Enroll now in a Professional master’s degree that will help you grow as a teacher and provide better care for your students with psychological disorders" 

It is no secret that teachers are increasingly becoming a key element in the detection and assistance of students who present some kind of disorder. Their work in the classroom is key to the child's education, but also their accompaniment will be fundamental for their correct physical and mental development. In the face of the difficulties that may be encountered, knowledge is a cornerstone in their performance. This university degree offers the teaching professional the opportunity to acquire in-depth knowledge of Child and Adolescent Psychology.

During the 12 months of this course, students will learn about the pathological universes, the role of the family, the different intervention techniques, the most commonly used treatments for the management of children suffering from anxiety, ADHD, bipolar disorder or eating disorders. Likewise, students will delve into the early detection of SEN, the different types of student development used in schools and the legal regulations currently existing in this field.

A program that has quality teaching material, based on video summaries, specialized readings, videos in detail or simulations of real cases, which provide students with extensive knowledge and great  practical application in their daily teaching.

An excellent opportunity offered by TECH with this program for teachers who wish to progress in their professional careers with a 100% online education, which will allow them to balance a quality program with their daily work. Therefore, students can access the entire syllabus from the first day, without sessions with fixed schedules, and using only a computer, tablet or cell phone to connect to the virtual platform. In this way, the professional who takes this qualification can distribute the teaching load according to their needs.

The Relearning system will allow you to expand your knowledge in a more natural and progressive way. Enroll now”

This Professional master’s degree in Child and Adolescent Psychology contains the most complete and up-to-date educational 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 it is conceived gather scientific and practical information on those disciplines that are indispensable 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 qualification that will allow you to learn about the most commonly used intervention tools, taking into account the social and emotional situation of children and adolescents" 

The program’s teaching staff includes professionals from the sector who contribute their work experience to this educational program, as well as renowned 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 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 course. For this purpose students will be assisted by an innovative interactive video system developed by renowned experts.

Advance in your professional career with a specialized teaching team that provides you with the most current knowledge in minor psychopathological problems"

Delve in this Professional master’s degree in the involvement of the family figure in therapy with children"

The syllabus of this Professional master’s degree has been prepared by a teaching team specialized in child and adolescent psychological care, which offers students an advanced and intensive knowledge in this area. In this way, the syllabus has been divided into 10 different modules, which students will be able to access in its entirety from the beginning of the course. In this way, you can distribute the teaching load according to your needs and also through the Relearning,  system, which TECH offers in all its qualifications, the teaching professional can reduce the long hours of study. The library of multimedia resources and simulations of real cases will be very useful for direct application in the classroom.

You have an advanced syllabus that you can access 24 hours a day, without fixed sessions and that you can download to view it whenever you want" 

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 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 Minor, Assessment and Diagnostic Process in Child and Adolescent Psychopathology

2.1. Therapeutic Relationship with Children and Adolescents

2.1.1. Infant and Adolescent Characteristics
2.2.2. Establishment of a Therapeutic Alliance with the Minor
2.2.3. 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 Universes 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 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 Stressors

4.8. Sleep/Wake Disorders

4.8.1. Common Characteristics of Sleep/Wake Disorders
4.8.2. Disorders Included in the Diagnostic Category of Sleep/Wake Disorders

4.9. Disruptive, Impulse-Control and Behavioral Disorders

4.9.1. Types of Disorders
4.9.2. Common Problems with Behavioral Management of Infants in Psychological Therapy

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 Data on Eating and Food Intake Disorders in Adolescence.

Module 5. Protocols and Frameworks for the Diagnosis and Assessment of Learning Difficulties in Formal Education Centers

5.1. Evaluation Protocols in Formal Education Centers

5.1.1. Action Protocols for Early Childhood and Primary Schools
5.1.2. What About SEN at the Post-Compulsory Levels of Education?

