This program will train you to analyze psychological evidence that can be used in judicial processes. So don't think twice and start taking it now”This program will train you to analyze psychological evidence that can be used in judicial processes. So don't think twice and start taking it now”

 Psychology is the science that studies the behavior of people, tries to give explanations to human behaviors, and infers what behavior is more likely to occur under certain circumstances. Therefore, it is a fundamental area of knowledge in today's society. But, additionally, the specialty of forensic psychology studies all this applied to the field of justice, by providing reliable evidence that may be decisive in the sentence. The importance of this branch of psychology means that more and more professionals are wishing to specialize in this field, and to keep up to date with the main developments in a sector that is totally decisive at a legal level.

With thisAdvanced master’s degree in Expert Appraisal and Psychological Damage Assessment, TECH wanted to provide psychologists with the resources best suited to their needs, so that they can study all issues related to the actions that are carried out in the world of forensic psychology and its relationship with the courts, as well as the assessment of psychological damage resulting from accidents, complicated situations, or negligence, among others.

The program has several theoretical blocks where topics will be developed such as the definition of forensic psychology and its course in Spain, aspects of childhood and child custody, adolescence and criminal careers, gender violence, psychopathic personality, or the care of people with mental illness and old age. But, additionally, the student will know in depth the current regulations, and the actions and relevant reports for the development as an expert psychologist, complying with the code of ethics and, at the same time, being effective in their mediation.

Undoubtedly, it is a program of high academic level that is the ideal complement to the training that experimental psychologists have already received, but who want to update their knowledge with totally relevant information and, above all, from a team of experts with extensive experience. Additionally, the digital format of this Advanced master’s degree is a plus for all those people who need to combine their studies with their work, as well as with other personal activities. In this way, the student will be able to choose where and when to study, organizing his time without any limits, since, from enrollment to completion, he will have unlimited access to all the programresources.

Forensic psychology requires professionals with extensive experience, who are able to make comprehensive expert reports that determine the facts that occurred”

This Advanced master’s degree in Expert Appraisal and Psychological Damage Assessment contains the most complete and up-to-date scientific program on the market. The most important features include:

• Practical cases presented by experts in Psychology.
• The graphic, schematic and eminently practical contents with which they are conceived gather scientific and practical information on those disciplines that are essential for professional practice
• The practical exercises where the self-evaluation process can be carried out to improve learning.
• Special emphasis on innovative methodologies in the assessment and evaluation of psychological damage.
• 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

Studying at TECH means studying at a 21st century university and, therefore, being able to access all its contents from anywhere in the world”

The teaching staff includes professionals from the psychology sector, who bring their experience to this training 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 deliver an immersive learning experience, programmed to prepare in real situations.

The design of this program focuses on Problem-Based Learning, through which the professional must try to solve the different professional practice situations that arise throughout the academic course. To do so, the professional will have the help of an innovative interactive video system created by recognized experts.

This Advanced master’s degree includes a multitude of case studies that will help you to reinforce the theoretical concepts.

This program is unique in that it brings together the most up-to-date theoretical information available, the most innovative teaching methodology and a high-level teaching staff.

The content of the program covers in a structured way all the areas of knowledge that the psychology professional needs to know in depth, including the most interesting news and updates of the sector. A high quality study that will allow students to compete with solvency and sufficient capacity in a decisive area to solve tense situations at a psychological level that require the performance of a professional. For this, the agenda has been designed by professionals with extensive experience, who have embodied all their knowledge in a program that will be indispensable in the resume of professionals in this branch of work.

A fully up-to-date program that will be fundamental to your professional development” 

Module 1. Forensic Psychology

1.1. Introduction to the Forensic Psychology
1.2. Forensic Psychology in Spain

Module 2. Children and Adolescents in Court

2.1. Infancy and Forensic Psychology 

2.1.1. Interviewing Minor 
2.1.2. Contested Custody and Guardianship Evaluation 
2.1.3. Sexual Assault in Children  
2.1.4. Sexual Assault Assessment
2.1.5. Adolescents and Criminal Careers 
2.1.6. Risk Factors for Delinquency 
2.1.7. Psychopathic Disorders Associated with Delinquency 
2.1.8.  Assessment of Violent Behavior 

