behavior Modification Techniques at Present

10.5. Functional Analysis

10.5.1. Introduction to Functional Analysis
10.5.2. Functional Analysis in Psychological Therapy

10.6. Systemic Therapy

10.6.1. Introduction to Systemic Therapy
10.6.2. Systemic Therapy Today

10.7. Strategic Therapy and Constructivism

10.7.1. Introduction to Strategic Therapy
10.7.2. Introduction to Constructivism

10.8. Cognitive Restructuring

10.8.1. Introduction to Cognitive Restructuring
10.8.2. Cognitive Restructuring as a Treatment Nowadays

10.9. Future Prospects for Treatment Planning

10.9.1. New Prospects for Treatment in Childhood and Adolescence

The specialized readings will allow you to further expand the rigorous academic content provided in this program"