This Postgraduate diploma is an update on the most intrinsic aspects of High-Capacity Individuals and Health that every specialist should know” 

The World Health Organization (WHO) estimates that a person is gifted when their IQ is equal to or higher than 130. Nowadays, the concept of giftedness has evolved and it is not only about high academic performance or high IQ, it is rather referred to a multidimensional evaluation that takes into account other indicators such as creativity, learning mode and behavior. 

In this sense, the professional who deals with students with High Abilities must be equipped with the most current knowledge about the definition and classification of the same, the models and instruments of psycho-pedagogical evaluation, clinical aspects and Educational Needs in High Abilities, among other important aspects that will be addressed in the syllabus of this Postgraduate diploma. 

An educational program developed by the most outstanding specialists in the area and with the most precise and updated study material that will allow the student to advance in a progressive and natural way towards the goal. This, thanks to the modern study system implemented by TECHfor all its programs, based on Relearning and with the convenience of the 100% online system that provides the flexibility needed by the specialists to update at their own pace.

Through this program you will identify the best clinical tools for primary care”

This Postgraduate diploma in High-Capacity Individuals and Health contains the most complete and up-to-date scientific program on the market. The most important features include:

• The development of case studies presented by experts in High-Capacity Individuals and Inclusive Education for psychologists 
• 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

You will understand the functioning and competencies of educational guidance teams and their role in the attention to diversity and High-Capacity Individuals”

The program includes in its teaching staff a team of professionals from the sector who pour into this course the experience of their work, in addition to recognized specialists from reference 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 created by renowned and experienced experts.  

You will delve into the non-pathological clinical aspects of High-Capacity Individuals” 

In a 100% online modality you will be able to advance towards the qualification in only 6 months and at your own pace” 

This educational program offers the most effective study system in the current educational market. Through a 100% online system and the Relearning methodology, the student will be able to advance progressively and naturally towards the goal. It will have the most varied multimedia resources, from videos, summaries, quick action guides, images, among others, which will be distributed in the most comfortable, intuitive and safe virtual platform. In this way, students will be able to consult or download all the content at any time of the day, adjusting it to their own needs.

You will have an exclusive syllabus of 4 modules 100% online with the most up-to-date topics about High-Capacity Individuals and Health” 

Module 1. Definition and Classification of High-Capacity Individuals 

1.1. Definitions of High-Capacity Individuals 

1.1.1. What do we mean by High Capacity?   
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-Capacity Individuals: Profiles of High-Capacity Individuals 

1.2. Spectrum of High-Capacity Individuals 

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-Capacity Individuals

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-Capacity Individuals 
2.1.4. Instruments for the Individual and Group Detection of High-Capacity Individuals 

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-Capacity Individuals 
2.8.5. Main Concerns of Family Members 
2.8.6. Myths and Reality about High-Capacity Individuals 
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-Capacity Individuals and Health

4.1. Preliminary Considerations and Basic Ideas  

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

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

4.2.1. Indicators for Detection 
4.2.2. Questionnaires and Tools for Medical Use 

4.3. Epidemiology of High-Capacity Individuals  

4.3.1. Statistical Population Distribution of Intelligence 
4.3.2. Clinical Variety and Geographical Location 
4.3.3. Culture and Intelligence 

4.4. Scientific Criteria and Standards for Valuation  

4.4.1. Psychometric Criteria 
4.4.2. Genetics and Endophenotypes  
4.4.3. Evolutionary Criteria 

4.5. Referral to Integrated Clinical Diagnostic Centers (ICD) 

4.5.1. Who Should Intervene?
4.5.2. Referral Criteria 
4.5.3. Integrated Clinical Diagnosis 

4.6. Decision-Making Algorithms and Indicators  

4.6.1. Collection of Relevant Data 
4.6.2. Screening and Correlations 
4.6.3. Indicators and Signs for Diagnosis 

4.7. Differential Diagnosis of High-Capacity Individuals  

4.7.1. Proactive Diagnosis 
4.7.2. Comorbidities 

4.8. Comprehensive Treatment: Guidelines from the Health Care Setting  

4.8.1. Health Guidelines 
4.8.2. Family Guidelines 
4.8.3. School Guidelines 

4.9. Monitoring and Control 

4.9.1. Supervision of Compliance with Objectives 
4.9.2. Revisions and Guarantees 

TECHoffers you the most dynamic and intuitive study methodology”