Module 3. Abuse

3.1. The Abusive Man
3.2. The Victim
3.3. The Dynamics of the Abusive Relationship
3.4. Sexual Aggressions
3.5. SALS (Sexual Abuse Legitimacy) Scale and the Credibility of the Parties
3.6. Impulse Control Disorders
3.7. Personality Disorders

Module 4. Different Personalities Focused on the Legal Field

4.1. Homicides

4.1.1. Personality Theories
4.1.2. Psychoanalytic Theory 
4.1.3. Self-Concept Theory
4.1.4. Trait Theory  
4.1.5. Social Theories 
4.1.6. Eysencks Broad Trait Theory 
4.1.7. Millon's Theory, Diagnoses and Violent Personality 

4.2. Psychopathic Personality 

4.2.1. Psychopathy  
4.2.2. Primary Psychopath 
4.2.3. Anticipatory Anxiety 
4.2.4. Consciousness Learning 
4.2.5. Empathy and Awareness  
4.2.6. Moral Reasoning  
4.2.7. Secondary Psychopathy  
4.2.8. Recidivism Between Primary and Secondary 

4.3. Types of Sex Offenders  
4.4. Marshalls Theory and the Etiology of Sexual Delinquency  
4.5. Sadistic Personality Disorder

Module 5. Mental Illness and Old Age

5.1. Dementia
5.2. Amnestic Disorder
5.3. Mood Disorder
5.4. Assessment of Mental Impairment and Intelligence
5.5. Concept of Imputability

Module 6. Psychometric Tests

6.1. Care Questionnaire
6.2. Questionnaire on Impulsivity: Plutchik
6.3. Questionnaire for Psychopathological Screening PAI
6.4. MMSE Questionnaire for Dementia Assessment

Module 7. Judicial Expertise - Psychological Assessment

7.1. Forensic Psychological Expertise

7.1.1. Identifying Injuries

7.2. Identification of Sequelae
7.3. Forensic Psychological Reports
7.4. BOE Interpretation to Assess Psychological Damage
7.5. Quantification of Lesions
7.6. Quantification of Sequelae
7.7. Valuation Consequential Damage

Module 8. Judicial Psychology - Legal Approach to Concepts

8.1. Psychologists Assigned to the Courts 

8.1.1. Introduction 
8.1.2. Family Psychologists 
8.1.3. Psychologists the Forensic Medical Clinics
8.1.4. Child Psychologists 
8.1.5. Penitentiary Surveillance Psychologists 
8.1.6. Psychologists in Victim Assistance

8.2. The Judicial Psychological Report of the Victim 

8.2.1. Introduction to the Expert Report 
8.2.2. Conducting Interviews to Obtain Data 
8.2.3. Types of Interviews 
8.2.4. Conditions for Conducting the Interview 
8.2.5. Basic Aspects of the Victims Psychological Expert Report 
8.2.6. Specific Characteristic of the Victims Psychological Expert Report
8.2.7. Psychological Damage to the Victim 
8.2.8. Psychopathology and Criminal Victimization 

8.3. The Psychological Expert Report of the Offender

8.3.1. Introduction to the Offenders Psychological Expert Report 
8.3.2. Psychological Studies 
8.3.3. Study of Personality
8.3.4. Study of intelligence 
8.3.5. Drafting the Expert Report 
8.3.6. Offenses

8.4. Essential Aspects in Forensic Psychology

8.4.1. Violent Personality and Psychopathy 
8.4.2. Social and Biological Bases of Violence 
8.4.3. The Violent Personality
8.4.4. Psychopathy: Raine and Hare's Theory 
8.4.5. Sexual Assault 
8.4.6. Types of Offenders in Forensic Psychology 
8.4.7. Sexual Assault in Children 
8.4.8. Etiology of Sexual Delinquency: Marshall's Theory
8.4.9. Abuse in Forensic Psychology 
8.4.10. The Abuser 
8.4.11. The Victim 
8.4.12. Dynamics of the Abusive Relationship 
8.4.13. Credibility of Testimony 
8.4.14. Criteria-Based Content Analysis: CBCA
8.4.15. System for Analyzing the Validity of Statements(SVA)
8.4.16. Interviewing Minor 
8.4.17. The Credibility of Testimony in the Case of Adults 
8.4.18. Addictions and Their Legal Repercussions
8.4.19. Considerations on the Criminal Treatment of Drug Addiction 
8.4.20. Substance Induced Behavioral and Conduct Disorders 
8.4.21. The Psychological Profile of the Substance User 
8.4.22. The Evaluation of a Drug Addict From an Experts Point of View 
8.4.23. Accidents, Impairment and Disability 
8.4.24. Interview With the Alleged Incapacitated Person Due to Cognitive Deficit 
8.4.25. Expert Appraisals Due to External Causes: Aggressions, Traffic and Labor Accidents (Tce) 
8.4.26. Psychoneurological Assessment of Head Trauma Patients Basic Intervention Methodology 
8.4.27. Evolution of TCEs at the Forensic Level in General Terms Over Time

