This Postgraduate diploma in High Abilities and Health in Primary Care will give you the boost you need in your professional career. Click and enroll now”

Education and health professionals are responsible for addressing individuals with High Abilities. These students are characterized by having specific intelligence conditions, developing giftedness, precocity or high talent in some specific subjects or in each and every one of them. Therefore, the professionals in charge of this special care require up-to-date and advanced knowledge in the field. 

That is the reason why TECH Global University has developed a program in High Abilities and Health in Primary Care with which it seeks to provide students with the necessary skills and competencies to be able to perform their support and guidance work with the highest possible efficiency and quality in their work. In this way, throughout the syllabus we delve into family models and their influence on the development of High Abilities, social foundations, the most frequent diagnostic confusions and integrated clinical diagnosis, among other issues. 

All this, in a comfortable 100% online mode that allows the student to advance in their studies, combining them with their other day-to-day activities, without interfering with them. In addition, with the full availability of the most dynamic and innovative theoretical and practical materials in the educational market.

Assimilate all the keys and techniques needed to work with students with High Abilities, thanks to TECH and a 100% online modality”

This Postgraduate diploma in High Abilities and Health in Primary Care contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of case studies presented by experts in High Abilities and Health in Primary Care
• 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 

A university program that will show you the best strategies for families and the most effective guidelines for the educational response”

The program includes in its teaching staff professionals from the sector who bring to this training the experience of their work, as well as recognized specialists from leading companies 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 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 educational year. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.

Enroll now and access with your tablet, mobile or computer to all the content, 24 hours a day"

Face a multidisciplinary program that will enhance your profile in indicators and signs for diagnosis or school orientations"

This plan of studies has been developed by an excellent team of teachers, who are specialized in the latest research and educational strategies used in dealing with students with High Abilities. An intensive learning, which will lead the students to reach their best professional version and to obtain the professional position they are looking for in this field. All this, through complete, innovative and very dynamic contents, based on the most efficient pedagogical methodology in the market, TECH Relearning.

Access all the material from day one and a wide variety of additional information to expand your knowledge in those aspects of the syllabus that interest you most”

Module 1. Definition and Classification of High Abilities 

1.1. Definitions of High Abilities 

1.1.1. What do we mean by High Abilities?   
1.1.2. Models to Differentiate High Abilities  
1.1.3. Definition of High Abilities: Principles to Be Taken into Account   
1.1.4. Variables Involved in the Identification of High Abilities  
1.1.5. Risk Factor for High Abilities  
1.1.6. Defining the diversity of High Abilities: Profiles of High Intellectual Abilities 

1.2. Spectrum of High Abilities 

1.2.1. Differential Evolutionary Profiles 
1.2.2. Qualitative Cut-off Points 
1.2.3. East of the Gaussian Bell 
1.2.4. Crystallization of Intelligence 

1.3. Intellectual Precociousness 

1.3.1. Intellectual Precociousness Characteristics 
1.3.2. Annotated Real Case Studies 

1.4. Simple Talent 

1.4.1. Simple Talent Characteristics 
1.4.2. Verbal Talent 
1.4.3. Mathematical Talent 
1.4.4. Social Talent 
1.4.5. Motor Talent 
1.4.6. Musical Talent 
1.4.7. Real Case Studies of the Different Talents 

1.5. Compound Talent 

1.5.1. Academic Talent 
1.5.2. Artistic Talent 
1.5.3. Real Case Studies of Compound Talents 

1.6. Giftedness 

1.6.1.  Differential Diagnosis 

1.7. Characteristics of Giftedness 

1.7.1. Gender and Evolutionary Variables 
1.7.2. Giftedness Clinic 
1.7.3. Double Exceptionality 

1.8. Clinical aspects of Giftedness 

1.8.1. Introduction to Desynchronies  
1.8.2. Other Disorders and Comorbidities  

1.9. Cognitive Learning Styles 

1.9.1. Learning Styles 
1.9.2. Brain Quadrant Model 
1.9.3. Silverman Dimensional Model 
1.9.4. Experience-Based Learning Model 
1.9.5. Neurolinguistic Programming Model 
1.9.6. Cognitive Learning Styles 
1.9.7. Questionnaires and Assessment Instruments 
1.9.8. Implications in Educational Practice 

Module 2. Identification of High Abilities 

2.1. Group and Individual Detection: Tools 

2.1.1. Legislative Section 
2.1.2. Historical Approach  
2.1.3. Individual and Group Detection of High Abilities 
2.1.4. Instruments for the Individual and Group Detection of High Abilities 

2.2. Psychopedagogical Evaluation Models 

2.2.1. Psychopedagogical Evaluation Principles 
2.2.2. Measurement Validity and Reliability 

2.3. Psychometric Assessment Tools 

2.3.1. Cognitive Aspects 
2.3.2. Performance and Aptitude Tests 
2.3.3. Complementary Tests 

2.4. Qualitative Assessment Tools 

2.4.1. Personality Tests 
2.4.2. Motivation Tests 
2.4.3. Behavior Tests 
2.4.4. Self-concept Tests 
2.4.5. Adaptation and Socialization Tests 
2.4.6. Projective Tests 
2.5. Multidisciplinary Assessment and Clinical Diagnosis 

