Thanks to this Postgraduate diploma you will obtain an advanced and up-to-date knowledge in the evaluation and diagnosis of young people”

Depression, stress, anxiety or sleep disorders have increased in the child and adolescent population in recent years. A problem, to which special importance is given in the area of psychology, which increasingly requires professionals with a more comprehensive and in-depth knowledge in the correct evaluation and diagnosis of children.

This Postgraduate diploma responds to this demand caused by the special interest of professionals in deepening their knowledge in the most used instruments and techniques, as well as the new lines of research on minors. Also, students who take this degree will obtain a renewed knowledge about neurodevelopmental disorders and the influence of the socioeconomic position of the family, culture and media in children.

A program taught online, which gives the psychology professional the opportunity to keep current with the advances made in this field with multimedia content consisting of video summaries, specialized readings and simulations of real cases. All this will allow students to deepen in the area of diagnostic criteria of pathological environments, in the most successful therapy communication in the child and adolescent stages or in the evolution of child and adolescent psychopathologies.

A Postgraduate diploma that provides the psychology professional with the ease of studying this program comfortably from a device (mobile, tablet, computer) with internet connection and with access to the syllabus 24 hours a day. This way, students are able to acquire a quality education at the same time that they can combine their work and/or personal responsibilities.

A 100% online program that will allow you to combine your professional responsibilities with a quality university degree"

This Postgraduate diploma in Evaluation and Diagnosis of Children and Adolescents contains the most complete and up-to-date program on the market. The most important features include:

• Practical cases presented by experts in Psycho-Oncology 
• 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 self-assessment can be used 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

Enroll in a degree that will allow you to stay on top of recent techniques used in the diagnosis of obsessive compulsive disorder in young people”

The program’s teaching staff includes professionals from the sector who contribute their work experience to this program, as well as renowned specialists from leading societies and prestigious universities.

Its 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 immersion education programmed to learn in real situations.

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts.

Delve into the most current evaluation instruments used in the adolescent population"

Deepen in the main etiologies of psychopathological disorders in childhood with an expert teaching team"

The syllabus of this Postgraduate diploma has been developed by a teaching team whose main objective is to provide the psychology professional with up-to-date knowledge. Under this premise, a study plan has been designed, consisting of 4 modules that will address the Evaluation and Diagnosis of Children and Adolescents. For this purpose, students will have access to a library of multimedia resources that will immerse them in the history of child and adolescent psychopathology, the therapeutic relationship with the infant, the socioeconomic and family context and pathological factors. Likewise, the Relearningsystem, based on the reiteration of content, will allow the knowledge obtained in this degree to be learned in a more natural and gradual way.

Access the library of multimedia resources and the most up-to-date content easily. All you need is a computer or tablet with internet access”

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 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 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 infant, process of evolution and diagnosis in the psychopathology infantojuvenile

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. Clinical Assessment and Diagnosis Process in Childhood: Phases

2.3.1. The Clinical Assessment Process in the Childhood and Adolescence Stage
2.3.2. Clinical Diagnosis in Childhood and Adolescence
2.3.3. Keys to an Accurate Diagnosis

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. Autonomous Self, Social Self and 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. Intrafamilial 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 the Media in the Development of Pathologies in Children and Adolescents

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 environments in clinical psychological therapy of childhood and adolescence

4.1. Neurodevelopment 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 Disorders 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 disorders and other psychotic disorders
4.2.3. Childhood Schizophrenia

4.3. Bipolar 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 of 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 Stress-Related Disorders

4.7.1. What are Trauma-Related Disorders and Stressors?
4.7.2. Disorders Included in the Diagnostic Category of Disorders Related to Trauma and stress factors

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

4.10. Eating and Food Ingestion Disorders

4.10.1. What are Eating and Food Intake Disorders?
4.10.2. Eating and Food Intake Disorders included in the DSM-V
4.10.3. Relevant facts on eating and food intake disorders in adolescence

An online degree in which you will learn the latest techniques used in the evaluation of children with eating disorders”