8.5. Specific Assessment Techniques in Forensic Psychology

8.5.1. Introduction
8.5.2. The Interview in Forensic Psychology
8.5.3. The Evaluation in Guardianship and Imputed Custody
8.5.4. Assessment of Violent Behavior
8.5.5. Interviews
8.5.6. Scales
8.5.7. Self-reports
8.5.8. Assessment of Sex Offenders
8.5.9. Assessment of Intelligence and Mental Impairment
8.5.10. Assessment of Victims of Assault
8.5.11. Assesment of Drug Addiction

8.6. Mental Disorders and Liability

8.6.1. Imputability
8.6.2. Relationship between Mental Disorders and Forensic Implication
8.6.3. Major or Mild Neurocognitive Impairment due to Alzheimer's Disease
8.6.4. Spectrum of Schizophrenia and Other Psychotic Disorders
8.6.5. Major Depression Disorder
8.6.6. Post-Traumatic Stress Disorder
8.6.7. Obsessive Compulsive Disorder
8.6.8. Somatic Symptom Disorders
8.6.9. Dissociative Identity Disorder
8.6.10. Personality Disorders

8.7. National Legislation

Module 9. Judicial Expertise - Physical Damage Assessment

9.1. Medical Assessment of Damage to the Person

9.1.1. Damage Repair

9.2. Psychological Assessment

9.2.1. Deficiency
9.2.2. Disability
9.2.3. Handicap

9.3. Medical and Psychological Evaluation

9.3.1. Other Criminal Damages

9.4. Medical and Psychological Evaluation

9.4.1. Other Civil Damages (I)

9.5. Economic and Patrimonial Damages

9.5.1. Assessment
9.5.2. Understanding the Official State Gazette (BOE).

9.6. Medical Assessment 

9.6.1. Other Civil Damages (II)

9.7. Medical Assessment 

9.7.1. Occupational Damages

9.7.1.1. Classification of Accidents
9.7.1.2. Occupational Risk Prevention
9.7.1.3. Negligence

9.8. The Medical Expert's Mission in Personal Injury Appraisal

9.8.1. Evaluation Guide
9.8.2. BOE

9.9. Methodology in the Valuation of Damage

9.9.1. Evaluation Guide
9.9.2. BOE

9.10. The Medical Report in the Valuation of Damage

Module 10. Psychodiagnostics and Psychological Evaluation

10.1. Substantive Considerations

10.1.1. Psychodiagnostics
10.1.2. Scientific Method  
10.1.3. Experimental Method  
10.1.4. Correlational Method
10.1.5. Longitudinal Method
10.1.6. Models
10.1.7. Manifest Behavior Observation

10.2. Diagnosis as a Mobilizer of the Expert-Subject Connection 

10.3. Reason for Diagnosis 

10.3.1. Phases
10.3.2. The Interview as a First Encounter and Framing
10.3.3. Purposes of the Interview
10.3.4. Factors Affecting the Process

10.4. Rights and Duties of the Evaluator/Appraiser 

10.4.1. Psychologist's Ethics Code

10.5. Anxieties, Hopes and Needs of the Evaluator/Appraiser Producing Harm and Making a Mistake 

10.5.1. Anxieties and Fears

10.6. Needs and Anxieties of the Evaluated Person 

10.6.1. Expectations
10.6.2. Anxieties

10.7. Psychodiagnostics Objectives 

10.7.1. Differences and Interactions
10.7.2. Procedure Structure
10.7.3. Diagnostic Process Framework 
10.7.4. Main Objectives
10.7.5. Secondary Objectives 
10.7.6. Achieve a Singular Bond
10.7.7. Encourage the Subject's Resources
10.7.8. Gather Valid Information for the Process 

10.8. Psychodiagnostics Scenarios 

10.8.1. Subject’s Mental Functions 
10.8.2. Biological Imbalances 
10.8.3. Interaction of the Subject in Their Microcontext, Mesocontext and Macrocontext 