2.5.1.  Educator and Teacher Contributions 
2.5.2. Specialist Psycho-pedagogue Contributions 
2.5.3. Clinician and Physician Contributions 
2.5.4. Asynchronous Neurodevelopment 

2.6. Comorbidities 

2.6.1. Asperger’s Syndrome 
2.6.2. Double Exceptionality 
2.6.3. Attention Deficit Disorder with or without Hyperactivity 
2.6.4. Personality Disorders 
2.6.5. Eating Disorders 
2.6.6. Learning Difficulties 

2.7. Personal Treatment 

2.7.1.  Intervention with Students  
2.7.2. Educational Measures for Students with High Abilities 
2.7.3. Principles and Guidelines to Be Taken into Account by Teachers  
2.7.4. Tutorial Action  
2.7.5. Monitoring and Evaluation of the Measures Carried Out 

2.8. Response to the Family's Request  

2.8.1. The Family as a Socializing Agent  
2.8.2. High Abilities and Main Characteristics of These Students 
2.8.3. Parents Role  
2.8.4. Family Models and Their Influence on the Development of High Abilities
2.8.5. Main Concerns of Family Members 
2.8.6. Myths and Reality about High Abilities 
2.8.7. Family Strategy 

2.9. Guidelines for Educational Response 

2.9.1. Major Changes in the School  
2.9.2. Educational Response 

Module 3. Clinical Aspects and Educational Needs of High-Capacity Individuals 

3.1. Clinical, Not Pathological Aspects 

3.1.1.  Criteria of the Reference Manuals 
3.1.2. Multiprofessional Teams 

3.2. Biopsychosocial Model 

3.2.1.  Biological Fundamentals 
3.2.2. Psychological Foundations 
3.2.3. Social Foundations 

3.3. Clinical Manifestations of High-Capacity Individuals 

3.3.1. Internal Dyssynchrony 
3.3.2. External Dyssynchrony 
3.3.3. Negative Pygmalion Effect 
3.3.4. Identity Diffusion Syndrome 
3.3.5. Overexcitabilities 
3.3.6. Cognitive and Creative Functions 

3.4. Clinical Features and Explanation on the Basis of High-Capacity Individuals  

3.4.1.  Frequents Symptoms 
3.4.2. Explanation Based on High Capacities 
3.4.3. Most Frequent Diagnostic Confusions 

3.5. Needs Derived from Self-Knowledge and Cognitive Profile  

3.5.1. I Know What I Am Like 
3.5.2. I Know How I Behave 
3.5.3. Homogeneity vs. Heterogeneity 
3.5.4. Capacity and Performance  

3.6. Needs Derived from the Teaching-Learning Process 

3.6.1.  Defined Style 
3.6.2. Undefined Style 
3.6.3. Transmitting Information 
3.6.4. Methodological Flexibility  

3.7. Personality and Emotional Needs 

3.7.1. Personality Profiles 
3.7.2. External Points  

3.8. Motivation and Emotional Needs 

3.8.1.  Affective Problems 
3.8.2. Hypomotivation  

3.9. Interaction Needs 

3.9.1. Peer Relationships 
3.9.2. Other Group Relationships 

Module 4. High Abilities and Health 

4.1. Preliminary Considerations and Basic Ideas  

4.1.1. Peculiarities in the Management of High Abilities 
4.1.2. Primary Care Requirements 
4.1.3. Objectives of a Practical Guide for Pediatrics 

4.2. Legal-Sanitary Framework for the Development of High Abilities  

4.2.1. Health Laws 
4.2.2. Educational Laws 

4.3. Detection of High-Capacity Individuals in the Health Field  

4.3.1. Indicators for Detection 
4.3.2. Questionnaires and Tools for Medical Use 

4.4. Epidemiology of High Abilities  

4.4.1. Statistical Population Distribution of Intelligence 
4.4.2. Clinal Variety and Geographical Location 
4.4.3. Culture and Intelligence 

4.5. Scientific Criteria and Standards for Valuation  

4.5.1. Psychometric Criteria 
4.5.2. Genetics and Endophenotypes  
4.5.3. Evolutionary Criteria 

4.6. Referral to Integrated Clinical Diagnostic Centers (ICD) 

4.6.1. Who Should Intervene 
4.6.2. Referral Criteria 
4.6.3. Integrated Clinical Diagnosis 

4.7. Decision-Making Algorithms and Indicators  

4.7.1. Collection of Relevant Data 
4.7.2. Screening and Correlations 
4.7.3. Indicators and Signs for Diagnosis 

4.8. Differential Diagnosis of High Abilities  

4.8.1.  Proactive Diagnosis 
4.8.2. Comorbidities 

4.9. Comprehensive Treatment: Guidelines from the Health Care Setting  

4.9.1.  Health Guidelines 
4.9.2. Family Guidelines 
4.9.3. School Guidelines 

4.10. Monitoring and Control 

4.10.1. Supervision of Compliance with Objectives 
4.10.2. Revisions and Guarantees

Thanks to TECH's Relearning system , you will be able to assimilate the essential concepts of the syllabus, in a natural, progressive way and without the need to spend too much time studying”