5.2. Cognitive Functions and their Subprocesses

5.2.1. Main Cognitive Functions to be Assessed in LD
5.2.2. Reading and its Subprocesses
5.2.3. Writing and its Subprocesses
5.2.4. Attention and Perception and their Subprocesses

5.3. Standardized Reading Tests

5.3.1. Global Reading
5.3.2. Reading Comprehension
5.3.3. Reading Research

5.4. Standardized Writing Tests

5.4.1. Access Routes to Lexicon
5.4.2. Writing Composition
5.4.3. Writing Research

5.5. Standardized Attention and Perception Tests

5.5.1. Types of Tasks that Assess Each Attention Aspect: Sustained Attention, Divided Attention, Selective Attention
5.5.2. Global Attention Assessment Tests
5.5.3. Attention Research

5.6. Standardized Memory Tests

5.6.1. Working Memory.
5.6.2. Other Types of Memory
5.6.3. Memory Research

5.7. Basic Competency Assessment Tools for Elementary Education

5.7.1. Test Kits for the First and Second Cycle of Elementary Education
5.7.2. Competency Assessment Tools for Other Educational Levels
5.7.3. Research Framework for Basic Skill Testing

5.8. Complementary Evaluation Protocols in the Educational Field

5.8.1. Non-Formal Education Evaluation
5.8.2. Competency Assessment in Higher Education
5.8.3. Evaluation of Teaching Skills

Module 6. Intervention Techniques

6.1. Beck's Cognitive Therapy

6.1.1. Who Is Beck?
6.1.2. Fundamentals of Cognitive Therapy
6.1.3. Clinical Use

6.2. Problem-Solving Therapy

6.2.1. Introduction to Problem-Solving Therapy
6.2.2. Relevant Authors
6.2.3. Clinical Use

6.3. Exposure Therapy

6.3.1. Types of Exposure
6.3.2. Relevant Authors
6.3.3. Clinical Use

6.4. Modeling Techniques

6.4.1. Origin of Modeling
6.4.2. Techniques and Application

6.5. Ellis Rational Emotive Behavior Therapy

6.5.1. Fundamentals of Rational Emotive Behavior Therapy
6.5.2. Clinical Use

6.6. Humanistic Techniques

6.6.1. Fundamentals of Humanistic Therapy
6.6.2. Most Common Techniques

6.7. Cognitive-Behavioral Techniques

6.7.1. Fundamentals of Rational Emotive Behavior Therapy
6.7.2. Clinical Use

6.8. Gestalt Therapy

6.8.1. Fundamentals of Gestalt Therapy
6.8.2. Clinical Use

6.9. Piaget’s School

6.9.1. Fundamentals of Piaget’s School
6.9.2. Clinical Use

6.10. Mindfulness

6.10.1. Origin of Mindfulness
6.10.2. Mechanisms of Action
6.10.3. Clinical Use

Module 7. Treatment and Intervention of Child and Adolescent Psychopathologies

7.1. Factors Influencing Treatment Outcome

7.1.1. Modulating Factors in Child Treatment

7.2. Treatment Modalities

7.2.1. Introduction to the Treatment of Child and Adolescent Psychopathology
7.2.2. Different Treatment Modalities for Children and Adolescents

7.3. Bandura's Vicarious Learning

7.3.1. History of Bandura
7.3.2. Bandura's Vicarious Learning Theory

7.4. Functional Analysis

7.4.1. Introduction to Functional Analysis
7.4.2. Functional Analysis in Psychological Therapy

7.5. Systemic Therapy

7.5.1. Introduction to Systemic Therapy
7.5.2. Systemic Therapy Today

7.6. Strategic Therapy and Constructivism

7.6.1. Introduction to Strategic Therapy
7.6.2. Introduction to Constructivism

7.7. Cognitive-Behavioral Therapy. Cognitive restructuring

7.7.1. Introduction to Cognitive-Behavioral Techniques
7.7.2. Cognitive Restructuring Technique
7.7.3. Cognitive Restructuring as a Treatment Nowadays