10.9. Analysis of Suffering Through its Symptoms 

10.9.1. Suffering and the Mind

10.10. Psychodiagnostics in a Legal Setting 

10.10.1. Expert Evidence
10.10.2. Fields of Action of the Legal Psychologist

Module 11. The Interview in a Psychotherapeutic Setting

11.1. Active Interview (CHSV) 

11.1.1. Information Theory 
11.1.2. Communication Channels 
11.1.3. Communication System 

11.2. Axioms of the Interview 

11.2.1. It is Impossible Not To Communicate 
11.2.2. Content and Relationship 
11.2.3. Affective Value 
11.2.4. Digital and Analog Communication 
11.2.5. Symmetry & Asymmetry 

11.3. Exploring Communication  

11.3.1. Verbal Communication 
11.3.2. Non-Verbal Communication 
11.3.3. Double Bond 
11.3.4. A Gesture is Worth a Thousand Words 
11.4. Medical History According to Which Model is Used 
11.4.1. Personal 
11.4.2. Family 
11.4.3. Generational 

11.5. Anamnesis from the Limited Time Psychotherapy 

11.5.1. Psychopathological Biography 
11.5.2. Biography of Medical Diseases 
11.5.3. Biography and Relationships Social Point of View 

11.6. General Structure of the Mental Examination 

11.6.1. Psychopathology and Normality

11.7. Semiology Signs and Symptoms 

11.7.1. Awareness
11.7.2. Attention 
11.7.3. Memory 
11.7.4. Intelligence.
11.7.5. Perception
11.7.6. Affectivity
11.7.7. Physical Signs
11.7.8. Motor Skills
11.7.9. Cognitive Area

11.8. Epistemology of Diagnosis

11.8.1. Descriptive Syndromic Diagnosis Versus Disease 
11.8.2. Nosology Categorical vs. Dimensional Diagnosis 

11.9. Multiple Diagnoses and Comorbidity 

11.9.1. Types of Comorbidity
11.9.2. Axis I and II Comorbidity
11.9.3. Comorbidity of Personality Disorders and Mood Disorders

11.10. Clinical Versus Forensic Criteria

11.10.1. Compliance Lines of the Forensic Psychologist
11.10.2. Code of Ethics

11.11. Expert Interview Biases to Avoid

11.11.1. Forced Choice Questions
11.11.2. Open-Ended Questions
11.11.3. Other Types of Questions

Module 12. Evaluation Process in Expert Psychodiagnostics

12.1. Projective Techniques in Expert Appraisal 

12.1.1. Characteristics and Types of Projective Techniques

12.2. Rorchach Test 

12.2.1. Application 
12.2.2. Presentation of Sheets 
12.2.3. Reaction Time 
12.2.4. Time of the Patient in Front of the Sheet 
12.2.5. Removal of Sheet and Survey 
12.2.6. Rorschach Assessment 
12.2.7. Aperture Modes
12.2.8. Contents
12.2.9. Frequency (F)

12.3. Expressive Techniques

12.3.1. Graphic Tests 
12.3.2. Drawing Size
12.3.3. Drawing Projection
12.3.4. Position in the Sheet
12.3.5. Shape of the Stroke
12.3.6. Strength of the Stroke
12.3.7. Continuity of the Stroke
12.3.8. Personal Style 

12.4. Drawing (HTP) 

12.4.1. The House 
12.4.2. The Tree  
12.4.3. Wittgenstein's Index
12.4.4. Human Figure

12.5. Free Drawing 

12.5.1. Development
12.5.2. Analysis
12.5.3. Free Drawing Quality
12.5.4. Advantage and Disadvantage

12.6. Family Drawing

12.6.1. Graphic Plane
12.6.2. Structural Plane
12.6.3. Content Plane or Clinical Interpretation
12.6.4. Psychoanalytic Interpretation

12.7. Düss Fables 

12.7.1. BIRD FABLE: Degree of Dependence - Independence, Autonomy
12.7.2. MARRIAGE ANNIVERSARY FABLE: Oedipus Complex
12.7.3. LAMB FABLE: Fraternal Jealousy, Weaning Complex
12.7.4. BURIAL FABLE: Loss, Guilt, Aggressiveness, Death Wishes
12.7.5. FEAR FABLE: Fears

12.8. Desiderative Test 
12.9. Max Lüscher Color Test 

12.9.1. Color Test
12.9.2. Meaning of the Eight Places
12.9.3. Function Interpretation
12.9.4. Basic and Auxiliary Colors and the Keys to the Eight Colors
12.9.5. Categories of the Four Basic Colors
12.9.6. Auxiliary Colors

12.10. Thematic Apperception Test TAT 
12.11. Psychometric Tests in Expertise 
12.12. Wechsler Intelligence Test 

12.12.1. WISC– IV
12.12.2. Test Description

12.13. Neuropsychological Maturity Questionnaire CUMANES

12.13.1. Forensic Neuropsychology
12.13.2. The Revised Barcelona Test 

12.14. Raven’s Progressive Matrices 

12.14.1. Domino Test or D-4 8
12.14.2. Kaufman Assessment Battery for Children (K-ABC)

12.15. Goodenough’s Test 
12.16. The Personality Test 
12.17. Millon's Clinical Multiaxial Inventory (MCMII-III) 
12.18. CATELL.’s 16 PF-5 

12.18.1. First Order Factors
12.18.2. Second Order Factors
12.18.3. Profile Interpretation Steps

12.19. PAI and Behavioral Assessment System for Children and Adolescents 

12.19.1. Scales in Questionnaires for Parents and Guardians
12.19.2. Self-Report Scales
12.19.3. Personality Assessment Inventory PAI

12.20. Children's Personality Questionnaire CPQ 

12.20.1. Reserved / Open, Low / High Intelligence, Emotionally Affected / Stable, Calm / Excitable, Submissive / Dominant, Restrained / Enthusiastic, Carefree / Conscientious, Self-conscious / Enterprising, Tough / Sensitive, Confident / Doubtful, Simple / Astute, Serene / Apprehensive, Less or More Integrated and Relaxed / Tense. 

12.21. Clinical Analysis Questionnaire– CAQ 
12.22. STAIC and STAI Anxiety Questionnaires and TAMAI Self-Assessment Test 

12.22.1. Trait-State Anxiety Questionnaire in Children - STAIC and in Adults - STAI
12.22.2. Multifactor Self-Assessment Test of Child Adjustment - TAMAI

12.23. Questionnaire for the Evaluation of Adopters, Caregivers, Guardians and Mediators– CUIDA 

12.23.1. Primary Scales
12.23.2. Response Styles

12.24. Short Symptom Checklist - SCL-90 R 

12.24.1. Dimensions
12.24.2. Levels

12.25. Study of the Story's Credibility 

12.25.1. System for Analyzing the Validity of Statements: The SVA Method
12.25.2. SVA = Interview + CBCA + Validity Checklist 

Module 13. Contexts Surrounding Psychological Assessment

13.1. Expert Evidence 

13.1.1. Suitability 
13.1.2. Preposition 
13.1.3. Appointment 
13.1.4. Ratification 
13.1.5. Expert Opinion 
13.1.6. Appreciation and Appraisal 

13.2. Object of the Expert Evidence 

13.2.1. Behavioral Analysis in the Law Setting 
13.2.2. Differentiate Mental Illness from Voluntary Act 
13.2.3. Mental Disorders of Major Relevance and How To Provide this Material for the Judge to Decide

13.3. Guarantees of the Expert Evidence 

13.3.1. Civil Procedure Law 

13.4. Basis of Right of the Appraisee and of the Appraiser 

13.4.1. Fundamentals and Background 
13.4.2. Other Questions  
13.4.3. Ethical Aspects of Online Therapy

13.5. Role of the Expert in the 21st Century 

13.5.1. Criminal Investigation 
13.5.2. Police and Military Psychology 
13.5. 3. Victimology 
13.5.4. Judicial Psychology (Testimony and Jury)

13.6. Procedure of a Judicial Hearing  

13.7. Relationship with Other Groups

13.7.1. Judicial Police 
13.7.2. Identification Laboratories 
13.7.3. Forensics 
13.7.4. Judges 
13.7.5. Lawyers 

13.8. Family Diagnosis: The Family as a System 

13.8.1. Family Rules, Rituals, Homeostasis 
13.8.2. Crisis, Morphogenesis and Change 
13.8.3. Family Typology, Adaptation, Evolutionary Cycle 
13.8.4. Frontiers, Centripetal and Centrifugal Functions 
13.8.5. Typology of Dysfunctional Families 