7.8. Solution-Focused Brief Therapy

7.8.1. Introduction to Solution-Focused Brief Therapy
7.8.2. Techniques and Clinical Use

7.9. Psychotherapeutic Techniques

7.9.1. Introduction to Psychotherapeutic Techniques
7.9.2. The Main Psychotherapeutic Techniques Today

7.10. Future Prospects for Treatment Planning

7.10.1. New Prospects for Treatment in Childhood and Adolescence

Module 8. Behavior Modification

8.1. Main Theories and Authors

8.1.1. Beginnings of Behavioral Theories
8.1.2. Most Relevant Authors

8.2. Operant Techniques for Behavioral Enhancement

8.2.1. What Behaviors Do We Want to Increase?
8.2.2. Techniques to Increase Behavior

8.3. Operant Techniques for Acquisition

8.3.1. What Behaviors Do We Want to Acquire?
8.3.2. Development of Techniques to Facilitate the Acquisition of Behaviors

8.4. Techniques to Reduce or Eliminate

8.4.1. What Behaviors Do We Want to Eliminate?
8.4.2. Techniques to Reduce or Extinguish a Behavior

8.5. Token Economy Program

8.5.1. Theoretical Basis for the Token Economy
8.5.2. Its Use in the Classroom
8.5.3. Its Clinical Use

8.6. Contingency Contracts

8.6.1. Theoretical Principles of Contingency Contracts
8.6.2. Application of Contingency Contracts

8.7. Most Common Operant Techniques

8.7.1. Classical Operant Techniques
8.7.2. Operant Techniques Oriented to Clinical Psychology

8.8. Latest Applications and Studies

8.8.1. Neobehavioral Theories
8.8.2. Main Authors
8.8.3. Research Lines

8.9. Behavioral Assessment

8.9.1. Behavioral Assessment Strategies
8.9.2. Functional Analysis of Behavior

Module 9. Intervention and Treatment in Clinical Child and Adolescent Psychology

9.1. Characteristics of Psychological Interventions in Children and Adolescents

9.1.1. Main Features

9.2. Autism Spectrum

9.2.1. Principles of the Autism Spectrum
9.2.2. Assessment and Diagnosis
9.2.3. Intervention and Treatment

9.3. Schizophrenia

9.3.1. Basis of the Disease
9.3.2. Assessment and Diagnosis
9.3.3. Intervention and Treatment

9.4. Intervention in Obsessive-Compulsive Disorder

9.4.1. Principles of the Disorder
9.4.2. Assessment and Diagnosis
9.4.3. Treatment Programs

9.5. Treatment Program for Social Phobia

9.5.1. Common Treatment Programs for Social Phobia
9.5.2. Treatments and Lines of Research
9.5.3. Cognitive-Behavioral Intervention

9.6. Specific Phobia Treatment

9.6.1. Diagnostic Characteristics of Specific Phobias
9.6.2. Assessment
9.6.3. Intervention and Treatment

9.7. Family Therapy

9.7.1. Principles of Family Therapy
9.7.2. Usefulness and Effectiveness

9.8. Treatment of Sexual Disorders

9.8.1. Assessment and Diagnosis of Sexual Disorders
9.8.2. Non-Pharmacological Treatment for Sexual Disorders

9.9. Treatment for Oppositional Defiant Disorder

9.9.1. What is Oppositional Defiant Disorder?
9.9.2. Assessment and Diagnosis of Oppositional Defiant Disorder
9.9.3. Intervention and Treatment

9.10. Treatment of Addictions

9.10.1. Concept of Addiction
9.10.2. Components of Addiction
9.10.3. Intervention Programs

Module 10. Treatment Programs

10.1. Depression and Anxiety

10.1.1. Introduction to the Treatment of Depression and Anxiety in Child and Adolescent Clinic
10.1.2. Intervention in Depression and Anxiety in Children

10.2. ADHD.

10.2.1. Introduction to ADHD Treatment
10.2.2. Intervention in ADHD in Children

10.3. Personality Disorders

10.3.1. Introduction to the Treatment of Personality Disorders
10.3.2. Intervention in Personality Disorders in Children and Adolescents

10.4. Bipolar Disorder

10.4.1. Introduction to Bipolar Disorder and its Treatment
10.4.2. Intervention of Bipolar Disorder in Childhood and Adolescence

10.5. Eating Disorders

10.5.1. Introduction to the Treatment of Eating Disorders in the Child and Adolescent Population
10.5.2. Intervention of Eating Disorders in Minors

10.6. Sleep Disorders

10.6.1. Introduction to the Treatment of Sleep Disorders in Minors
10.6.2. Sleep Disorders Intervention

10.7. Disruptive Behavior Disorders

10.7.1. Introduction and Relevance to the Treatment of Disruptive Behavior Disorders in Minors
10.7.2. Intervention of Behavioral Disorders in Childhood and Adolescence

10.8. Excretory Disorders

10.8.1. General Aspects of Excretory Disorders and their Treatment
10.8.2. Intervention of Excretory Disorders in Minors

10.9. Dissociative Disorders and Psychosomatic Disorders

10.9.1. Relevance of Dissociative Disorders and Psychosomatic Disorders in Childhood and Adolescence
10.9.2. Intervention and Treatment of Dissociative and Psychosomatic Disorders in Minors

10.10. Stress Disorders

10.10.1. General Overview of Stress-Related Disorders
10.10.2. Intervention of Stress Disorders in the Child and Adolescent Population 

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