13.9. Assessment of Guilt in Psychopathology  
13.10. Diagnostic Process Framing in the Expert Appraisal 

13.10.1. Axis I Clinical Disorders
13.10.2. Axis II. Personality Disorders
13.10.3. Axis III. Social and Environmental Problems
13.10.4. Diagnosis and Framing of the Subject Under Examination 

13.11. Psychological Expert Opinion 

13.11.1. Possess the Appropriate Skills
13.11.2. Respect the Client’s Dignity, Freedom, Autonomy and Privacy
13.11.3 Respect and Comply with the Right and Duty to Inform the Client
13.11.4. Organize the Report Contents
13.11.5. Describe the Instruments Used and Facilitate the Understanding of the Data
13.11.6. Include the Evaluation Process, Hypotheses Formulated and Justify the Conclusions
13.11.7. Take Care of the Style
13.11.8. Maintain Confidentiality and Professional Secrecy
13.11.9. Request Informed Consent
13.11.10. Protect Documents

Module 14. Types of Expert Surveys

14.1. Definitions Regarding Appraisal 

14.1.1. Definitions Regarding Appraisal
14.1.2. The Process
14.1.3. Procedure for the Judicial Appointment of the Expert

14.2. Juvenile Expertise 

14.2.1. Functional Dependency and Functions 
14.2.2. Report Structure and Content 
14.2.3. Characteristics in Juvenile Offenders
14.2.4. Observation in the Judicial Context 

14.3. Psychopedagogical Expertise 

14.3.1. School Psychological Report
14.3.2. Psychopedagogical Evaluation Report

14.4. Elderly Expert 

14.4.1. Classification According to the American Psychiatric Association
14.4.2. The Rights of the Elderly in the Area of Social Security, Procurement and Administration of Justice

14.5. Marital Separation 

14.5.1. Can I Divorce, Even My Spouse Does Not Agree?
14.5.2. Do I Have to Plead any Cause to Be Able to Separate?
14.5.3. How Long Must I Have Been Married Before I Can Separate or Divorce?
14.5.4. Should I File for Separation Before Divorce?
14.5.5. What are the Differences Between Separation and Divorce?
14.5.6. What are the Differences between Divorce and Annulment of Marriage?
14.5.7. Can I Remarry after Separation?
14.5.8. Can Reconciliation Take Place During Separation Proceedings?
14.5.9. Is Reconciliation Possible after a Separation Judgment?
14.5.10. What are the Effects of Spousal Reconciliation?
14.5.11. What Types of Separation Proceedings Are There?

14.6. Adoptions 

14.6.1. Legal Framework for International Adoption
14.6.2. Legislation in Spain
14.6.3. In the Case of an International Adoption
14.6.4. Psychological Report

14.7. Care and Custody 

14.7.1. Report of Results and Conclusions of the Expert Psychological Study of Marital Separation
14.7.2. Objectives
14.7.3. Methodology
14.7.4. JCB Evaluation
14.7.5. ALF Evaluation
14.7.6. PNL Evaluation
14.7.7. Diana Evaluation
14.7.8. Family Environment Evaluation
14.7.9. Interactions Analysis
14.7.10. Conclusions
14.7.11. Recommendations

14.8. Marriage Annulment 

14.8.1. Procedure in Formal Cases of Marriage Annulment Instructions for Priest/Deacon/Pastoral Minister 

14.9. Laboral Disability 

14.9.1. Deficiency, Disability and Handicap 
14.9.2. Incapacity
14.9.3. Civil Incapacity and Labor Incapacity 
14.9.4. Temporary Occupational Incapacity and Permanent Incapacity

14.10. Simulation 

14.10.1. Simulation of Disease 
14.10.2. Oversimulation 
14.10.3. Metasimulation 

14.11. Gender-Based Violence 

14.11.1. Violence Against Women
14.11.2. Legal and Theoretical Foundations 

14.12. Abuse 

14.12.1. Evaluation Areas 
14.12.2. Psychological Consequences Psychological Damage and Sequels
14.12.3. Causal Nexus

14.13. Secondary Victimization

Module 15. Types of Reports and their Different Reporting Procedures

15.1. Criteria for Writing the Psychological Report 

15.1.1. Forensic Psychological Report 
15.1.2. Background
15.1.3. Results
15.1.4. Conclusions

15.2. Insurance Report 

15.2.1. Descriptive Format of Report to Send to Insurance or Mutual Insurance Companies 

15.3. School Report 

15.3.1. School or Psychopedagogical Report  
15.3.2. Psychopedagogical Report 1
15.3.3. Psychopedagogical Report 2
15.3.4. Reasons for the Report
15.3.5. Psychopedagogical Report 3
15.3.6. Clinical Psychopedagogical Report
15.3.7. Results
15.3.8. Conclusions

15.4. Clinical Report 

15.4.1. Intervention Clinical Report

15.5. Report for Judicial Request for Admission 

15.5.1. Law 1/2.000, of January 7, of Civil Procedure (LEC): Article 7.6.3. Non-Voluntary Internment due to Psychiatric Disorder 

15.6. Informed Consent Request 

15.6.1. Statement of Informed Consent to Record in Psychotherapy
15.6.2. Informed Consent for Minors  
15.6.3. General Informed Consent

15.7. Report for Pardon 

15.7.1. Objective of this Report
15.7.2. Methodology Used
15.7.3. Test Results 
15.7.4. Conclusions

15.8. Report of a Kidnapping

15.8.1. Clinical Report
15.8.2. Assessment Reason
15.8.3. Personal Background
15.8.4. Evidence
15.8.5. Results Obtained
15.8.6. Conclusions
15.8.7. Treatment and Recommendations

15.9. Structured Interview to Locate Depressive Personality Disorder (PDD)

Module 16. Mediation and Coaching

16.1. Family Mediation

16.1.1. Pre-Mediation
16.1.2. Mediation
16.1.3. Mediator Techniques

16.2. Notion of Conflict

16.2.1. Psychological Conflicts
16.2.2. Communication Conflicts or Conflicts Related to the Communication Channel
16.2.3. Substantive Conflicts
16.2.4. Ways of Dealing with Conflicts

16.3. Types of Conflict and Methods of Resolution

16.3.1. Attraction-Attraction 
16.3.2. Evasion-Evasion 
16.3.3. Attraction-Evasion 
16.3.4. Negotiation, Mediation, Arbitration and Neutral Evaluation

16.4. Mediation in Parent/Child Relationships 

16.4.1. Conflict Resolution in the Parent-Child Relationship
16.4.2. "I am the Father so I Win and you are the Son so you Lose”
16.4.3. “You as a Son Win and I as a Father Lose"
16.4.4. Concertation: Nobody Loses

16.5. Coaching and Psychology 

16.5.1. Similarities and Differences? 
16.5.2. Contradictions  

16.6. How to Work with Coaching and Psychotherapy 
16.7. Learning in Coaching

16.7.1. Stripping Off the Masks  
16.7.2. Coaching and Psychologists 

16.8. Coaching in the Company

16.8.1. Facing Challenges that can be Taken on
16.8.2. The Life of Managers
16.8.3. Self-Deception

16.9. All Psychological Therapy Involves Personal Growth

16.9.1. Coach or Psychologist, According to the Coaches
16.9.2. Conflict and Coaching

16.10 Clear Goals 

16.10.1. Definition of Where One Is 
16.10.2. Definition of Where One Wants to Go

16.11. Feeding Back on the Activity 

16.11.1. Placing the Attitude in Action and not in Anticipatory Thinking 
16.11.2. Verbalizing Small Achievements 
16.11.3. Be Flexible and Allow for Frustration 

16.12. Working on Self-Deception

16.12.1. The Coach as a Trainer
16.12.2. The Coach as an Advisor
16.12.3. The Coach as a Corrector

16.13. Obstacles in Coaching

16.13.1. Feedback
16.13.2. Coaching Through Rewards
16.13.3. Coaching and Leadership

16.14. Emotional Management Using the VEC Model (Conscious Emotional Bonding)

16.14.1. What is Proposed?
16.14.2. Identity Traits of the Conscious Emotional Bonding (CEB) Model
16.14.3. Basic Assumptions of the CEB Model
16.14.4. Conclusions

16.15. Dialogue With Beliefs

16.15.1. A Critique of Goleman's Work
16.15.2. Intelligence and Emotional Intelligence

16.16. Emotional Neuroanatomy

16.16.1. The Brain and its Messengers

16.17. Intrapersonal Skills

16.17.1. Self-concept
16.17.2. Basic Emotions

The most complete program you will find in the market on expertise and assessment of psychological damage”